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1.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
2.
《Africa Education Review》2013,10(1):128-146
Abstract Worldwide, research shows that it is not easy to educate children from poor environments. Poor literacy achievement and poverty tend to go hand in hand. In developing countries, where education tends to be characterised by inequalities and disadvantage, there is a dire need to explore ways of boosting literacy levels in highpoverty schools. This article examines the effects of an out-of-school literacy enrichment programme on the literacy skills of Grades 1 and 4 learners at five disadvantaged schools in rural KwaZulu-Natal. A brief overview is given of the Family Literacy Project of which this study was a component, followed by the methodological details concerning the materials and procedures used in the assessment of the Grade 1 (Zulu) and Grade 4 (Zulu and English) learners' literacy skills. The learners' literacy performance is compared with those of learners who had not been in the programme. The findings indicate that greater exposure to literacy activities such as storybook reading in Zulu had a discernible impact on the learners' literacy accomplishments. The article concludes by identifying some educational implications that follow from the findings. 相似文献
3.
ELAINE GABER-KATZ 《Gender and education》1996,8(1):49-60
Story-telling and story-writing as pedagogical practices hold a pre-eminent place within critical literacy practices. In Toronto, Canada's largest city, progressive community-based literacy programmes begin the educational process by assisting adult literacy students to learn to read and write by using the language experience method. The educational process is furthered when the programmes publish the autobiographical accounts that these learners have created. They publish these accounts as a way of generating relevant educational reading texts for adult new readers, and more significantly as a form of cultural expression for people marginalised by poverty. Elaine Gaber-Katz, a feminist educator literacy practitioner, explores how critical literacy programmes purposefully seek out the voices of those who have been silenced. She also explores the ways in which these programmes create the spaces for these voices to be heard. Focusing on the use of story, the author assesses the value of publishing these kinds of learners' stories and confronts some of its inherent limitations. 相似文献
4.
The views of the learners are arguably the most important consideration in planning for classroom literacy instruction, yet they are often ignored by policy-makers and by teachers. In order to match the literacy curriculum to the learners, it is essential for teachers to consider the programmes they offer from the learners' points of view. This article begins an exploration of some of what is known about learners' perspectives on literacy and literacy teaching, presenting some preliminary findings of a research study into pupils' views of the literacy hour. 相似文献
5.
The National Literacy Strategy (NLS) was introduced into schools in England in 1998 with the aim of raising the literacy attainments of primary‐aged children. The Framework for Teaching the Literacy Hour, a key component of the NLS, proposes an interpretation of literacy that emphasises reading, writing and spelling skills. An investigation of the Literacy Hour for pupils with a range of special needs raised questions about teachers' interpretation of literacy when children have severe and complex learning needs. The research suggested that a skill‐based view of literacy is limited and has the potential to exclude pupils who cannot access or produce written material by conventional means. These issues are discussed within the context of views drawn from contemporary literature. Implications for further research are identified. 相似文献
6.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS. 相似文献
7.
This study describes counseling and support services for African American and Latino adult learners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender‐, culture‐, and adult‐based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners. 相似文献
8.
Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4‐year‐old children's early literacy skills and parental attitudes to reading prior to and following school entry. Parents were trained using a self‐instruction training DVD. The children's rhyme awareness, word reading, concepts about print and writing vocabulary were assessed before and after 6 weeks over the summer period and again after one term in school. Four illustrative case studies are presented, which reveal the differential impact of the interventions on the families who participated. Findings indicated that DR had a positive impact on children's enjoyment of reading, concepts about print, parent–child reading behaviours and parental attitudes to joint storybook reading. The children who experienced shared‐book reading during the intervention also demonstrated improvements in word reading. There were no changes in rhyme awareness or writing vocabulary for either group. Changes in print concept awareness were not maintained at follow‐up, but improvements in writing vocabulary and word reading scores were noted. The reasons for this are discussed with reference to the formal literacy instruction the children received during their first academic term. 相似文献
9.
Building from the concept ‘sponsors of literacy', the authors revisit three empirical studies to argue for mobilising notions of sponsorship beyond fixed conceptions of individual sponsors and literacy to lifewide perspectives that take into account sponsoring relations across the broader learning lives of youth. The authors take up the theoretical heuristic ‘sponsorscapes' as a lens for attending to the dynamically networked, reciprocal and human‐material dimensions of literacy practices. With cases drawn from across settings and research foci, including middle school students in a classroom setting, high school‐aged youth across contexts and a participant‐researcher's interactions with a college student, the authors argue that attending to sponsorscapes can contribute critical insight into the emergent, diverse and valued literacies and sponsorship thriving across lifewide learning pathways, while recognising learners' agentive roles in investing, resisting and sponsoring literacies. 相似文献
10.
Priscilla Clarke 《International Journal of Early Years Education》1999,7(1):17-24
This article discusses a recent longitudinal study of four, Vietnamese‐speaking 4‐year‐olds' acquisition of English as a second language in a bilingual preschool over 1 year. The research examines the learners' English language output in interaction between the teacher and peers and identifies the key factors which influenced their development of English. A major feature of the learners' data was their dominant use of single words rather than reliance on chunked language. These single words provided the basis for later development of more complex utterances. Commonalities and substantial differences were documented between the learners in terms of the amount of English that was produced, the learners' approaches to interaction and their development of English. 相似文献
11.
