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Littérature scientifique sur le sujet « Literacy and reading »

Auteur : Grafiati

Publié le 10 mars 2023

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Articles de revues sur le sujet "Literacy and reading"

Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.

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Aldaberdikyzy, А., and A. Аyazbayeva. "Reading literacy: definitions and implications." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 131, no. 2 (2020): 87–93. http://dx.doi.org/10.32523/2616-678x-2020-131-2-87-93.

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Kerneža, Maja, and Katja Košir. "Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education." Center for Educational Policy Studies Journal 6, no. 2 (2016): 125–49. http://dx.doi.org/10.26529/cepsj.91.

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The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducingthe aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structureof the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestionsare offered for teachers’ work.

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Eldred, Janet Carey, and Peter Mortensen. "Reading Literacy Narratives." College English 54, no. 5 (1992): 512. http://dx.doi.org/10.2307/378153.

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Monroy, Guadalupe Echegoyen. "Promoting Reading Literacy." Procedia - Social and Behavioral Sciences 174 (February 2015): 3260–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.991.

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Geetha, V. "Literacy and Reading." Contemporary Education Dialogue 9, no. 1 (2012): 63–84. http://dx.doi.org/10.1177/097318491100900104.

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Ochoa, Gabriel García. "Reading across cultures." Journal of Internationalization and Localization 3, no. 2 (2016): 165–81. http://dx.doi.org/10.1075/jial.3.2.04och.

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Higher Education institutions worldwide are aware of the fact that intercultural and interdisciplinary collaborations will be an essential part of their students’ professional lives. To that effect, it is crucial to develop pedagogical strategies to provide students with the skills that will give them the mobility and flexibility to operate efficiently in different cultural contexts. ‘Reading Across Cultures’ is a module taught at Monash University that was specifically designed to enhance students’ levels of Cultural Literacy. The module is particularly innovative in that its structure follows that of a literary studies course, but it focuses on teaching students how to transfer the analytical and interpretative skills learnt in the classroom to real life scenarios. This article presents a detailed description of how ‘Reading Across Cultures’ does this. In the context of Localization and Internationalization Studies, the article discusses the need to teach our students how to ‘localize themselves’, and how this can be achieved by means of Cultural Literacy. It also provides an explanation of the overall structure of ‘Reading Across Cultures’, including a description of assignments that will be particularly useful for educators at a tertiary level who seek to plan similar courses aimed at enhancing students’ levels of Cultural Literacy or Intercultural Competence. The article focuses on two specific techniques that were used throughout the module to enhance students’ levels of Cultural Literacy: ‘destabilization’ and ‘reflection’.

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Suharso, Putut, and Sarbini Sarbini. "Coastal Community Response to the Movement of Literacy: a study on literacy culture in Demak pesantren's." E3S Web of Conferences 47 (2018): 07004. http://dx.doi.org/10.1051/e3sconf/20184707004.

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Coastal communities as open societies have historically known the tradition of literacy rather than inland communities. Openness has greatly influenced the teachings of Islam, which later developed into a Coastal Islam. Coastal Islam was born as a consequence of the birth of pesantren along the coast of Java. For pesantren, literacy culture is often interpreted as a routine activity of reading and writing that can not be separated from modern human lifestyle, especially in the world of education (school). In this millennial era, the culture of literacy is declining, along with the rapid use of social media as a new source of information. This study uses a cultural approach that attempts to describe the empirical realities of coastal communities, in the form of social movements, beliefs, social and cultural behaviors related to cultural literacy in pesantren of Demak district. To analyze the event by collecting data through observation, interview, and tracking documentation narrated in the form of qualitative-descriptive with descriptive-interpretative analysis. The results of research include; first Salafiyah-type pesantren view literacy culture is the same as reading al-Quran and tool books (Arabic) to understand the Qur'an and Sunnah. Both pesantrens of combination type, The culture of literacy understood the effort towards the culture of the Qur'an and Sunnah for the personal stabilization of the literate by equipping other readings for life skills. The three pesantren Ashriyah, literacy culture is understood as the refraction of reading and writing of the Qur'an and other literary readings, which are hierarchically started from the Kyai, Asatidz, senior to junior Santri, with collaborative, programmed, synergistic and continuous.

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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.

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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.

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Artelt, Cordula, Ulrich Schiefele, and Wolfgang Schneider. "Predictors of reading literacy." European Journal of Psychology of Education 16, no. 3 (2001): 363–83. http://dx.doi.org/10.1007/bf03173188.

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Thèses sur le sujet "Literacy and reading"

Wang, Ye. "Literate thought metatheorizing in literacy and deafness /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124137478.

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Towle, Brenna Renee. "Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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<p> This qualitative study examined a professional development model of literacy coaching in which secondary content teachers were trained in literacy strategy instruction and in literacy mentorship. I attempted to understand the negotiation of pedagogical identities of content teachers engaged in literacy strategy instruction within their own classrooms while also providing literacy mentorship for a peer within the district. Data sources included interviews, video of strategy instruction, field notes, and artifacts from three participants in a suburban high school. Findings revealed that participants engaged in strategy instruction in their own practices and identified themselves regularly as literacy strategy experts within the district but not typically as mentoring experts. Three metaphors were used to explore the separate identities exhibited by the teachers in their role of mentor: the Peer Coach; the Content Warrior, and the Fake Mentor. The findings also revealed that cooperative reflection around video of strategy instruction was essential for negotiation of identity. Several implications for administrators, teachers, teacher educators and professional development were drawn from the findings of this study in regard to developing and selecting professional development models around disciplinary literacy strategy instruction.</p>

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Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.

