Literacy Engagement Through Peritextual Analysis

Young men who have sex with men (YMSM) living with HIV experience challenges with retention in care, which negatively affects viral suppression. To address this, researchers piloted Bijou, a program designed to provide health education through electronically delivered behavior and risk reduction modules. Participants were 29 YMSM aged 19-24 living with HIV from the southeastern US. Participants completed pre, post, and 3-month follow-up (3MFU) surveys assessing knowledge, intervention acceptability, satisfaction, self-efficacy, ehealth literacy, and usability. Findings revealed significant improvement in knowledge and e-health literacy from pre-test to post-test but lost significance at 3MFU. Self-efficacy scores did not show significant differences from pre-test to post-test or 3MFU. Participants who completed all modules considered Bijou usable and acceptable; however, many did not complete the program. Findings suggest a need for adaptations to promote knowledge retention, e-health literacy, engagement over time, and research with a larger, more representative sample.

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Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

Reading Research Quarterly ◽

10.1002/rrq.381 ◽

2021 ◽

Author(s):

Mary Amanda (Mandy) Stewart ◽

Holly Hansen-Thomas ◽

Patricia Flint ◽

Mariannella Núñez

Keyword(s):

Literacy Engagement ◽

Disciplinary Literacies

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Screening Bot: a Playground for Critical Algorithmic Literacy Engagement with Youth

10.1145/3450337.3483478 ◽

2021 ◽

Author(s):

Ezequiel Aleman ◽

Larysa Nadolny ◽

Alejandro Ferreira ◽

Bruno Gabetti ◽

Guillermo Ortíz ◽

...

Keyword(s):

Literacy Engagement

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English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

TESL Canada Journal ◽

10.18806/tesl.v29i0.1121 ◽

2012 ◽

Vol 29 ◽

pp. 25 ◽

Cited By ~ 8

Author(s):

Jim Cummins ◽

Rania Mirza ◽

Saskia Stille

Keyword(s):

English Language Learners ◽

Academic Success ◽

Language Learners ◽

English Language ◽

School Administrators ◽

Academic Learning ◽

Esl Teachers ◽

Ell Students ◽

Literacy Engagement ◽

Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

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Exploratory Qualitative Analysis of Early Literacy Engagement in Latinx Parents of a Child With a Cleft

Journal of Craniofacial Surgery ◽

10.1097/scs.0000000000007550 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Alexis Johns ◽

Erin Wallace ◽

Jenny Thach ◽

Cindy Ola ◽

Emily Gallagher ◽

...

Keyword(s):

Qualitative Analysis ◽

Early Literacy ◽

Literacy Engagement

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Planning, Organisation and Literacy Engagement

Developing Literacy in the Primary Classroom ◽

10.4135/9781473906860.n10 ◽

2014 ◽

pp. 180-197

Keyword(s):

Literacy Engagement

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Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach

South African Journal of Childhood Education ◽

10.4102/sajce.v6i1.367 ◽

2016 ◽

Vol 6 (1) ◽

pp. 8

Author(s):

Mohlanhledi P. Makumbila ◽

Charline B. Rowland

Keyword(s):

Professional Development ◽

South Africa ◽

Phonemic Awareness ◽

Oral Reading ◽

Guided Reading ◽

Development Project ◽

Literacy Leadership ◽

Group Activities ◽

Literacy Engagement ◽

Lessons Learnt

This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activitiesKeywords: Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa

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Four Components to Promote Literacy Engagement in Subject Matter Disciplines

Middle School Journal ◽

10.1080/00940771.2012.11461847 ◽

2012 ◽

Vol 44 (2) ◽

pp. 49-57 ◽

Cited By ~ 2

Author(s):

Janis M. Harmon ◽

Karen D. Wood ◽

Katie Stover

Keyword(s):

Subject Matter ◽

Literacy Engagement

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Together in Song: Building Literacy Relationships with Song-based Picture Books

Language and Literacy ◽

10.20360/g23886 ◽

2014 ◽

Vol 16 (3) ◽

pp. 27 ◽

Cited By ~ 2

Author(s):

Amanda Montgomery ◽

Kathryn M Smith

Keyword(s):

Emergent Literacy ◽

Picture Books ◽

Family Literacy ◽

Social Space ◽

Home Literacy ◽

Literacy Engagement ◽

School Based ◽

Meaningful Experiences ◽

Shared Singing ◽

Program Data

This action research study provided a collaborative social space in which to examine the intersection of shared singing/reading, emergent literacy, and family literacy. In particular, the significance of home literacy engagement with song-based picture books was investigated through the core action of a non-deficit, school-based family literacy program. Data were collected via parent/guardian journals that documented intergenerational home literacy engagement over a two-month period. Findings revealed that shared singing/reading with song-based picture books provided rich opportunities for families to build joyful, literacy relationships while providing kindergarten-aged children with meaningful experiences with text.

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