Katie Stover

Examining Literacy Teachers’ Perceptions of the Use of VoiceThread in an Elementary, Middle School, and a High School Classroom for Enhancing Instructional Goals

In today’s digital age, Web 2.0 tools such as VoiceThread allow users to integrate images, voices, and responses within one digital platform, providing students with the opportunity to add another layer of meaning to their texts. We conducted this research to expand our understanding of the processes necessary for integrating digital tools into instruction. Specifically, we sought to explore the instructional uses of VoiceThread within an elementary classroom, a middle school classroom, and a high school classroom. We studied teachers’ experiences and perceptions when using this tool in their classrooms. We believe our findings will contribute to the continuously evolving knowledge base of instructional practices that can be used to expand students’ 21st-century literacy skills.

Look What I Did

The authors describe a strategy that empowers students to edit and revise their own writing. Students input their writing in to text-to-speech software that rereads the text aloud. While listening, students make necessary revisions and edits.

“It ain't hard no more!” Individualizing instruction for struggling readers

ABSTRACT Despite sound instructional practices to develop foundational reading skills with young learners, numerous learners continue to lag behind in literacy learning. Many do not view themselves as readers, lack motivation, and become disengaged with learning in general. This article shares a research-based instructional framework developed by one of the authors, Amanda Sparrow, who tutored a struggling reader. An attitudinal survey was included that revealed the tutees interest in tractors and dump trucks. With this information, the tutees interests and differentiated instruction to meet his unique learning needs were considered. Consequently, the tutee eagerly engaged in learning and, ultimately, developed his self-efficacy as a reader. The authors posit this instructional approach may inform mainstream teachers who continue to seek ways to improve the literacy success of all learners.

Inquiry into the Efficacy of Interactive Word Walls with Older Adolescent Learners.

This study analyzed the perceptions of five high school English teachers of the efficacy of interactive word walls in high school classrooms. Through data collected during interviews and professional reflective journals, as well as the review of student artifacts, this article presents the themes that emerged from effective classroom teachers. Finally, we discuss the implications for research on interdisciplinary classroom practices.