Search results for: Literacy instruction
Page 2/3 28 items
Investment vs. Return: Outcomes of Special Education Technology Research in Literacy for Students with Mild Disabilities
This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. In the area of reading, research has investigated such technologies as using multimedia to improve reading, using voice recognition to improve reading skills, and using text-to-speech synthesis to compensate for reading deficits. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers. In summary, integrating technology into instruction for students with mild disabilities seems to provide an academic gain for them.
Updated: Jun. 13, 2010
This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception.It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).
Updated: Dec. 21, 2009
This study investigated the use of video cases to teach literacy instruction to special education pre-service teachers. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching.
Updated: Jun. 17, 2009
This paper describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement. This study used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms.
Updated: Jun. 02, 2009
The paper examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The purpose of this paper was first to examine pre-service candidates' performance on areas of literacy knowledge. A second purpose of this paper was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use.
Updated: Mar. 25, 2009
Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices
This paper examines the impact of the Early Learning Opportunities (ELO) initiative that provided funding to train early childhood providers to utilize the HeadsUp! Reading (HUR) curriculum in their settings. Results from this study indicate that all participants benefited from their involvement in the professional development activities. Furthermore, the findings show that those who received coaching had an advantage with respect to growth in knowledge, skills, and confidence in implementing the new strategies into their classrooms.
Updated: Feb. 11, 2009
The National Board Certification Process as Professional Development: The Potential for Changed Literacy Practice
This 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching Standards certification process.The study used a communities-of-practice framework and focused on teachers’ appropriation of the Board's standards and portfolio as conceptual tools related to literacy instruction.
Updated: Jan. 28, 2009
This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching.
Updated: Jan. 21, 2009
We Taught Them about Literacy but What Did They Learn? The Impact of A Preservice Teacher Education Program on the Practices of Beginning Teachers
This article reports a study of literacy instruction in the authors own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program. However, there were gaps between what was taught and what the new teachers wanted to learn.The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching.
Updated: Dec. 08, 2008
Research reveals that the integration of new literacies and technologies are important, but educators don't know how to begin thinking about this task. The current research was held in a teacher context of a teacher education course. Findings indicate that teacher educators must foster environments to share problem-solving and distributed learning, to support design and multimodal redesign of texts, and to explore literacy and technology as transactional processes.
Updated: Nov. 26, 2008