Kathleen A. J. Mohr

Developing Beliefs about Literacy Instruction: A Cross-Case Analysis of Preservice Teachers in Traditional and Field Based Settings

Abstract This paper reports the results of three similar case studies of preservice teachers enrolled in literacy methods courses. In each study, preservice teachers beliefs about literacy were described through the use of multiple data sources before, during, and after the course. The settings of the studies included: a university based course with no field experience, a university‐based course with unsupervised field experience, and a field‐based course. Preservice teachers in each program experienced change. Factors contributing to the changes common to all programs were instructor modeling, course assignments/readings, cognitive dissonance, and reflection. Only students participating in the field‐based program, however, described a greater variety of dissonance factors impacting their beliefs about literacy instruction. Factors unique to the field‐based course include: cultural dissonance, emotional dissonance, experiential dissonance, and political dissonance. Implications support a field‐based model...

Extending English-Language Learners' Classroom Interactions Using the Response Protocol.

Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students. The Response Protocol is a framework consisting of six types of responses that students might make to teacher queries. These response options range from providing accurate information in standard English to saying nothing at all. The tendency for students to disengage from teacher-initiated interactions can be offset by more skillful management of conversation and instruction. The Response Protocol provides follow-up prompts teachers can use to elicit, elaborate, and extend questions and answers. Each response category is described and illustrated with authentic classroom examples. The article also includes a list of general language development guidelines that serve to improve classroom talk and support the social, emotional, language, and academic growth of English-language learners.

English as an Accelerated Language: A Call to Action for Reading Teachers

This article challenges reading teachers to use their rich literacy repertoires to make English an accelerated language for English-language learners in their classrooms. The introduction argues that educators must discard a remedial approach for second-language learners and afford more integrated, forward-looking experiences in order to enable English-language learners to build on their first-language strengths and be successful in English-speaking classrooms. Effective reading teachers are able to offer comprehensible and comprehensive language instruction in rich reading and writing contexts. This article uses the example of one first grader to exemplify how inferior literacy instruction can be transformed to facilitate both language and literacy development. The author synthesizes several areas of research to provide a list of recommended practices that, when combined as instructional components, can expedite student progress. Reading teachers are encouraged to offer these best practices, enhanced by insights on second-language learning needs, to the English-language learners in regular classrooms.

Children’s choices; A comparison of book preferences between Hispanic and non-Hispanic first graders

This report describes a study of book preferences among 190 first graders. Students were exposed to nine different, high-quality, picture books of various genres (including multicultural texts) and asked to select one to own. A mixed subgroup of students had the texts read to them during read aloud sessions, but the majority made selections based on surface-level text structures. Results indicate that Hispanic and non-Hispanic students were more alike than different in their preferences. An overwhelming majority selected informational, rather than narrative books. This finding counters notions that young readers prefer stories and desire books that mirror them in culturally pertinent ways.

Reading Together: A Successful Reading Fluency Intervention.

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through fifth grade. The differences on the outcome measures between the treatment (n = 29) and comparison (n = 23) were statistically significant. Thus, students in the treatment demonstrated increased reading expression, reading rate, and overall reading scores. Results suggest that Reading Together is a feasible method of increasing students’ reading proficiency and can be delivered by trained volunteers.

Effective and Efficient: Maximizing Literacy Assessment and Instruction

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness. Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously. Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader. Implications – The chapters goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion. Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.

The Effects of Dyad Reading and Text Difficulty on Third-Graders' Reading Achievement.

ABSTRACT This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.

Planning for productive college-level work: Using the Course Assignment Framework

This article recognizes the critical role community college instructors serve in preparing todays students for successful postsecondary education. Well-designed course assignments are a critical component of effective teaching and learning processes. The author summarizes some common assignment pitfalls (based on student input) and makes recommendations for avoiding them in community college classrooms. Then the author presents the Course Assignment Framework, which was designed to facilitate the planning of productive course assignments. The Course Assignment Framework delineates ten assignment categories, their rationales, and advantages for professors and students. The framework also promotes their combining of tasks so that instructors can customize and minimize the assignments that they expect of contemporary students. The article includes an example of an assignment planned using the framework and encourages instructors to refine course tasks to improve teaching, learning, and assessment.

A Response to “Measuring Students’ Writing Ability on a Computer Analytic Developmental Scale: An Exploratory Validity Study”

We appreciate the LRI editors’ and authors’ solicitation of, and welcome the opportunity to comment on, “Measuring Students’ Writing Ability on a Computer-Analytic Developmental Scale: An Exploratory Validity Study” by Burdick, Swartz, Stenner, Fitzgerald, Burdick, and Hanlon (LRI, 2013; 52.4). The computer-analytic Writing Ability Developmental Scale joins a growing set of Individual Growth Developmental Indicators (IGDIs). We agree with the authors that assessments should seek parsimony in both theory and application wherever possible. Doing so allows maximal dissemination and implementation while minimizing costs. The Writing Ability Developmental Scale may indeed provide educators with an efficient, cost-effective alternative to more costly efforts relying on human raters. However, we agree that this study is “exploratory” and the Writing Ability Developmental Scale is not yet ready for “prime time” for a number of reasons. In this response, we raise concerns and caveats, which we hope will help the researchers fine-tune their initial efforts, as well as offering cautions to practicing educators who may use the Writing Ability Developmental Scale. It is well understood in the assessment industry that reliability is a necessary but insufficient condition to establish validity. In this study, the researchers began by establishing reliability evidence with human raters. We wonder if this research phase sought to establish a human rating process as the “gold standard” against which Writing Ability Developmental Scale scores would be compared or correlated. The authors report a G coefficient of .68 with four human raters on six compositions or rating objects. The obtained G coefficient of .68 approaches minimally acceptable reliability levels for G studies (Webb, Shavelson, & Haertel, 2006). We were disappointed that the researchers did not provide more detailed analyses, such as a Dependability (D) Study showing how numbers of raters and compositions, as two facets of the design, might have been manipulated to increase reliability and decrease error variance for making absolute and relative decisions about human raters’ abilities to reliably rate compositional quality (Strube, 2000). Nevertheless, a .68 interrater reliability G coefficient for four raters rating six compositional samples per

Exploring Factors That Influence Quality Literature Circles.

ABSTRACT Research indicates that literature circles are an authentic means for literacy development that students typically enjoy. To better understand the potential value and to add to the research base regarding literature circles, this study, involving 17 fourth graders, explores factors that may influence the quality of literature discussions, including reading ability, gender, personality types, and group size. The regression model generated a significant p-value of .019 and an adjusted R-squared of .66. Emotional stability was significant (p < .05), and group was significant at the p < .01 level indicating that groups comprised of three students engaged in higher-quality discussions. These findings are presented and limitations and implications of the study are discussed.