Fluency Has a Role in the Simple View of Reading

The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth grade, the aim of this study was to examine the role of fluency in the SVR model. Analyses of data from 248 fourth-grade children explored whether the influence of fluency on reading comprehension is direct or whether fluency plays an indirect role on reading comprehension as a mediator or moderator of decoding. Structural equation modeling and latent regression analyses revealed that reading fluency plays a mediating role in explaining the relation between decoding and reading comprehension. This novel finding is placed in the context of studies that reported either a direct effect or no effect of reading fluency in SVR.     

Inhabiting the ‘tragic gap’: pre-service teachers practicing racial literacy

Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses.     

5730元在马赛里能改变什么?

正"大片萧条而破败的棚顶在我脚下巨大的低洼中铺展开来,臭气冲天的污水沟,啄食垃圾的家禽,守着火炉煮食物的妇女,而霍乱和艾滋正在这口脏乱而危险的泥锅中孕育着。"中国传媒大学本科生朴智玄这样描述她第一眼见到的肯尼亚第二大贫民窟马赛里。如何持续帮助孩子们2012年暑假,朴智玄跟学校组织的支教队伍一起前往非洲肯尼亚,支教的地点是马赛里的一所叫MUMO的小学。像许许多多从未踏足这个世界的人们一样,朴智玄以为那会是贫民窟给她的全部印象,然而"当那些大眼睛黑皮肤的孩子们跑过来,小手紧紧攥着我们的手,顺着难行的道路走进马赛里,街边     

Global citizenship in intercultural communication: Spatial awareness of globalization through map your consumption*

Courses: This teaching unit is for intercultural communication but could be used for any course related to globalization, including public speaking, popular culture and communication, or environmental communication. Additionally, the teaching unit is well-suited for other disciplines, including geography, environmental studies, and global studies.

Objectives: Students trace the manufacturing origins of their belongings in order to analyze their connections with other countries through plotting them on a world map. Students research economic, cultural, and/or political globalization of one or two countries plotted on their map in order to consider how to practice ethical consumption.     

Verbal and Emotional Responses Among Children of Lesbian and Gay Parents’ Coming Out

One aspect of lesbian/gay-parented families that merits attention is the coming out of the parents to their children. In the present study, we extended the current literature by exploring both the emotional and verbal responses of children who find out their parents are lesbian/gay. Findings showed that, while participants experienced a combination of negative, neutral, and positive reactions to learning about their parents’ sexual orientation, verbal reactions were limited to supportive messages and information seeking. Practical implications for lesbian/gay parented families and practitioners are included.     

A Grounded Theory of Counselor Educators' Academic Leadership Development

Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.