Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach

2021 ◽  
pp. 1-14
Author(s):  
Julie A. Wolter ◽  
Laura Green
Keyword(s):  
Academic Success ◽  
Literacy Practices ◽  
Science Curriculum ◽  
Strategy Instruction ◽  
Morphological Awareness ◽  
Disciplinary Literacy ◽  
Academic Science ◽  
General Strategy ◽  
Reading And Writing ◽  
Academic Curriculum

Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a content literacy approach, might be integrated with disciplinary literacy practices for adolescents with and without LLD. We specifically present how morphological awareness intervention, with an explicit focus on meaning structure and related language analysis of words, can be linked to learning academic vocabulary. Our blended approach includes both content and disciplinary literacy strategies in the context of the academic science curriculum. Conclusions: Adolescents with and without LLD require ongoing support of their literacy development well beyond the elementary school years. It is important that this support include not only mastery of foundational general strategies to access complex text content in a proficient manner but also active and explicit reflection on the social complexities of text as it relates to specific disciplines. Together, such instruction and intervention, when directly applied to the academic curriculum, can help older students of all abilities achieve the optimal comprehension and learning required for academic success.

Morphological Awareness Strategies to Promote Academic Success at Tier 1 Through Interprofessional Collaboration

2019 ◽  
Vol 4 (5) ◽  
pp. 781-789 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Interprofessional Collaboration ◽  
Morphological Awareness ◽  
Reading And Writing ◽  
Specific Language ◽  
School Based ◽  
Tier 1 ◽  
Language Needs ◽  
Language Literacy

Purpose Many school-based speech-language pathologists (SLPs) are interested in interprofessional collaborations with teachers to provide classroom-based services but are often unsure how to design and implement these services in a way that will meet teachers' curricular standards and serve the specific language needs of students. The purpose of this article is to provide SLPs an interprofessional model for providing quality classroom-based language–literacy instruction that facilitates language success for children with and without language–literacy deficits using a morphological awareness strategy approach. Conclusion The 8-week teacher–SLP collaborative classroom model focused on morphological awareness to improve 3rd-grade vocabulary, reading, and writing presented in this article provides a framework for implementing classroom-based services relevant to the curriculum.

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.

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

scholarly journals The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

2008 ◽  
Vol 78 (1) ◽  
pp. 107-154 ◽  
Author(s):  
ELIZABETH BIRR MOJE ◽  
MELANIE OVERBY ◽  
NICOLE TYSVAER ◽  
KAREN MORRIS
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Social Networks ◽  
Academic Outcomes ◽  
Positive Relationship ◽  
Adolescent Literacy ◽  
Literacy Practices ◽  
Complex World ◽  
Reading Practices ◽  
Reading And Writing

In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school. However, only reading novels on a regular basis outside of school is shown to have a positive relationship to academic achievement as measured by school grades. This article describes how adolescents read texts that are embedded in social networks, allowing them to build social capital. Conclusions are framed in terms of the mysteries that remain — namely, how to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.

Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention

2015 ◽  
Vol 39 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Stephen Ciullo ◽  
Erica S. Lembke ◽  
Abigail Carlisle ◽  
Cathy Newman Thomas ◽  
Marilyn Goodwin ◽  
...  
Keyword(s):  
Middle School ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Performance Feedback ◽  
Literacy Practices ◽  
Strategy Instruction ◽  
Future Research ◽  
Evidence Based ◽  
Independent Practice ◽  
Middle School Reading

The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill

2020 ◽  
Vol 70 (1) ◽  
pp. 115-140 ◽  
Author(s):  
Sônia Maria Pallaoro Moojen ◽  
Hosana Alves Gonçalves ◽  
Ana Bassôa ◽  
Ana Luiza Navas ◽  
Graciela de Jou ◽  
...  
Keyword(s):  
Academic Success ◽  
Text Structure ◽  
Structure Sensitivity ◽  
Reading And Writing

scholarly journals Editorial

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Editorial Office
Keyword(s):  
South Africa ◽  
Social Life ◽  
Literacy Practices ◽  
Research Field ◽  
Complex Dynamic ◽  
Reading And Writing ◽  
Critical Commentary

Welcome to the first issue of Reading and Writing: Journal of the Reading Association of South Africa. !is new journal aims to bring together research, field reports, discussion pieces and critical commentary that will contribute to our knowledge and understandings of reading and writing and that may help us to better grasp the complex, dynamic and changing nature of literacy practices in education and in contemporary social life.

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