Victor A. Khachan 《International Journal of Lifelong Education》2013,32(5):649-660
In light of the rarity and unavailability of academic publications on literacy/illiteracy in the Arab world, this study attempts to determine the linguistic needs of illiterate adult women in Egypt in the context of informal adult basic education. The purpose of this study is to understand illiterate adult women’s daily linguistic needs in relation to diglossic de‐contextualization in Arabic, the comprehension gap between colloquial and standard Arabic that contributes negatively to the process of reading and writing acquisition in standard Arabic. The present study, based on participatory action research methodology, was conducted in Egypt where 11 adult female literacy classes, five (139 subjects) in Cairo (urban) and six (151 subjects) in Menia (Upper Egypt/Northern Egypt) were group‐interviewed. The results of the group interviews clearly define the functional context of adult female illiteracy (i.e. age and immediate linguistic/literacy needs) and enforce a diglossic dichotomy, entailing ‘reading’ and ‘writing’ categories. If considered by literacy authorities, diglossic integration in adult literacy programmes/curricula will certainly help Egyptian illiterate adult women to integrate easily in their environment, the ultimate goal of all involved in the fight against adult illiteracy in the Arab world. 相似文献
12.
This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning‐making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning‐making. The paper reports on data collected as part of a Social Sciences and Humanities Research Council (SSHRC) funded project involving researchers from Canada, the United States and Australia. The study is currently under way in schools in the three different countries where the researchers are observing students in classrooms in primary and secondary schools. The research is designed with a mixed methods approach coding video footage of dyads to enable close study of their interaction during literacy tasks incorporating iPads. Our findings show that the affordances of touch technology allow for multimodal, multidirectional reading paths. By tracking students' interactions with the digital platform through touch, it is possible to see navigation as evidence of the relationship between material and cognitive processes, which fosters metatextual awareness. These aspects of modes and new literacies construct a dynamic materiality for students' reading and writing. As a result, we propose that current awareness of the mode of gesture needs to be expanded to take into account haptic ways of learning. 相似文献
13.
Gail Taillefer 《Journal of Research in Reading》2005,28(4):435-451
Study‐abroad students, products of their own particular academic literacy culture, face the challenge of rapidly integrating into a foreign academic literacy community. This study identifies possible culturally dependent sources of literacy problems in Law and Economics students in Great Britain, France and Spain. Nearly 600 potential European study‐abroad candidates (ERASMUS programme) and 169 of their university teachers from 17 universities in the three countries completed a questionnaire on first language (L1) reading practices. Results revealed distinct academic literacy profiles within disciplines across national cultures. Academic reading practices are seen to be more important overall in Britain, significantly less so in Spain, while France shows some characteristics of both British and Spanish approaches. Summarised results of a concurrent investigation into ERASMUS students' foreign language reading skills suggest the influence of L1 literacy traditions on foreign language reading, which points to pedagogical implications and directions for further study. 相似文献
14.
Ting Fang 《Journal of Research in Reading》2016,39(3):347-365
Successful anaphor comprehension in reading is related to the explicitness of the antecedent–anaphor relation. It mirrors one of the purposes of textual enhancement (TE), which is that it raises learners' awareness of linguistic forms by enhancing the salience of input. Therefore, learners notice the enhanced form and discover the rule or relationship after they have become relatively explicit. This study investigates the effects of TE on second language learners' anaphor resolution performance and reading comprehension, to reveal the interaction among learners' comprehension, anaphor performance and noticing. Sixty EFL learners in Taiwan were divided into the control and TE groups. Participants' posttest responses were compared with respect to their anaphor resolution performance and their reading comprehension degree. The results showed that the TE group had better anaphor resolution performance, and participants' form processing did not impede their reading comprehension. These findings are discussed with both theoretical and pedagogical implications. 相似文献
15.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed. 相似文献
16.
Karen B. Moni Anne Jobling 《International Journal of Disability, Development & Education》2001,48(4):377-394
A number of researchers have argued that young adults with Down syndrome could benefit from continued literacy education beyond the years of compulsory education. Specifically, research has shown that, contrary to myths related to plateaux of learning, cognitive development in individuals with Down syndrome continues into adolescence and beyond. Further, it is also claimed that the young adult years may be the optimal time to focus on literacy development. Based on this research and the ongoing work of the Down Syndrome Research Project (DSRP) a literacy program for young adults with Down syndrome was established at The University of Queensland in 1998 (see Moni & Jobling, 2000). LATCH-ON (Literacy and Technology Hands-On) provides a two year program of teaching and learning activities based on socio-cultural models of literacy in which the explicit teaching of reading, writing, speaking, listening and viewing is integrated with the development of technological literacies. Assessments of reading were undertaken using the Neale Analysis of Reading Ability-Revised (Neale, 1988) and Concepts About Print (Clay, 1979) prior to students entering the program and on completion of the two year course. This paper reports three years of data about the reading-related literacy learning of 17 young adults who have participated in the program. These findings are discussed in terms of the diverse nature of the students' needs, the variability of their reading skills, and issues for educators. 相似文献
17.
Wai Ming Cheung Shek Kam Tse Joseph W.I. Lam Elizabeth Ka Yee Loh 《Journal of Research in Reading》2009,32(3):293-308
Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. 相似文献
18.
Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms
Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. 相似文献
19.
Dimitra Hartas 《British Educational Research Journal》2012,38(5):859-879
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio‐economic background to children's language and literacy at the end of Key Stage 1 (age seven‐years‐old). Consistently with previous studies, the findings showed that family's socio‐economic background made a substantive contribution to teacher‐rated language and literacy. Moreover, children's characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children's language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy. 相似文献
20.
This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed. 相似文献