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by Won Kim — 2017
In this qualitative study, I examined 11 adolescent long-term English language learners’ (ELLs) educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests. Findings derived from participants’ individual interviews and various school records indicated that participating ELLs experienced multiple layers of limited opportunity to learn as they moved through the educational process. Informed by the social capital framework research and theory, findings suggest that participants’ gaps in learning continued to grow with each subsequent year of schooling, exacerbated by their limited access to appropriate language programs and academic resources, thereby rendering them struggling, low-achieving, long-term ELLs. Despite their academic challenges, participating ELLs remained eager to succeed in school, which raises a critical question regarding how well the educational system is prepared to provide them with high quality, rigorous programs that are responsive to their linguistic and academic needs.

by Curt Adams & Anna Palmer — 2017
This study uses the lenses of positive education and self-determination theory to examine features of the school environment that promote reading growth in students.

by Kathleen Clark — 2017
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.

by Jamie Colwell & David Reinking — 2016
This article examines the results of a ten-week formative experiment to investigate how eighth-grade history instruction could be aligned with literacy goals. We give specific focus to our collaboration with the history teacher and her implementation of an instructional intervention to scaffold students’ reading and analysis of historical texts.

by Becky Huang & Alison Bailey — 2016
The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.

by Karen Thompson — 2015
The label Long-Term English Learner (LTEL) is used to describe students educated in the U.S. for many years but still not meeting English proficiency criteria. In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for LTELs in a medium-sized California district. In addition, case study research methods examine the experiences of three LTELs within this same district in greater depth.

by Yasuko Kanno & Jennifer Cromley — 2015
Using the Education Longitudinal Study of 2002, this study examines high-school English language learners’ pathways to four-year colleges in order to explore why ELLs’ access to four-year college is so limited.

by Kristen Wilcox , Hal Lawson & Janet Angelis — 2015
This article describes practices that distinguish elementary schools whose ethnically and linguistically diverse students consistently exceed expectations on English language arts assessments. Results of the multicase study show that higher achievement correlates with policies and practices that are coherently supported and sustained across classroom, school, and district levels.

by Amanda Kibler, Allison Atteberry, Christine Hardigree & April Salerno — 2015
This mixed-methods study describes the changing social networks of adolescents participating in an extracurricular dual-language program.

by Michael Gottfried & Morgan Polikoff — 2015
This research evaluates whether English Language Learner (ELL) classmates are associated with the social skills outcomes of students with disabilities in kindergarten. Using a national large-scale sample of kindergarten students, the results show that having a greater number of ELL classmates has a positive effect on the social skills outcomes for students with disabilities.

by Mary Yee — 2015
This study constitutes the secondary analysis of data collected as part of classroom instruction in a prior practitioner inquiry study. Consequently, IRB approval, parental consent, and participant assent for the present study were obtained after the conclusion of the original study.

by Susan Yonezawa — 2015
Common Core proponents and detractors debate its merits, but students have voiced their opinion for years. Using a decade’s worth of data gathered through design-research on youth voice, this article discusses what high school students have long described as more ideal learning environments for themselves—and how remarkably similar the Common Core ideals are to what kids say they want and need to learn best.

by Danielle E. Forest, Kasey Garrison & Sue C. Kimmel — 2015
This article explores portrayals of social class in international, translated literature for children. The authors outline a framework for analyzing class in children’s literature and suggest that books with global origins may provide complex and realistic images of issues related to class.

by Cordula Artelt & Wolfgang Schneider — 2015
Because metacognitive knowledge includes knowledge about adequate learning strategies, and an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. The discussion considers the validity of metacognition indicators (knowledge and strategy use) and practical implications of the findings.

by Hyo Jin Lim, Mimi Bong & Yeonkyung Woo — 2015
The authors of this study examined how attitudes toward reading mediated the relationships between Korean adolescents’ reading environments and reading behaviors, using a nationally representative sample from the PISA 2009 database. Gender, home literacy resources, parents’ reading attitude, and parental support for reading were all significant predictors of Korean adolescents’ reading attitude.

