Elizabeth G. Sturtevant

Effects of Fluency Development on Urban Second-Grade Readers

Abstract This study was designed to test the efficacy of the fluency development lesson (FDL) as a supplement to the regular reading curriculum in urban second-grade classrooms. The 10-15 min FDL, which was implemented daily for 6 months, resulted in fluency gains for students. In addition, teacher response to the FDL was singularly positive.

Preservice and beginning teachers’ perceptions of the influence of high stakes tests on their literacy‐related instructional beliefs and decisions

Abstract This longitudinal study examined preservice and beginning teachers’ perceptions of ways their literacy related instructional beliefs and decisions were affected by learning to teach in a high stakes testing environment. Data collection over a three‐year period included open‐ended survey responses from 64 teacher interns and individual interview responses from 8 former interns during the first and second years of teaching. Responses to the surveys and individual interviews were coded using themes that emerged from the data. Results of the study indicated that the preservice and beginning teachers varied in their perceptions of how high stakes tests influenced their literacy instruction. While many participants described strong influences of these tests on their instructional decisions, others reported only minimal effects. In addition, teachers frequently reported effects on their instructional decisions, but no effect on their instructional beliefs.

The instructional beliefs and decisions of middle and secondary teachers who successfully blend literacy and content

Abstract This study explored the perspectives of nine content area middle and high school teachers who were considered to be “outstanding” teachers of their disciplines and who also used a variety of literacy practices in their instruction according to their principals and supervisors. The teachers were interviewed to explore their instructional beliefs and decision‐making, with specific attention to how these beliefs and decisions impacted their uses of literacy. A cross‐case analysis revealed that all nine teachers had strong beliefs about meeting students’ needs, the value of interpersonal relationships, and participating in lifelong learning. In addition, all of the teachers reported effects of personal experiences, context and/or teaching conditions, and professional development on their instruction. Overall, the teachers described both a strong focus on meeting student needs and a wide variety of uses of literacy within active teaching/learning environments.

Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions.

Secondary Literacy Coaching: A Macedonian Perspective

Vocational high schools in the Republic of Macedonia are making efforts to add content literacy and learning strategies to their curricula through Secondary Education Activity (SEA). SEA is a collaboration of the government of Macedonia, the International Reading Association, the American Institutes for Research, and the United States Agency for International Development to provide schools with updated curricula and to enable teachers to move from lecture-style instruction to instruction that included active learning and links between the school, community, and workplace. As part of this project, educators participated in workshops led by international volunteers and 16 Macedonian classroom teachers selected to become literacy coaches. The trained educators have subsequently led training at their own schools. This article focuses on the perceptions of the 16 new literacy coaches about their own professional development and dilemmas they have had to overcome.

What Middle and High School Educators Need To Know About Language Minority Students

Elizabeth G. Sturtevant (esturtev@gm . du) is coordinator ofmiddle education in the Graduate School of Education at George Mason University, Fairfax, Va. Many middle level and high schools in the United States have experienced tremendous growth in their population of language minority students, or students who speak a language other than English at home. Concern about the appropriate education of these learners raises issues that are both complex and controversial. ~~, e, &dquo;9 ~,,, w,,,~&dquo; &dquo;a, z&dquo;,,,&dquo;,, ~~~~,9~,4 ,,y,;,~Y

Literacy Motivation and School/Non-School Literacies Among Students Enrolled in a Middle-School ESOL Program

This study examined literacy motivation among middle-school students in English for speakers of other languages (ESOL) classes by using a 20-question survey and semi-structured interview. The survey results identified similarities among students of different genders, but differences between the beginning ESOL group and the more advanced groups, with the beginning group exhibiting higher motivation in the subsection of “valuing” of reading. Multiple linear regression with gender, ESOL group, and self-concept as reader predicted value of reading, with ESOL group having the highest prediction power. The eight students interviewed generally reported a strong interest in reading and writing, particularly outside of school, and a wide array of literacy activities within the family in which the students were both learners and teachers.

Literacy Coaches' Perspectives of Themselves as Literacy Leaders: Results from a National Study of K-12 Literacy Coaching and Leadership.

As the face of education and the demands on teachers continues to change in the 21st century, so does the role of the literacy coach in schools across the country. This article explores the changing roles and responsibilities of literacy coaches by sharing the results of a study of 270 literacy coaches around the country. In this article, we share coaches’ thoughts and perspectives about literacy leadership, the changing roles and responsibilities of the literacy coach/reading specialist, and what it takes to be successful in their roles as literacy leaders in schools and districts.

Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds.

The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their students, and approximately 50% were English language learners (ELLs). After teachers implemented USHER, changes in history reading comprehension and reading self-efficacy beliefs were identified for both ELLs and English native speakers. Findings show promise for multifaceted comprehension instruction in social studies for middle school contexts with large numbers of ELLs.