Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/15815
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Browsing Literacy & Learning by Author "Anderson, Nancy L., Ph. D."
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Item Developing adaptive practice in preservice teachers during a student teaching practicum(8/13/2018) The, Cheryl; Anderson, Nancy L., Ph. D.The purpose of this study was to understand how an instructional intervention with preservice teachers promoted adaptive teaching practices during a student teaching practicum. The study focused on teaching interactions during literacy instruction. The theoretical framework for this study included the following theoretical perspectives: Cultural-Historical Theory (Vygotsky, 1978), Reflective Practice (Dewey, 1933, 1939; Schon, 1983, 1987; Zeichner and Liston, 1996), and Adaptive Expertise and Adaptive Practice (Hatano & Inagaki, 1986; Hatano & Oura, 2003; Parsons, 2012). The participants were preservice teachers in their final semester of an undergraduate teacher preparation program. This qualitative study was designed as a formative experiment for the purpose of developing adaptive practice through the interactions of an instructional intervention designed to accomplish pedagogical goals (Reinking & Bradley, 2008). The six participants of the study were completing a fourteen-week student teaching practicum during the instructional intervention. The instructional intervention had multiple components including self- and peer-analysis of videotaped teaching episodes of each participant, participation in cohort sessions that included discussions and debriefing, observations by the researcher, debriefings with the researcher, written reflections, and participation in an exit interview and Google survey at the conclusion of the study. The findings from this study showed increased knowledge of reflective and adaptive practice as reported by the participants. They identified times when they made adaptations to their teaching, either before, during or after a teaching episode. The descriptions of teaching adaptations ranged in quality from minimally thoughtful to considerably thoughtful. Participants reported an increased use of reflective practice and attributed deeper thinking about their teaching to the written reflections, debriefings with the researcher and cohort session discussions. The participants demonstrated different levels of adaptive practice; however, all participants reported an increase in their ability to be reflective and adaptive in their thinking and their ability to analyze their teaching.Item Emergent readers' and writers' construction of sight words in kindergarten(2005-05) Mott, Rose Anne; Anderson, Nancy L., Ph. D.; Rodriguez, Yvonne; Allen, DianeThis naturalistic inquiry provided a rich description of the complexities involved in learning sight words in a kindergarten classroom setting. The description was in the force of case studies that followed individuals' unique paths to understanding the reading and writing processes. Data were collected on three case studies as they participated in classroom literacy activities. The daily Morning Message event was videotaped over 13 weeks. Case Studies were interviewed following journal writing and classroom reading activities to determine each student's understanding of sight word learning. Data were also collected during the Voyager phonemic awareness program and during center activities. Three distinct phases of word learning were determined as known words were collected for each case study over a timeframe of four months. The collection of words was sorted for mode of use in isolation and in context, and whether used with group support, independently, or in assessment settings. Participants were assessed on three occasions using Clay's (2002) tasks of An Observation Survey of Early Literacy Achievement and a Morning Message Word Test, designed by the researcher to determine if students were able to read and write words and if words were becoming sight words. Descriptions of case studies were analyzed in a cross case analysis that determined the similarities and differences of young learners coming to know sight words. Data revealed changes in behavior with words over three phases. Phases were characterized by exploration with words, confusions along with partial knowledge, and finally, revelations of students knowing what they knew as well as how to learn words. Findings in this study both support and question results of previous studies reported in the literature. Individuals learned differently within the same classroom context. Emergent readers learned by reading and writing in combination and through repetition of words, patterns of language, and familiar contexts. Students learned sight words before knowing sounds of letters. Finally, if words are not applied in continuous text, young learners may have difficulty integrating their learning into the complex system of reading and writing.Item English language learners and expository text: A cross-case analysis of reading behaviors using retrospective miscue analysis(5/30/2015) Sosa-Sanchez, Patricia; Anderson, Nancy L., Ph. D.; Briceno, Allison; Hansen-Thomas, HollyThis cross-case analysis of reading behaviors focuses on ELLs and expository text. The objective of this study was to examine fourth grade ELL reading processes of expository text. The theoretical framework will be based on Goodman's sociopsycholiguistic theory (1984) in that reading utilizes thought and language as a process to construct meaning. Therefore, reading is a constructive process in which the reader interacts with the text to create meaning. Cummins (1979) suggests that underlying proficiencies are important in building strong L1 to transfer to L2, and Krashen (1992) suggests that the Natural Approach hypothesis