Translanguaging in Literacy: Strategies, Pedagogies, and Theories for Multilingual

2021 ◽  
pp. 130-151
Author(s):  
James R. King
Keyword(s):  
Literacy Strategies

scholarly journals A Theory-Based Self-Care Intervention with the Application of Health Literacy Strategies in Patients with High Blood Pressure and Limited Health Literacy: A Protocol Study

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Homamodin Javadzade ◽  
Azam Larki ◽  
Rahim Tahmasebi ◽  
Mahnoush Reisi
Keyword(s):  
Blood Pressure ◽  
Health Literacy ◽  
High Blood Pressure ◽  
Intervention Group ◽  
Self Care ◽  
Health Belief ◽  
Limited Health Literacy ◽  
Literacy Strategies ◽  
Care Intervention ◽  
Limited Health

The purpose of this study is to assess the effectiveness of a theory-based self-care intervention with the application of health literacy strategies in patients with high blood pressure and limited health literacy. This is a randomized controlled trial, with measurements at baseline and 1 and 3 months follow-up. 100 patients with high blood pressure and limited health literacy will be randomly allocated to either an intervention group or a usual care control group. We will mainly establish the intervention model based on the principal health belief model components. Patients randomized to the intervention group will receive four educational sessions during four weeks. Considering the limited health literacy level of the patients of the study, health literacy strategies will be used in educational material design for enhancing the quality of the intervention. In order to cover these strategies, we will design four standard animated comics and fact sheets with illustrations and photos consistent with the health belief model constructs and educational sessions’ topics. Data will be collected using some questionnaires and will be analyzed using the SPSS software. The findings of this study may assist with the development of a theoretical model for self-care intervention in patients with high blood pressure and limited health literacy.

Mexican-American Parents Using Critical Literacy to Address Climate Change

2018 ◽  
pp. 187-208
Author(s):  
Rosa RiVera Furumoto
Keyword(s):  
Children's Literature ◽  
Critical Literacy ◽  
Social Action ◽  
Mexican American ◽  
Environmental Science ◽  
Children’S Literature ◽  
After School ◽  
Literacy Strategies ◽  
Parent Leaders ◽  
And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

The Impact on Literacy Instruction Using a Technology Platform

2022 ◽  
pp. 158-178
Author(s):  
Rene Lynn Sawatsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Learning Technologies ◽  
High Tech ◽  
Teacher Education Programs ◽  
Technology Platform ◽  
Literacy Strategies ◽  
The Many ◽  
Strategies Instruction ◽  
The Impact

Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.

scholarly journals Speaking the Same Language: How the Kodály Method Promotes Disciplinary Literacy

2020 ◽  
Vol 34 (1) ◽  
pp. 14-20
Author(s):  
Laura Dunbar ◽  
Shelly Cooper
Keyword(s):  
Developmentally Appropriate ◽  
Visual Representations ◽  
Music Educators ◽  
Disciplinary Literacy ◽  
Literacy Strategies ◽  
Kodaly Method ◽  
Strict Interpretation ◽  
Traditional Definition ◽  
Definition Of ◽  
Kodaly Concept

Educators are consistently asked to show their students’ literacy levels; however, the traditional definition of literacy is typically limited to a strict interpretation of reading and writing using text rather than notation. Disciplinary literacy expands the definition of literacy, allowing music educators to teach disciplinary-specific symbology. This article describes how the Kodály concept helps students process sound into symbol, which provides students with specific literacy strategies to convert sound into developmentally appropriate visual representations.

Sign in / Sign up

Export Citation Format

Share Document