scholarly journals Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings

2019 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Garazi Lopez de Aguileta
Keyword(s):  
Reading Skills ◽  
Academic Language ◽  
Immigrant Students ◽  
Educational Practice ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Dialogic Learning ◽  
Educational Linguistics ◽  
Low Levels ◽  
Literary Classics

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

Academic language and literacy socialization through project-based instruction

2005 ◽  
Vol 15 (1) ◽  
pp. 191-206 ◽  
Author(s):  
Gulbahar H. Beckett
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Research Study ◽  
Academic Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Esl Students ◽  
Teachers And Students ◽  
Based Instruction ◽  
Esl Learners

Project-based instruction has been heralded as a most promising activity that can socialize students into academic language and literacy skills (e.g., Beckett, 1999; Stoller, 1997). However, there is scanty research on project-based instruction in general and fewer still on ESL students’ perceptions of it (Thomas, 2000); furthermore, the few available studies show conflicting results (see Beckett, 2002). This article reports the findings of part of a larger research study conducted to understand how secondary school immigrant ESL students were socialized (taught) to acquire academic language and literacy skills in a public school in Vancouver, Canada. The findings of the study confirm the findings of earlier studies that ESL learners actively construct meaning from project-based instruction, and that some clash exists between language policy, teacher perceptions, and ESL students’ perceptions of this activity. I conclude by taking the discussion of clashes between teachers and students beyond the current cultural model and by making recommendations for further research and practice.

Deaf and Hard-of-Hearing Students and Academic Language(s)

2020 ◽  
pp. 140-155
Author(s):  
Jessica Scott ◽  
Scott Cohen
Keyword(s):  
American Sign Language ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Academic Language ◽  
Literacy Skills ◽  
Academic English ◽  
Content Areas ◽  
Basic Reading Skills ◽  
Reading To Learn ◽  
Literacy Research

Frequently, literacy research with deaf and hard-of-hearing (DHH) students focuses on the development of basic reading skills. However, for middle/secondary DHH students, academic language demands are relevant to the ability to read texts and learn new content. Academic English, which has been called the language of schooling (Schleppegrell, 2001), includes a constellation of features such as specialized vocabulary, densely packed syntax, and markers of organization (Uccelli, Phillips-Galloway, Barr, Meneses, & Dobbs, 2015). Academic English is often challenging for hearing and DHH learners alike, and proficiency with academic English may be related to reading comprehension (Chenhansa & Schleppegrell, 1998; Scott & Hoffmeister, 2017). Academic American Sign Language (ASL), though profoundly understudied, is an important tool for conveying complex concepts to DHH learners who use ASL (Harris, 2016). This chapter explores the academic language(s) that DHH students may encounter when reading to learn in content areas and what is known about their relationship with broader literacy skills for this population.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

ARE MIGRANT STUDENTS CLOSING THE GAP?

2021 ◽  
pp. 1-25
Author(s):  
Nicole Marx ◽  
Christian Gill ◽  
Tim Brosowski
Keyword(s):  
Grade Level ◽  
Reading Skills ◽  
Ad Hoc ◽  
Immigrant Students ◽  
Central Importance ◽  
Migrant Students ◽  
Data Points ◽  
Closing The Gap ◽  
Reading Subskills ◽  
Mainstream Students

Abstract Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

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