provides the means for comprehensible input. These theoretical frameworks on second language acquisition support the idea that an ELL's background knowledge gained through social experiences provides comprehensible input to create meaning while reading in any language. The two guiding questions for the study were 1) How do 4th grade ELLs process expository text? And 2) How do 4th grade ELLs describe reading processes after reading expository text? The findings suggest that ELLs were challenged by content words as 92% of the miscues on content words caused meaning change. In addition, the findings of this study suggest that ELL readers seem to be familiar with graphophoneme aspects of content words, but still make syntactic or semantic miscues without self-correction. And, the ELL readers in this study appear to use grapho-phonics in their reading processes. The ELL readers also seem to require conversational support with some code-switching for comprehension of questions being asked as well as with the organization of the expository text used in this study.Item Functions of English language learners' talk during writing(2010-12) Montgomery, Marlene M.; Anderson, Nancy L., Ph. D.; Patterson, Leslie; Haag, ClaudiaFramed by a sociocultural perspective, this qualitative study explored how English language learners' talk during writing-sessions changed over time and how English language learners' writing and talk during writing influenced and supported their school-based literacy development. In this study school-based literacy development was operationalized as how students talk, read, and write in school. Within an eight-week duration, writing sessions with various combinations of three English language learners (the focus participants of this study) and two non-focus participants engaged in writing sessions in a first grade classroom. The sessions were digitally recorded and documented by ethnographic field notes. These recorded sessions were transcribed and coded in two ways using NVivo 8, a computer-assisted qualitative data analysis software. An analytic description was developed through the collection of the focus participants' writing samples, weekly records of oral reading, and the results of an oral language instrument administered at the beginning and end of the study. The analysis of these observational assessments showed uneven gains in writing, reading, and oral language. The first coding process was completed to identify how Halliday's (1975) seven functions of language were used by the focus participants during the writing sessions. This analysis revealed that the imaginative function of talk emerged most robustly. The factors impacting the dominance of this function were identified as group membership, the writing genre being composed, and the teacher-selected writing purpose. The second coding process was completed to allow other themes to emerge. Six categories of peer talk were identified as self-regulation or private speech, giving assistance, view of writing, request for help, language usage, and talking about one's writing. Factors that influenced the use of these types of talk were group membership and the writing genre being composed. A major finding was the frequent usage of private speech in English during writing. Finally, private speech in English showcased the participants' usage of their second language as a meditational tool. Educational implications resulting from this study include providing a responsive/collaborative classroom, a process writing model of instruction, and promoting biliteracy to deepen English language learners' understanding of English literacy.Item The influence of social practices on student decision-making and identity during writing(2011-05) Philips, Sara; Anderson, Nancy L., Ph. D.; Compton, Margaret; Snider, Sharla; Wickstrom, CarolThe purpose of this study was to understand how children construct identity and made decisions during the writing time (writer's workshop) in our first-grade classroom. The theoretical framework for the study was literacy learning as a social practice where children and teachers form Discourse communities. Within those communities children enact identities related to literacy. Through working with children for a year with the goal of creating a writing community, the teacher/researcher conducted a three strand approach for analysis addressing the following research question during her final three months of the school year: How do different social practices influence children's decision-making and identity construction related to writing? Data included transcripts of audio tapes, field notes, student interviews, writing artifacts, and a reflexive research journal. After identifying the shared and relevant social practices, a constant comparative analysis revealed patterns in decision-making. Finally, a micro-ethnographic approach to discourse analysis was used to examine specific events related to decision-making and identity. Outcomes indicate the social practices were defined by the type of writing (free-writing or non-fiction) and teacher presence within the social context of the event. Within the social practices, when and what to share and how to construct a text comprised student decisions. The students constructed identities related to the type of writing and whether or not the teacher was a participant in the social practice. Free writing generated a sense of power and an identity as a "storyteller". Children asserted power by resisting when writing related to nonfiction and enacted the identity of "teacher" when sharing non-fiction topics. Finally, the teacher's identity related to power and the purpose of the social practices influenced how children constructed their identity as a writer.Item Supplemental early literacy intervention for first grade English language learners