Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

Triplett, Cheri F.

doi:10.1207/s15548430jlr3401_5

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…For instance, McCarthey (1998) discovered that students readjusted their participation in relation to peers and in relation to aspects of the curriculum. Likewise, in my research (Triplett, 2002), I discovered that a student acted literate and engaged in one context and acted illiterate and disengaged in another solely in relation to the teacher. Hagood's (2002) research revealed that some students exhibit agency in their social interactions at school, including choosing how they will participate in school literacy contexts.…”

Section: The Social Construction Of Subjectivities and Identitiesmentioning

confidence: 87%

The Social Construction of “Struggle”: Influences of School Literacy Contexts, Curriculum, and Relationships

Triplett

2007

Journal of Literacy Research

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In this study, social constructionism provided a theoretical framework for investigating how students' struggles with reading are socially constructed in school literacy contexts, curriculum, and relationships. The study also sought to discover how "struggling reader" is a socially constructed subjectivity or identity that begins in the early grades. Participants included 1st-, 2nd-, and 3rd-grade students who were identified for reading intervention at their school, 6 classroom teachers, 1 reading teacher, and 1 principal. Data, including field notes and semistructured interviews, were collected during a 4-month period. The findings detail the stark socioeconomic differences between the mainstream students and those identified as struggling readers. Moreover, teachers' responses to readers differed based on the contexts in which they were working, including the teacher education context and the testing/accountability context. I also describe how book talk helped to socially construct success for these young readers and conclude that book discussion can be a pedagogical pathway to a child's identity. In conclusion, I argue that school contexts, curriculum, and relationships can be created in which students do not experience struggle, thus challenging literacy educators to rethink the struggling reader label.

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Section: The Social Construction Of Subjectivities and Identitiesmentioning

confidence: 87%

The Social Construction of “Struggle”: Influences of School Literacy Contexts, Curriculum, and Relationships

Triplett

2007

Journal of Literacy Research

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“…Hasil studi PISA tahun 2015 yang menunjukkan Indonesia baru bisa menduduki peringkat 69 dari 76 negara. Literasi sains yang diuji dikaitkan dengan keyakinan tentang sifat dan asal pengetahuan ilmiah, harapan karir terkait sains bagi siswa, dan motivasi belajar sains (Triplett, 2002).…”

Section: Pendahuluanunclassified

Literasi Sains Untuk Membangun Sikap Ilmiah Siswa Sekolah Dasar

Arlis

Amerta

Indrawati

et al. 2020

jurnal. cakrawala. pendas.

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The aim of the research was to produce a profile of students' needs analysis about scientific literacy involving graphic organizers for science strategy to build scientific attitudes on high grade elementary students and produce prototypes of scientific literacy teaching materials to build the scientific attitudes of elementary students. This research is based on the problem of the low literacy skills of Indonesian children. The research objective can be achieved with the mixed method research method with the type of Plomp development. Plomp development steps, namely: preliminary research, prototyping phase, and assessment stage. The results of the study at the preliminary research stage, namely: the analysis of curriculum profile analysis, profile analysis of student characteristics, and analysis of student needs profiles. It was found that elementary students tended to open textbooks when they were in the learning process and they liked the red color for books. However, they have difficulty in developing a scientific attitude. Whereas in the prototyping phase, prototypes of scientific literacy teaching materials were produced using the graphic organizers for science strategy to build valid students' scientific attitudes. The prototype of scientific literacy teaching materials is ready to be tested. The results showed that science literacy teaching materials were very supportive of students' science learning activities in elementary schools. Elementary school students are enthusiastic about learning when using science literacy teaching materials. Science literacy teaching materials are very suitable for use in elementary schools as a companion book for elementary students in mastering science.

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“…Firstly, reading class is rarely preceded by the process of predicting the content of the reading through asking and answering questions activity. This is resulted from the insufficient learning materials available [8]. Secondly, reading comprehension materials used in the 4th grade of Elementary School could not help the students to imagine what is being read because reading comprehension techniques are not inserted in.…”

Section: Introductionmentioning

confidence: 99%

Developing The Big Questions And Bookmark Organizers (Bqbo) Strategy-Based Literacy Reading Learning Materials In The 4th Grade Of Elementary School

Taufina¹,

Chandra²

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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This research is intended to produce BQBO strategy -based literacy reading learning materials for the 4 th grade students of Elementary School which are valid, practical, and effective. To produce the prototype of the materials, Plomp Model was applied. The prototype was revised by using Self Evaluation and Experts Review Evaluation. It then was tested by using One to One Evaluation method to the students at SD Negeri 46 Kuranji. In order to see the practicality of the product, the prototype was tried out by using Small Group Method and Field Test Evaluation Method in the 4 th grade of SD Negeri 06 Padang. Meanwhile to see the effectiveness of the learning materials developed, the prototype was tried out by using Field Test Evaluation Method at SD Negeri 01 Sawahan. Based on the results of the research, it is concluded that the BQBO strategy -based literacy reading learning materials developed for the 4 th grade students of Elementary School are valid, practical, and effective.

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Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

Cited by 4 publications

References 32 publications

The Social Construction of “Struggle”: Influences of School Literacy Contexts, Curriculum, and Relationships

The Social Construction of “Struggle”: Influences of School Literacy Contexts, Curriculum, and Relationships

Literasi Sains Untuk Membangun Sikap Ilmiah Siswa Sekolah Dasar

Developing The Big Questions And Bookmark Organizers (Bqbo) Strategy-Based Literacy Reading Learning Materials In The 4th Grade Of Elementary School

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