Literacy Matters

2020 ◽  
Vol 1 (2) ◽  
pp. 10-30
Author(s):  
Jamaul Kennedy
Keyword(s):  
Reading Achievement ◽  
Instructional Practices ◽  
Fourth Grade ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Reading Programs ◽  
Reading Teachers ◽  
Perceived Impact ◽  
Dougherty County ◽  
Societal Expectations

Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived impact on reading achievement and literacy acquisition of struggling fourth grade readers.

Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

2003 ◽  
Vol 95 (4) ◽  
pp. 730-742 ◽  
Author(s):  
William Nagy ◽  
Virginia Berninger ◽  
Robert Abbott ◽  
Katherine Vaughan ◽  
Karin Vermeulen
Keyword(s):  
At Risk ◽  
Language Skills ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Second Grade ◽  
Relationship Of

Digital Literacy in a Lifelong Learning Programme for Adults

2014 ◽  
pp. 841-856
Author(s):  
Athanassios Jimoyiannis ◽  
Maria N. Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Digital Literacy in a Lifelong Learning Programme for Adults

2012 ◽  
pp. 109-123 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Maria Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Bye-Bye Basal

2020 ◽  
pp. 192-211
Author(s):  
Jill Tussey ◽  
Leslie Haas ◽  
Brittany Garling
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Reading Programs ◽  
Academic Needs ◽  
Multimodal Literacy ◽  
Instructional Resources ◽  
Subject Areas ◽  
Literacy Resources ◽  
Digital Components ◽  
Print Literacy

Due to instructional limitations embedded within basal reading programs, the use of text sets offers teachers alternative instructional resources. Text sets can be utilized in all subject areas to increase exposure to a variety of digital and print literacy resources. Multimodal literacy as a form of blended learning, incorporates traditional texts with digital opportunities, allowing learners to connect, experience, and understand literacy through a plethora of engaging channels. Digital tools and digital literacy allow students to connect with current information in an engaging manner while increasing literacy skills. The end goal of incorporating digital components into text sets is to meet the academic needs of all students.

Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding

2018 ◽  
Vol 85 (2) ◽  
pp. 212-228
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sharon Vaughn ◽  
Elizabeth Swanson ◽  
Katherine Sargent
Keyword(s):  
Reading Achievement ◽  
Social Studies ◽  
General Education ◽  
Knowledge Acquisition ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Background Knowledge ◽  
Achievement Level ◽  
Class Level

Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading achievement moderate the effects of a previously validated intervention, Promoting Adolescents’ Comprehension of Text (PACT). We examined data from a prior randomized control trial of 1,487 eighth-grade students in 85 classes that were randomly assigned at the class level to receive either PACT instructional practices or typical instructional practices using the same social studies content. Results of the current study reveal no moderating effect at the class level of either initial background knowledge or reading achievement on student content knowledge acquisition or content reading comprehension outcomes. Classes with varying levels of background knowledge and reading achievement performed similarly in PACT instruction, with benefits of the PACT instruction found on content knowledge acquisition.

scholarly journals The impact of Home Languange and Home Resources on Reading Achievement in ten-years-olds in Norway, PIRLS 2016

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Olaug Strand ◽  
Knut Schwippert
Keyword(s):  
Reading Achievement ◽  
Language Learning ◽  
First Language ◽  
Literacy Skills ◽  
Home Language ◽  
Fifth Grade ◽  
Relative Contribution ◽  
Using Data ◽  
Additional Support ◽  
The Impact

The aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.

Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment

2011 ◽  
Vol 44 (6) ◽  
pp. 543-555 ◽  
Author(s):  
Julie A. Wolter ◽  
Trisha Self ◽  
Kenn Apel
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Word Reading ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Literacy Achievement ◽  
Real Word ◽  
Longitudinal Extension ◽  
Reading And Spelling

The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities.

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