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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.

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Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.

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Prince, Nanette Marie. "Balanced literacy in primary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.

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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.

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Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.

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Lara, Jennifer Miller. "Parents supporting literacy at home K-6." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1067.

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Finbow, T. D. "Writing Latin and Reading Romance? On logographic reading in medieval Iberia." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491570.

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Plus de sources

Livres sur le sujet "Literacy and reading"

Moulton, Ian, ed. Reading and Literacy. Brepols Publishers, 2004. http://dx.doi.org/10.1484/m.asmar-eb.6.09070802050003050103090606.

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Silverthorne, Jessica. Women, literacy, and reading. Zimbabwe Women's Resource Centre and Network, 1993.

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Dain, Judy. Assessing literacy. Wiltshire Careers and Guidance Services, 1993.

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Susannah, Patton, Holmes Madelyn 1945-, and Council for Basic Education, eds. The keys to literacy. Council for Basic Education, 1998.

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Adolescent literacy. Harvard Education Press, 2012.

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Cooper, Nancy. Assessing literacy reading levels: Evaluating Aboriginal literacy material. Ningwakwe Learning Press, 2009.

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Educational Research Service (Arlington, Va.), ed. Early literacy assessment. Educational Research Service, 2001.

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Literacy. David Fulton Publishers, 1993.

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Literacy research methodologies. 2nd ed. Guilford Press, 2011.

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Association for Supervision and Curriculum Development., ed. Adolescent literacy. Association for Supervision and Curriculum Development, 2008.

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Chapitres de livres sur le sujet "Literacy and reading"

Pae, Hye K. "The Consequences of Reading: The Reading Brain." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_7.

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Abstract This chapter discusses the consequences of reading in terms of the reading brain. As a holistic view of the mind’s software, the ecosystem of reading is used as a theoretical framework, which includes microsystem, mesosystem, exosystem, and macrosystem. The ecological system of reading particularly focuses on the reader’s mind as the microsystem and on language and script (i.e., oracy and literacy) as the mesosystem within the interrelated networks of the biological basis, cognitive characteristics, and the sociocultural dimensions of learning and reading. The discussion continues to cover the similarities and differences between oracy and literacy. Finally, the reading brain is discussed with respect to the cognitive impact of reading. The literate brain shows a stable cerebral architecture and neural networks specifically attuned to reading in the left occipito-temporal region.

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Araujo, Luisa. "Reading Literacy Achievement." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2424.

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Duplass, James A. "Literacy and Reading." In The Essence of Teaching Social Studies. Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-27.

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Elley, Warwick B., and Ho Wah Kam. "Literacy and Reading." In International Handbook of Educational Research in the Asia-Pacific Region. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_40.

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Denton, Carolyn A., and Keri M. Madsen. "Word Reading Interventions for Students with Reading Difficulties and Disabilities." In Literacy Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_3.

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Rémi, Cornelia. "7. Reading as playing." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.09rem.

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Wijaythilake, Marasinghe A. D. K., and Rauno Parrila. "Reading and Writing Sinhala." In Literacy Studies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05977-4_11.

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Mey, Jacob L. "Literacy." In Towards a Critical Sociology of Reading Pedagogy. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.07mey.

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Garton, Alison F., and Chris Pratt. "Reading Stories." In Handbook of Children’s Literacy. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_12.

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Niccolini, Alyssa D. "Reading Acts." In Posthumanism and Literacy Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315106083-9.

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Actes de conférences sur le sujet "Literacy and reading"

Wijayanti, Sri. "Indonesian Students’ Reading Literacy." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.13.

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Wijaya A., Rama, Yeti Mulyati, Vismaia S. Damaianti, and Sumiyadi Sumiyadi. "Developing Reading Skills and Beginning Writing through Literary Literacy." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.21.

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Teng, Wei, Rachelle K. Hackett, and Marilyn E. Draheim. "Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.109.

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Blažková, Hana, and Martina Fasnerová. "READING LITERACY AND THE CLASSROOM CLIMATE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1096.

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"Media Literacy in Increasing Reading Interest." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0269.

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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.

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Bartošová, Iva Košek. "The Influence Of Technology On Reading Literacy." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.31.

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Marques, Celio Goncalo, Antonio Manso, Pedro Dias, Ana Paula Ferreira, and Felisbela Morgado. "Information system to promote reading literacy — Letrinhas." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521470.

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Markhamah, Markhamah, Harun Prayitno, Suyatmini Suyatmini, and Triyanto Triyanto. "Improving School Literacy Through Reading Friday Program." In Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.7-8-2019.2288423.

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Rapports d'organisations sur le sujet "Literacy and reading"

Durriyah, Tati. Literacy finally on the reading list in Indonesia’s curricula. Edited by Ria Ernunsari and Charis Palmer. Monash University, 2022. http://dx.doi.org/10.54377/11e8-9f98.

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May, Henry, Phil Sirinides, Abigail Gray, and Heather Goldsworthy. Evidence for Early Literacy Intervention: The Impacts of Reading Recovery. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-1.

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Gove, Amber, and Anna Wetterberg. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy. RTI Press, 2011. http://dx.doi.org/10.3768/rtipress.2011.bk.0007.1109.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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Duty, Sandra. The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2706.

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.

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