Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/15815
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Browsing Literacy & Learning by Author "Askew, Billie"
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Item A study of kindergarten students' phonological awareness development as measured by their writing(2001-12) Hardy, Joyce E.; Zeek, Cathy; Askew, Billie; Allen, Diane; Wickstrom, CarolThis study examined the phonological awareness development of individual kindergarten students over a 12 week period as measured by their writing. Some ways in which phonological awareness is developed in authentic kindergarten classroom settings were also discovered. Individual kindergarten students' test performances using Clay's (1993) Letter Identification, Hearing and Recording Sounds in Words, and Writing vocabulary tasks and individual kindergarten students' classroom writing samples were used to assess changes across time during this study. Classroom practices that help develop phonological awareness were identified through teacher and principal interviews, teacher conversations, and kindergarten classroom observations. No instructional interventions resulted because of this study; the researcher only observed what already was taking place in these classrooms. Two teachers' morning (AM) and afternoon (PM) kindergarten classes from two elementary campuses in one north central Texas public school district participated. The AM and PM participants from the classes of one teacher were identified as Group 1 (n = 20), and the AM and PM participants from the classes of the other teacher were identified as Group 2 ( n = 18). Statistical analysis revealed a significant increase in the mean scores in all tasks with each test period for both Groups 1 and 2. Analysis of students' classroom writing samples at 4-week intervals revealed an increase in phonological awareness knowledge throughout the study. The classroom practices of Group 1 and Group 2 teachers revealed that each teacher provided many opportunities for phonological awareness development in authentic kinds of social interactions within the classroom. Both teachers worked in the students' zones of proximal development scaffolding learning and encouraging writing development. This study supports that students' writing can be used as a window into phonological awareness knowledge. Additionally, through writing using invented spelling, kindergarten students can develop phonological awareness skills.Item They answered with their lives: The oral histories of two tenured reading professors(2002-12) Dennis, Cheryll Isenberg; Askew, Billie; Zeek, Catherine; Wilhelm, RonaldThe storied lives of two tenured reading professors were represented in this project. The encompassing purpose guiding the oral histories of Margaret Griffin and Rose Spicola was to tell the stories of their lives through their voices. Oral history methodology (Ritchie, 1995), with a particular focus on feminist methodology (Gluck & Patai, 1991), was used to discover the wholeness of their life experiences as individuals and together, both personally and professionally, with an emphasis on their tenure at Texas Woman's University. Interviews were recorded and transcribed, and narrative inquiry (Clandinin & Connelly, 2000) directed the analysis and the writing of the stories. Their tales highlighted relationships that had shaped the journeys they took. Voices of relationships influenced them in the areas of teaching, service, and research. In turn, their voices have influenced students' lives, the reading program at TWU, and the communities that surround them. We, who follow, can learn from their life experiences with a challenge to continue the hallmark of scholarship on these areas.