Explicit and evidence-based literacy instruction in middle school: an observation study

Stark, Kristabel; Wexler, Jade; Shelton, Alexandra; Johnston, Tara Burke; Omohundro, Karen

doi:10.1007/s11145-023-10470-y

Read Writ

2023

DOI: 10.1007/s11145-023-10470-y

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Explicit and evidence-based literacy instruction in middle school: an observation study

Kristabel Stark,

Jade Wexler,

Alexandra Shelton

et al.

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2024

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Cited by 3 publications

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Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Barnes,

Schrodt,

Fields

2024

Reading & Writing Quarterly

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Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Barnes,

Schrodt,

Fields

2024

Reading & Writing Quarterly

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Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

Barnes,

Cartwright

2024

Intervention in School and Clinic

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Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material.

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An investigation on the utilization of Kurdish as the first language (L1) in English as a foreign language (L2) classes: A case study at the University of Human Development in non-English departments

Hama

2024

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This paper aims to examine the use and functions of Kurdish (L1) in English as a Foreign Language (EFL) classes within a Kurdish educational context. Languages function differently across varied contexts, and prior studies have highlighted several reasons for using L1 in EFL classrooms by both students and teachers. Similarly, there are numerous reasons and functions for incorporating Kurdish in English language classes. This study specifically investigates the use and functions of Kurdish among Kurdish EFL university students and teachers at the University of Human Development in the non-English departments of IT and Computer Science, located in the Iraqi Kurdistan Region. The researcher employed two distinct questionnaires for EFL students and teachers and analyzed the data using SPSS. The study involved twenty university-level English language teachers and ninety Kurdish EFL students, randomly selected from the student population. The findings indicate that most Kurdish EFL students held positive views regarding the use of Kurdish in English classes for purposes such as explanations, instructions, skill development, exam preparation, and motivation. Conversely, most Kurdish EFL teachers preferred to use Kurdish infrequently or occasionally, believing that Kurdish should generally not be used in most teaching and learning situations. However, they did acknowledge the benefits of using Kurdish to address unusual behavior and occasionally to boost students’ confidence and motivation.

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Explicit and evidence-based literacy instruction in middle school: an observation study

Cited by 3 publications

References 37 publications

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

An investigation on the utilization of Kurdish as the first language (L1) in English as a foreign language (L2) classes: A case study at the University of Human Development in non-English departments

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