Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

Larson, Joanne

doi:10.1207/s15430421tip4504_5

Cited by 15 publications

(15 citation statements)

References 18 publications

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“…The development of multiliteracies in pupils is carried out in a global domain outside of school (home, friends, bookstore, library, etc.). This means that the multiliteracies required to under-385 stand and construct a multimodal text is limited to personal reading and writing activities, such as using social networks (Larson, 2006). The school does not sufficiently develop the strategic components (use of various digital media, digital and nondigital texts, multimodal composition of texts, etc.)…”

Section: Q11mentioning

confidence: 99%

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Guzmán‐Simón

Moreno‐Morilla

Jiménez

2018

Journal of Research in Childhood Education

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Section: Q11mentioning

confidence: 99%

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Guzmán‐Simón

Moreno‐Morilla

Jiménez

2018

Journal of Research in Childhood Education

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“…By contrast, the commonly used term "multiple literacies" goes beyond automaticity of visual patterns. It refers to interpretation of information presented through various media beyond the traditional 'reading and writing' definition of literacy (Larson 2006). Thus, it pertains to higher-order reasoning of people who are already automatic readers and is in some respects a misnomer.…”

Section: Cognitive Neuroscience and Definitions Of Literacymentioning

confidence: 99%

Efficient Learning for the Poor: New Insights into Literacy Acquisition for Children

Abadzi¹

2008

Int Rev Educ

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-Reading depends on the speed of visual recognition and capacity of shortterm memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum speed of fairly accurate reading to understand a passage. Learning to read involves "tricking" the brain into perceiving groups of letters as coherent words. This is achieved most efficiently by pairing small units consistently with sounds rather than learning entire words. To link the letters with sounds, explicit and extensive practice is needed; the more complex the spelling of a language, the more practice is necessary. However, schools of low-income students often waste instructional time and lack reading resources, so students cannot get sufficient practice to automatize reading and may remain illiterate for years. Lack of reading fluency in the early grades creates inefficiencies that affect the entire educational system. Neurocognitive research on reading points to benchmarks and monitoring indicators. All students should attain reading speeds of 45-60 words per minute by the end of grade 2 and 120-150 words per minute for grades 6-8. Re´sume´-APPRENTISSAGE EFFICACE POUR LES PAUVRES : NOUVEAUX APERÇ US DE L'ACQUISITON DE L'ALPHABÉ TISATION POUR LESENFANTS -Lire de´pend de la vitesse d'identification visuelle et de la capacite´de la me´moire courte. Pour comprendre une phrase, l'esprit doit la lire assez rapidement pour s'en emparer dans les 12 secondes limites de la me´moire courte. Ceci signifie que les enfants doivent lire au moins 45-60 mots par minute pour comprendre un passage. La compre´hension est e´troitement lie´e a`la vitesse et a`l'exactitude de la lecture. Apprendre a`lire implique "de duper" le cerveau pour qu'il perc¸oive des groupes de lettres comme e´tant des mots cohe´rents. Ceci est re´alise´plus efficacement lorsqu'on accouple de manie`re consistante des petites unite´s a`des sons que lorsqu'on apprend des mots entiers. Pour relier les lettres avec des sons, une pratique explicite et e´tendue est ne´cessaire ; plus e´peler un langage est complexe, plus la pratique est ne´cessaire. CEPENDANT, les e´coles des e´tudiants a`faible revenu perdent souvent du temps et manquent de ressources, de sorte que les e´tudiants ne peuvent obtenir de pratique suffisante pour automatiser la lecture et demeurent analphabe`tes des anne´es durant. Le manque de maıˆtrise des premiers niveaux cre´e des incapacite´s qui se re´percutent a`travers tout le syste`me d'e´ducation. La recherche neurocognitive sur la lecture souligne les repe`res et les indicateurs de controˆle. Tous les e´tudiants devraient atteindre des vitesses de lecture de 45-60 mots par minute vers la fin du niveau 2 et 150 mots par minute vers la fin des niveaux 6-8. Zusammenfassung -EFFIZIENTES LERNEN

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“…Marginalized students' funds of knowledge are often unacknowledged at school (Moll et al, 1992). When students are relieved of their funds of knowledge, school becomes an isolated and isolating experience (Moll et al, 1992;Larson, 2006).…”

Section: Socioculturalismmentioning

confidence: 99%

“…Another aspect to the definition of literacy as it applies to this review is what is referred to as "new literacies" (Wohlwend, 2008a;Wohlwend, 2008b;Wohlwend, 2011;Wohlwend, 2013;Larson, 2006;Whitmore, Martens, Goodman, & Owocki, 2004;Husbye, Buchholz, Coggin, Powell, & Wohlwend, 2012). These "expand the definitions of literacy and texts from reading and writing print bounded by a page of paper to include gaming, blogging, podcasting, text messaging, and other ways of digitally participating in vast social networks" (Wohlwend, 2008b, p. 127).…”

Section: Literaciesmentioning

confidence: 99%

“…Many contemporary researchers document, recognize, and examine the ways in which children's active literacies and discourses are left out of the schooling agenda in favor of more isolated and reductive methods of literacy instruction (Freire, 2012(Freire, /1970Gee, Moll, Amanti, Neff, & Gonzalez, 1992;Whitmore, Martens, Goodman, & Owocki, 2004;Wohlwend, 2011;Larson, 2006;Vasquez, 2004). Any child will have difficulty finding meaning and, therefore, motivation, in a curriculum that excludes their own active forms of literacy participation.…”

Section: Literacies In Early Childhoodmentioning

confidence: 99%

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Children's play, early literacy, and educational (in)equities.

Andris¹

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camaraderie of my fellow graduate students, and I am appreciative in particular of my friendships with Mikkaka Overstreet and Emily Zuccaro. I am grateful to my colleagues at Kentucky Country Day School, most of all to Sue Sessions and Halle Nussbaum for the enthusiasm and understanding they showed me over many years. Many dear friends have sent their love and kept me afloat from near and afar. I would like to express my love, admiration, and gratitude to my parents, John Andris and Melissa Evans-Andris, for demonstrating to me, first by example and, later, through their characteristic insistent encouragement, the importance of pushing boundaries and realizing accomplishment. Finally, Carroll and Lela, my beloved children, who feel born of this opus, have been most giving of all, and I am deeply grateful to and proud of them for the roles they have taken up as we have made this journey together.

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Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

Cited by 15 publications

References 18 publications

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Efficient Learning for the Poor: New Insights into Literacy Acquisition for Children

Children's play, early literacy, and educational (in)equities.

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