in bilingual education: Development and outcomes(12/30/2007) Torres Elias, Annette Del C.; White, Nora; Anderson, Nancy L., Ph. D.; Rodriguez, Rodolfo; Compton-Hall, Margaret; Rodriguez, Yvonne; Rivera, HectorAcademic success is closely connected to early literacy development. The literature is replete with evidence that early intervention is an effective instructional response for students who struggle in learning to read and write. Current knowledge, however, is based primarily on research conducted with monolingual English language speaking student populations. We know very little about the effectiveness of early literacy interventions for English language learners (ELLs). This information is needed to provide the best start in reading and writing for all students. The purpose of this quantitative study was to examine the outcomes of supplemental early literacy intervention for first grade ELLs in bilingual education through the study of the Descubriendo la Lectura and the Accelerated Reading Instruction models. The research questions guiding this study were as follows: What are the outcomes of first grade supplemental early literacy intervention delivered in Spanish on the literacy development of bilingual students? What are the differences and/or similarities in the outcomes of two interventions: Accelerated Reading Instruction and Descubriendo la Lectura? In order to answer these questions, a post-hoc research approach was used to assess the pre-post outcomes of two interventions. Three independent school districts in the state of Texas provided a setting in which to gather information for 335 students. Archival data were collected on three outcome variable instruments for three intervention groups and a random sample group of students who did not receive an intervention. Data analysis included descriptive and inferential statistical techniques to examine and compare group and student outcomes. Results indicate that students who participated in supplemental reading intervention made significant gains. The students who were identified as struggling learners in need of intervention at the beginning of the school year made comparable or better progress than the students who did not need an intervention at the beginning of the year as measured by end of the year assessments. This information provides academicians and practitioners a better understanding of the outcomes of supplemental early literacy intervention in a bilingual education setting.Item Taking action: Reciprocity in reading and writing within early intervention(8/30/2018) Hight, Clarene Pelger; Anderson, Nancy L., Ph. D.In 2004, the reauthorization of the Individuals with Disabilities Education Act, in direct alignment with No Child Left Behind, allowed schools to allocate 15% of their special education funds to improve instruction and provide increasingly expert reading instruction to students at-risk for reading difficulties. Response to Intervention was implemented within schools across the country, and researchers began to study implementation and intervention practices. Researchers have studied a variety of interventions that differ in complexity, however most research tends to evaluate extremely focused interventions aimed at a particular skill or specific task (Pressley, Graham, & Harris, 2006). The current study moves beyond a simplified, isolated perspective and investigated a more complex view of literacy learning. The purpose of the current study was to describe how reciprocity in reading and writing supports early literacy learning during a comprehensive approach to intervention instruction. Specifically, the study sought to understand the potential power of reciprocity through the careful and direct observation of reading and writing behaviors of children during intervention instruction. The study utilized a descriptive, micro-analysis approach within the context of intervention instruction to analyze the participants’ actions during a variety of literacy events. Findings are presented and discussed as themes of reciprocity with relevant examples from the data. This study hopes to enhance the theory and research base related to literacy intervention instruction, inform teachers and administrators about intervention instructional practices, and enrich how the field understands the relationship between reading and writing.Item Writing teacher professional development: A photo elicitation of teacher change(12/17/2018) Leininger, Katrena; Anderson, Nancy L., Ph. D.Writing development is a complex and continuous process that is acquired within social environments. Process-oriented writing instruction allows for complex writer-directed work, however studies that examine how teachers talk about the change to process-oriented writing instruction are sparse. In this study, the researcher examined how teachers made changes to their writing instruction and their expectations of their students’ writing development. The backdrop of the study was an in-depth, sustained, and collaborative professional development on literacy learning and teaching. The teachers’ descriptions of learning and change were examined through autodriven photo elicitation interviews. The photo elicitation interview data revealed the transformation in the teachers’ writing instruction practices from teacher-directed, product-oriented to more writer-directed, process-oriented which resulted in the teachers noticing more development in their young writers. Moreover, the teachers’ interview data revealed the aspects of the professional development that influenced changes in their writing instruction. This study adds to the research on teacher change and teacher professional development. The teachers’ voices provide the teacher education community with understanding of what elements of professional development foster teacher change.