Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving

Greenleaf, Cynthia; Hinchman, Kathleen A.

doi:10.1598/jaal.53.1.1

Cited by 45 publications

(27 citation statements)

References 11 publications

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“…Schools have struggled to serve students from diverse backgrounds, and there is an ongoing achievement gap noted between students by race, class, and gender (Au, 2011;Greenleaf & Hinchman, 2009). Black students and students living in poverty are overrepresented in special education services (Fiedler et al, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…Next, teachers use the gradual release of responsibility model (Pearson & Gallagher, 1983) to initially provide students with explicit instruction through teacher modeling (Barr et al, 2012;Comber, 2013;Monroe & Troia, 2006;Narkon & Wells, 2013;Patel & Laud, 2009). Overwhelmingly though, the majority of studies connected explicit 12 instruction in with vocabulary instruction (Barr et al, 2012;Calderon et al, 2011;Coyne et al, 2010;Facella et al, 2005;Francis, Rivera, Lesaux, Kieffer, & Rivera;Gersten et al, 2007;Goldenberg;2013;Greenleaf & Hinchman, 2009;McIntyre & Hulan, 2013;Roberts et al, 2008). Effective and explicit vocabulary instruction includes exposure to target words over several days (through reading, writing, and speaking opportunities) with the goal being students' rich understanding so they can use these words in their productive vocabulary (Gersten et al, 2007).…”

Section: Explicit Instructionmentioning

confidence: 99%

“…Challenging theme-based curricula results in increased motivation and engagement for diverse learners wherein students benefit from engaged, handson collaborative activities (Comber, 2013;Freedman & Carver, 2007;Greenleaf & Hinchman, 2009;Ivey & Broaddus, 2007;Wohlwend, 2008). Research documents that when learners of all ages and backgrounds interact with realworld information to make connections and raise critical questions, they are motivated to inquire and learn about important topics and social issues (Comber, 2013;Hansen-Thomas & Cavagnetto, 2010;McIntyre & Hulan, 2013;Medina, 2010;Narkon & Wells, 2013).…”

Section: Inquirymentioning

confidence: 99%

“…Inquiry based learning requires students to generate questions and seek out information (Comber, 2013;Greenleaf & Hinchman, 2009). Inquiry and writing are central to this approach and provide a way to examine writing movement "toward critical social thought" (Gutiérrez, 2008, p. 149).…”

Section: Inquirymentioning

confidence: 99%

See 3 more Smart Citations

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Piazza

Rao

Protacio

2015

IJME

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This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

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Section: Resultsmentioning

confidence: 99%

Section: Explicit Instructionmentioning

confidence: 99%

Section: Inquirymentioning

confidence: 99%

Section: Inquirymentioning

confidence: 99%

See 2 more Smart Citations

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Piazza

Rao

Protacio

2015

IJME

View full text Add to dashboard Cite

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“…While this is a welcome discovery, it would be very naïve to assume that this is the case for all parents who have struggled with reading themselves at school or who do not enjoy reading for themselves. This is particularly important given that the literature suggests that vast numbers of young people leave school each year with a poor identity of themselves as a reader (Alvermann, 2001), and/or have been identified as 'unsuccessful' in literacy-based assessment (Greenleaf & Hinchman, 2009). However, by taking time to carefully understand the nature of these shared reading relationships, this study has significant implications for interventions with families, especially where the parents have not enjoyed a positive relationship with reading themselves.…”

Section: Conclusion: Implications For Interventionmentioning

confidence: 99%

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Levy

Hall²,

Preece³

2018

IJEP

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While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents’ shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents’ own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of ‘reading’ was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents’ own relationships with reading seemed to improve. Implications for intervention with other families are discussed.

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Visible Voices: Literacy Identity and the Invisible Homeless

Juchniewicz¹

2012

J Adolescent & Adult Lit

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Despite calls for increased awareness of and sensitivity to diverse students and their in‐ and out‐of‐school literacies, the “invisible homeless”—those who often decline to self‐identify—receive inadequate scholarly attention. They are often individuals who fear the stigma associated with homelessness as they navigate workplace, academic, and institutional systems, which frequently encourage corruption and silencing. Nevertheless, some homeless make successful transitions into improved situations and actively engage in strategies to empower themselves. This manuscript is based on a study that explored literacy's role in those strategies for five people, and how self‐perceptions of their own literacies influenced and were influenced by their transitions. Findings included highly valuing literacy skills, and that participants took time to understand and change (read and write) their environments. These findings will benefit educators and others as we encounter increasing numbers of homeless individuals in classrooms, on campuses, and sharing the benefits of society.

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Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving

Cited by 45 publications

References 11 publications

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Visible Voices: Literacy Identity and the Invisible Homeless

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