READ: A Strategy-Based Approach to Disciplinary Literacy Development

2020 ◽  
pp. 3-21
Author(s):  
Juanita C. But ◽  
Pamela Brown
Keyword(s):  
Literacy Development ◽  
Disciplinary Literacy

scholarly journals SOLO taxonomy as EFL students’ disciplinary literacy evaluation tool in technology-enhanced integrated astronomy course

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Nadezhda Chubko ◽  
Julia E. Morris ◽  
David H. McKinnon ◽  
Eileen V. Slater ◽  
Geoffrey W. Lummis
Keyword(s):  
Literacy Development ◽  
Disciplinary Literacy ◽  
Clear Understanding ◽  
Esl Students ◽  
Evaluation Tool ◽  
Solo Taxonomy ◽  
Written Responses ◽  
Efl Students ◽  
And Mathematics ◽  
Quality Learning

AbstractWhilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students’ disciplinary literacy development. This SOLO taxonomy was trialled in a STEM integrated astronomy course enhanced with a digital storytelling approach. Data were collected from adolescent EFL students’ written responses in their pre- and post-Astronomy Diagnostic Test. The results show a positive change in participants’ science disciplinary literacy development and contribute to the understanding of the EFL/ESL students’ science disciplinary literacy development and assessment.

Using Academic Word Lists to Support Disciplinary Literacy Development

2017 ◽  
Vol 71 (2) ◽  
pp. 215-220 ◽  
Author(s):  
Christine Joseph Picot
Keyword(s):  
Literacy Development ◽  
Disciplinary Literacy ◽  
Word Lists

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

AAC Supporting Literacy Instruction for Individuals With Deafblindness

2017 ◽  
Vol 2 (12) ◽  
pp. 98-106
Author(s):  
Christopher Brum
Keyword(s):  
Literacy Instruction ◽  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Use Of Technology ◽  
Communication Supports

This paper aims to provide an overview of literacy as it relates to children with deafblindness, including information on literacy instruction and specific examples of activities that support literacy development for this population. It will also explain how augmentative and alternative communication supports, including the use of technology, can be integrated into literacy instruction for individuals with deafblindness.

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