Sentences with phrase «literacy researchers»

As literacy researchers and educators, we can not choose between these two obligations; nor should we view them as being in opposition.

Literacy researchers generally ask questions about instruction and learning in relation to research and theory.

The scarcity of written materials is a common problem even though literacy researchers have documented how access to books increases the time children spend reading, and thus improves their literacy competencies.

«I think that is a nonsensical response» that reflects «the religious right's point of view,» says Jon Miller, a science literacy researcher at Michigan State University in East Lansing who authored the survey 3 decades ago and conducted it for NSF until 2001.

Two interesting lines of research have come from literacy researchers who have examined effects of statewide writing portfolio assessments in Vermont and Kentucky.

Miller, the scientific literacy researcher, believes that removing the entire section was a clumsy attempt to hide a national embarrassment.

But these strategies aren't always fully effective, according to literacy researcher Paola Uccelli.

Lisa Delpit, an African American literacy researcher and 1990 MacArthur grantee, has written persuasively for many years about the «culture of power» in American schools and classrooms and the «schism between liberal educational movements and that of non-White, non-middle class teachers and communities.»

Literacy researchers also focus on how policies shape classroom literacy practices, frequently gathering direct evidence of teaching and student learning as well as self - reported responses to policy.

As literacy researchers uncover areas important to literacy acquisition and practice, educators (and researchers) have taken the bait that pits the new or the timely against current curricular content.

The components of the modules include: slides, narration, video clips of literacy researchers, and classroom videos showing each Literacy Essential practice in action in Michigan classrooms.

As literacy researcher Stavroula Kontovourki (2012) argues, it may seem perfectly innocuous to assess students and assign reading levels to them, but these actions can have powerful and lasting effects on how children think about themselves and how they are perceived by others: «[P] ractices like leveling can be understood both as products of power and as permeated by power, which students take up or resist but whose stakes are nonetheless high» (p. 168).

But literacy researchers have only recently begun to focus on the power of that collective action, he notes.

A literacy researcher shares three practices that are proven to be effective for early elementary learners.

Timothy Shanahan, a literacy researcher at the University of Illinois at Chicago who has co-authored reports on the need for explicit instruction on basic skills, recently argued on his blog that «good teaching includes both didactic lessons and opportunities to practice and play.»

Some literacy researchers felt the omissions were a shame.

Whether we like it or not, literacy researchers have been drawn into policy.

Rather, it was the large - scale reform efforts of the 1980s described previously in this chapter that brought together literacy researchers and curriculum and measurement specialists to effect the types of changes being called for by the research community, policymakers, and the public at large.

Second, we can begin an open and honest dialogue about the stakes that we, as teacher educators and literacy researchers, have in these matters.

Literacy researchers and teacher educators can begin by recognizing that different inservice models have different goals.

Valencia and Wixson have gathered scholarship from three disparate sources to produce the first integrated review of policy - related research on literacy education: (a) policy analyses that examine policies about literacy in the framework of systemic reform; (b) measurement and evaluation studies, conducted by psychometricians, that examine the assessments mandated by policies; and (c) studies by literacy researchers that attend to policies and literacy - specific content.

According to a recent article in Wired Magazine, Hannah Gerber, a literacy researcher at Sam Houston State University monitored several 10th - grade students at school and at home and saw that they read only 10 minutes a day in English class — but an astonishing 70 minutes at home as they boned up on games.

Two literacy researchers have published a study that shows poor American communities are «book deserts.»