by Lucy Rader-Brown & Aimee Howley — 2014
This article presents findings from a research study to determine predictors of elementary-school teachers’ use of research-based instructional strategies with English Language Learners.

by Dan Berebitsky, Roger Goddard & Joanne Carlisle — 2014
This study examines the empirical link between teachers’ perceptions of principal support for change and teachers’ reports of the degree of collaboration and communication with one another around literacy in Reading First schools. Multilevel analyses showed a significant and positive association between principal support for change and the degree of collaboration and communication.

by Sultan Turkan, Luciana De Oliveira, Okhee Lee & Geoffrey Phelps — 2014
The synthesis of the current literature presented in this paper provides an important starting point for identifying the knowledge that regular classroom teachers will need to develop in order to address the learning needs of their ELL students. The paper identifies Disciplinary Linguistic Knowledge (DLK) as a specialized knowledge base needed by teachers and teacher educators and proposes that DLK be required in order to model for ELLs how language is used to communicate meaning and to engage them in disciplinary discourse.

by Mary Kalantzis & Bill Cope — 2011
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.

by Donna Alvermann — 2011
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.

by Carey Jewitt, Jeff Bezemer & Gunther Kress — 2011
This paper examines the significance of changing multimodal resources and practices of annotation in subject English textbooks and the UK secondary school English classroom, with particular attention to the role of digital technologies.

by Marie Mc Andrew — 2009
The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.

by Robert Rueda & Ellen McIntyre — 2002
Schools can and should provide access to purposeful, transformative, empowering experiences that move students from the ability to read to full literacy.

by P. Pearson — 2000
This is an account of reading instruction in the twentieth century. It will end, as do most essays written in the final year of any century, with predictions about the future. My hope is to provide an account of the past and present of reading instruction that will render predictions about the future transparent. Thus I begin with a tour of the historical pathways that have led us, at century’s end, to the rocky and highly contested terrain we currently occupy in reading pedagogy. After unfolding my version of a map of that terrain, I will speculate about pedagogical journeys that lie ahead of us in a new century and a new millennium.

by Robert Calfee & Kimberly Norman — 1998
By examining the big issues in early reading research, the authors draw lessons suggesting the importance of the synergy between previously warring factions.

by Nancy Nelson & Robert Calfee — 1998
Despite numerous points of contact through the years and various efforts to connect the two, a schism has often existed between reading and writing in theory and research, and reading and writing have often been taught as unrelated subjects. If it were not for this long-standing separation, so much importance would not be given to possible connections. This chapter on historical context is intended to demonstrate the significance of the topic as well as to highlight points of convergence and divergence between reading and writing in American education.

by Donald Rubin — 1998
While writers usually keep thoughts like the above to themselves, they are nonetheless driven by audience considerations. I want to make a very strong claim about the preeminence of audience in composing: writing is at its essence a social act, a rhetorical act, an act of communication, and thus affecting an audience in one way or another is the very point of writing. Audience considerations can affect those other aspects of writing typically included in models of composing, such as retrieving prior knowledge about subject matter, inventing or discovering new content, and applying knowledge of discourse patterns and conventions.

by James Murphy — 1998
In this chapter I will first discuss the nature of rhetoric and its traditional use in teaching, before turning to the implications for the writing-reading relationship.

by Timothy Shanahan — 1998
Rhetorical issues will be the focus of this chapter. Instead of the more typical focus—how writers think about readers—I will consider how readers come to think of authors and what difference such thinking makes in their understandings of the texts they read. I will examine (1) the place of the author in literary theory, (2) the role of the author in disciplinary discourse, (3) features of text that make the author more visible, and (4) the concept of author in children's literacy development.

by Margaret McKeown & Isabel Beck — 1998
In prior work in the intermediate grades, we had repeatedly seen students experiencing difficulty in understanding their textbooks and blaming themselves for not understanding the material. Our observations came from a series of studies, conducted in fifth to eighth grades, in which we probed students' interactions with textbook passages and interviewed students to trace their understandings of social studies topics they had studied in school, chiefly through reading textbooks.

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