Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme

ABSTRACT

This article explores the relationship between literacy and oracy in the context of Plazas Comunitarias, a basic education programme in Spanish for immigrants in the United States. I reflect on my experiences as a former Plazas facilitator, analyse key literacy materials from the programme and offer observations on reading aloud in an adult literacy classroom context. Additionally, I suggest that beyond facilitating overall reading development, the Plazas programme fulfils a key literacy function by fostering community building and provides access routes to community-based civil society organisations and key social institutions for immigrant groups.     

Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom

Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices.     

Engaging Pre-Service Teachers in Read Alouds

ABSTRACT

Today, reading aloud is considered ‘a significant component of instruction across grade levels’; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy.     

Twenty years behind bars: reading aloud in Prison Reading Groups

ABSTRACT

This article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers.     

Georgia's P‐16 Reggio Emilia initiative: bringing schools and universities together

ABSTRACT

This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included having coaches demonstrate how to incorporate a focus on key literacy skills while reading books aloud to students (C + D); the other cohort (n = 10) participated in coaching sessions that did not include explicit demonstration and modeling of evidence-based book-reading practices (C-only). Postintervention observations revealed that teachers in the C + D cohort engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers in the C-only cohort. Cohort differences were also found during an observed small-group activity and on the language and literacy items of a general measure of the classroom literacy environment. Results lend support for the importance of demonstration and observational learning as dimensions of coaching to bring about significant change in teachers’ literacy-enhancing practices.     

Reading aloud in Lewisham: an exploration of adult reading‐aloud practices

This paper analyses initial findings of a qualitative pilot study of the reading‐aloud practices of 17 adults in the London Borough of Lewisham. Although the dominant contemporary image of reading is that of a silent activity and within literacy provision it is frequently assumed that reading aloud is not a ‘natural’ ‘real life’ adult practice, anecdote suggests that adults do indeed read aloud, but these practices are overwhelmingly undocumented. This study is the first stage in developing a better understanding of contemporary adult reading‐aloud practices. Semi‐structured interviews were used to ask adults whether, what, where, how and why they read aloud. Initial findings reveal the ubiquitous nature of reading aloud in adult life, across a range of life domains (spiritual life, family life, work and learning) and for different self‐selected purposes (to memorise, to understand, to write and for fellowship). Initial findings reinforce the importance of expanding our definitions and conceptualisations of reading to recognise the diversity and changing nature of real life practices, and suggest implications for our understanding of the role of reading in adult life, for literacy education and for future research.     

Impact of Professional Development on Preschool Teachers’ Print References During Shared Read Alouds: A Latent Growth Curve Analysis

Abstract

This large-scale, experimental study aimed to (a) describe the extent to which teachers of preschool children at risk for reading difficulties make references to print during whole-class, shared-book read alouds and (b) empirically test the extent to which participation in professional development influences teachers’ frequency of references to print during shared read alouds across the academic year. Eighty-five preschool teachers working in targeted-enrollment preschool programs were randomly assigned to receive professional development aimed at increasing their use of print referencing or to a comparison condition involving alternative training; all teachers implemented a shared read aloud program in their classrooms. Implementation was documented via twice-monthly videotaping of shared read aloud sessions. Videos were coded for the frequency of print references and analyzed using latent growth curves. Despite considerable variability in teachers’ use of print referencing, findings showed sustained, meaningful changes in teachers’ use of print referencing with results favoring those who experienced the experimental professional development. Implications concerning effective professional development for supporting preschool children's emergent literacy skills are discussed.     

Supporters of low literate adults

ABSTRACT

According to the Programme for the International Assessment of Adult Competencies (PIAAC), a large proportion of adults in Organization for Economic Cooperation and Development (OECD) countries have low literacy proficiency levels. There exist widespread stereotypes about adults who have difficulties with reading and writing, stereotypes which portray them as a socially isolated group with severe problems getting by in everyday situations that require reading and writing. Yet many people know adults who have difficulties with reading and writing (e.g. from their families, workplaces, or circles of friends or acquaintances) and support them in dealing with literacy-related tasks. To offer an additional perspective, this paper focuses on these literacy supporters. It draws on on qualitative and quantitative data gathered in 2013 and 2014 in Germany. The findings indicate that there are various types of support, from taking over tasks in informal learning settings or participation in reading and writing classes. This article discusses the results of this study in the wider context of literacy mediation, which is well established in international research but far less prominent in Germany.     

谈朗读中的语感培养

培养语感是语言文字训练的最高境界,是提高学生语文素养的重要手段之一。培养准确、敏捷语感的首要途径是语感实践,而朗读是进行语感实践的主要手段。教师要充分认识朗读对于语感培养的重要作用,并在教学中有效地指导学生反复朗读,培养学生的语感。     

Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented.     

