Jo Worthy

Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults

In this study, we compared 41 adults in a basic literacy class with 92 achievement-level-matched children on their use of English print conventions, as inferred by a qualitative analysis of spelling errors. The two groups followed similar patterns in their mastery of basic spelling features, including letter reversals, consonant blends, and short vowels, with the adults showing relatively more advanced skill in using orthographic patterns. However, the adults made a preponderance of misspellings that were rarely made by the children, including omissions, substitutions, and additions of derivational and inflectional morphemes, and neglect of word endings in general. The findings indicate clear morphological difficulties along with more subtle phonological coding deficits. We suggest that low literacy adults would benefit from specific direct instruction in linguistic analysis, with particular attention to the morphological principles underlying inflections and derivations. Such instruction should be based on a careful assessment of reading and spelling knowledge.

“Mi Hija Vale Dos Personas”: Latino Immigrant Parents' Perspectives About Their Children's Bilingualism

Abstract This paper presents the voices of 16 Latino immigrant parents whose children were upper elementary students in a bilingual education class in the southwestern United States. In interviews that focused on their childrens language learning and usage, the parents spoke of a commitment to a better life for their children. All believed that English proficiency and bilingualism were keys to social and economic advancement and that speaking Spanish represented an essential tie to familial and cultural roots, and all demonstrated awareness and involvement in their childrens education and language use. Many parents had begun to notice subtle signs of Spanish erosion and resistance, despite the fact that Spanish was the home language of all. To counteract the social and political forces drawing their children away from bilingualism, the parents were using a variety of strategies although most of them worked long hours simply to survive, and thus, had little free time. This study urges that educators take the time to listen and learn how parents are able and willing to assist their children.

“More than just reading”: The human factor in reaching resistant readers

Abstract This study included 24 struggling, resistant readers in grades 3 through 5 who were tutored for one to two semesters by university graduate and undergraduate students. All of the young students made great strides in reading achievement and most greatly increased their voluntary reading motivation. Through lesson plans, tutor reflections, interviews with the students and their parents and observations during tutoring, book discussions, and book choices, we examined factors that influenced their reading engagement. Factors such as social interaction around literacy and access to appropriate, relevant and interesting reading materials appeared necessary but not sufficient to inspire voluntary reading. The most salient factor in increasing reading motivation was the tutors willingness to take personal responsibility for their students’ progress. Effective tutors went well beyond the standard tutoring guidelines to tailor instruction to students’ unique needs and interests, persist in finding just the right materials to reach their students, and spend whatever extra time and effort it took to inspire their students to read.

Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills

A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs—including transitional and dual-language—limit, discourage, and/or stigmatize such practices. This study examines literature discussion in a fifth-grade bilingual education classroom, in which the teacher valued, supported, and facilitated hybrid language practices. The findings illuminate the ways in which the teacher and students flexibly used their linguistic and cultural resources to understand the text content and language.

Linking Reading with Meaning: A Case Study of a Hyperlexic Reader

The research presented in this paper is a two-part case study of a 14-year-old mentally handicapped girl, Rachelle, who is hyperlexic. That is, she is able to easily decode the printed word, yet has great difficulty comprehending what she has read. We describe the characteristics of hyperlexia in a diagnostic case study of Rachelle and then outline an instructional program, implemented over a 1 1/2-year period, which we based on current research and theory about the normal processes of reading and learning. Using a learner-centered, literature-based approach, we directed instruction toward helping Rachelle to connect reading with making meaning. Her reading and writing competency and attitudes improved steadily throughout the intervention, as shown through collected work samples and a variety of assessment procedures. We suggest that instruction for hyperlexics and for all readers should focus on linking reading with meaning.

Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom

In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or “story” that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae “restoried” the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base restorying on theory and research in social identification, effective teaching, culturally responsive/relevant pedagogy, and the ethic of care.

Teachers’ Understandings, Perspectives, and Experiences of Dyslexia:

Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers’ perspectives are heard only when their knowledge is questioned. Our research addresses these gaps with a qualitative study examining perspectives, understandings, and experiences of 32 Texas public school educators regarding dyslexia. Two major themes were evident: First, teachers felt responsible for meeting the needs of all their students, including those identified as dyslexic. Second, participants named barriers that interfered with attempts to support students, including limited information and confusing policies and procedures. This research provides new information about teacher’s understandings, experiences, and perspectives concerning dyslexia that goes beyond surveys. This study’s literature review provides information about the state of current dyslexia research, including its limitations.

A Critical Analysis of Dyslexia Legislation in Three States

After a multitude of studies across more than a century, researchers have failed to consistently identify characteristics or patterns that distinguish dyslexia from other decoding challenges. Many researchers and educators argue the construct is too vague and contradictory to be useful for educators. Nevertheless, attention to dyslexia in policy and practice has increased at a rapid rate; 37 states now have dyslexia laws, and national legislation was passed in 2016. Employing Bakhtin’s concept of authoritative discourse (AD) as a theoretical lens, we examined the emergence and current state of dyslexia legislation and policy in Texas, Indiana, and Florida, three states that represent various histories of legislation and stages of policy implementation. Our analysis found similarities among the states’ legislation, particularly regarding how the policies emerged and the AD embedded within them. The International Dyslexia Society’s recommendations for a specific intervention approach that is “multisensory, systematic, and structured” appear in each state’s laws. This approach is not well supported by research, but it is officially sanctioned through legislation in many states and has had a profound effect on policy and practice. By not engaging in the discourse or using the word “dyslexia,” literacy researchers and educators place themselves outside of a closed discourse circle that influences policy and practice and deeply affects students. We encourage active participation in the conversation and in policy decisions that are currently taking place without the input of literacy educators and researchers.

Wow, I Get to Choose Now! Bilingualism and Biliteracy Development from Childhood to Young Adulthood.

ABSTRACT Much research has focused on the reasons and mechanisms for immigrant language loss. However, there is a scarcity of research about influences on language maintenance over time, and much of this work employs survey data. With the current study, we aim to contribute to this body of research with a qualitative study of a bilingual individual, Esperanza Sada (a self-selected pseudonym), and her language and literacy development, beginning in late elementary school and concluding with a follow-up at age 22. We employed a language ideologies framework to interpret Esperanza’s language and literacy practices, as well as the social, political, and educational contexts in which they developed. This long-term examination allowed us to understand more about the mechanisms and processes of Esperanza’s language and literacy development and use over time. It also illuminated her deliberate choice to continue with bilingualism and biliteracy, even as some of her friends and acquaintances made the opposite decision.

“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation

Since 1985, when Texas passed the first dyslexia law, there has been a profusion of dyslexia legislation across the country, with a rapid increase in recent years. Including Texas, which has multiple laws, 42 states have passed dyslexia legislation focused on identification, intervention, accommodations, funding, and/or dyslexia specialists. Seven states, including Texas, require or “encourage” teacher preparation programs to address state-approved information about identification and intervention, even though the concept is not well understood or defined. Teacher educators are frequently criticized for not preparing teachers to address dyslexia, yet their perspectives are not represented in the conversation. To address this gap, we interviewed literacy teacher educators about their perspectives of reading challenges, dyslexia, and legislation that requires them to teach about dyslexia. We analyzed the data employing authoritative discourse and disability critical race studies (DisCrit) as theoretical frameworks. This article presents portraits of three teacher educators that represent a range of participant perspectives.