Literacy Instruction and AAC: A Mysterious Mosaic?

2006 ◽  
Vol 15 (2) ◽  
pp. 2-7
Author(s):  
Martine Smith
Keyword(s):  
Literacy Instruction

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

2013 ◽  
Author(s):  
Heidi Julien
Keyword(s):  
Longitudinal Study ◽  
Information Literacy ◽  
National Survey ◽  
Longitudinal Analysis ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
The Third ◽  
Information Literacy Instruction ◽  
Étude Longitudinale ◽  
Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration. 

Centering Language and Student Voice in Multilingual Literacy Instruction

2021 ◽  
Author(s):  
C. Patrick Proctor ◽  
Rebecca D. Silverman ◽  
Renata Love Jones
Keyword(s):  
Student Voice ◽  
Literacy Instruction
Sign in / Sign up

Export Citation Format

Share Document