Training Orthographic and Sentence Structures Helps Poor Readers in Chinese

We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic bujians (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a number of reading literacy indicators predicated on the “Blueprint of the Reader”. The tasks were: essay writing; morphological compounding; correction of errors; segmentation; text comprehension; fluency; copying of words, and of texts; writing to dictation; and reading aloud words and text. A promax oblique structure analysis of the performance of the 73 students found the tasks clustered into four components. A two (group) × 11 (tasks) multivariate analysis of covariance with the pre-training tasks as covariates followed by analyses of variance showed that the experimental students outperformed their age-peers in essay writing, morphological compounding, correction of errors, text comprehension and reading text aloud. They were also highly satisfied with their training as shown in a questionnaire survey.     

An investigation into the early literacy skills of Grade R Second-language (L2) learners in South Africa

Abstract

Reading proficiency is currently a great concern for South African educators. According to the literature on reading proficiency, reading difficulties stem from early literacy development and any improvement in these early literacy skills may help improve reading proficiency. It has, however also been found that South African learners who participated in this study do not meet the standards for their age group in terms of early literacy development.

Educators need to know what learners should have accomplished in terms of early literacy to support learners before they can commence with instruction in initial reading. Skills crucial for the development of literacy are underlying cognitive skills (i.e., the ability to learn deliberately), the development of symbolic representation, oral language, knowledge of literacy concepts, and behaviours and attitudes. This article looks at the skills required for early literacy development. An empirical investigation was undertaken to determine to what extent these skills were mastered by Grade R second-language (L2) learners. The empirical investigation related these skills to the sub-skills of the School Readiness Evaluation by Trained Testers (SETT) to determine the extent to which a group of Grade R learners have mastered the different skills of early literacy development. The findings paint a bleak picture, since most of the participants lack adequate proficiency regarding the skills of early literacy development.     

Paddy Walsh,Education and Meaning: Philosophy in Practice

Abstract

This article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy.This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld where literacy is considered more than a testable skill.     

Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.     

Reading collaborative reading partnerships in a school community

ABSTRACT

This article is an investigation into the Reading Partners scheme at a large inner London comprehensive school in England; this research comes from a small scale study I carried out as part of my Masters of Teaching at the Institute of Education, University College London. Reading Partners is a project whereby younger and older students within the secondary school education system are paired up to read aloud together in the school library every week over the course of a school year. The purpose of my study was to explore the relationships between these readers and to further understand what is gained from such shared reading. I argue that such collaborative reading aloud provides fertile ground for students’ development and that the sessions go beyond ‘just’ reading and, in fact, make reading become a ‘social’ activity. The significance of the personal relationship these students build and all that happens ‘beyond’ reading texts together should not be underestimated.     

Young Spanish-English speaking children’s reading attitudes in relation to language skills

Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.

Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.

Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.

Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.

Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.     

Reading Aloud with Infants: The Controversy, the Myth, and a Case Study

Reading aloud to infants continues to be the focus of controversy between educators, researchers, and health care professionals. This article will provide insight into what research says about reading aloud to infants as well as the results of a case study of a six-month-old infant who has been read aloud to in utero to the present time. The results of this case study confirm that parents and caregivers reading aloud to infants is necessary in developing literacy skills that are paramount to book awareness, print awareness, vocabulary development, fluency, and comprehension, all of which are stepping stones to learning to read and write.     

What has <Emphasis Type="Italic">Harry Potter</Emphasis> Done for Me? Children’s Reflections on their ‘<Emphasis Type="Italic">Potter</Emphasis> Experience’

This article reports findings from a small-scale focus-group study funded by the British Academy. Drawing on Herbert Marsh and Richard Shavelson’s notion of “Academic Self-Concept” and David Barton and Mary Hamilton’s view of literacy as context-specific social practices, the authors examine what young British Harry Potter enthusiasts perceive as the influence of the novels on their subsequent reading behaviour and academic development. Specifically, they consider whether these children feel that Harry Potter has helped improve their literacy skills and whether they think the books have changed their attitudes to reading. Moreover, the article sheds light on the role of the films and the possible effect of gender. The authors conclude that the Potter enthusiasts they have interviewed see the series as formative in terms of their literacy. However, regarding gender, intra-group variation (differences among individual readers in a group of either boys or girls) is far more significant than inter-group variation (differences between single-sex groups of boys and girls).     

Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese

We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic

• Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
• Children's early reading skills can have an impact on later HLE.
• The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.

What this paper adds

• In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
• The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
• More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.

Implications for theory, policy or practice

• We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
• This can be particularly true of less educated parents with poorly performing children.
• We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.

     

Old Beliefs Impede Student Teacher Learning of Reading Instruction

This paper examines teacher trainees' perceptions of how reading should be taught. Questionnaires, concept maps, and written assignments show that trainees come with preconceptions about the teaching of reading that are grounded in their school experiences. Activities such as reading aloud and discussion of content, which formed part of their own training and which they judged to be adequate, were resistant to change. However, in the area of vocabulary instruction, which they perceived as poorly taught from their personal experience, they were keen to adopt suggestions. This paper ends with a suggestion to restructure the course, so that the focus is on bringing about cognitive change.