Talent, Ability, and Potential: TAPping into the Needs of Advanced and Gifted Literacy Learners: An Interview with Dr. Scott Peters

2021 ◽  
Vol 49 (4) ◽  
pp. 67-70
Author(s):  
Laura Beltchenko
Keyword(s):  
Literacy Learners

scholarly journals Using Technology in Pedagogically Responsive Ways to Support Literacy Learners

2009 ◽  
pp. 203-215 ◽  
Author(s):  
Lisa Kervin ◽  
Jessica Mantei ◽  
Jan Herrington
Keyword(s):  
Information And Communication Technologies ◽  
Meaning Making ◽  
New Technology ◽  
Authentic Learning ◽  
Communication Technologies ◽  
Literate Practices ◽  
New Knowledge ◽  
The World ◽  
Information And Communication ◽  
Literacy Learners

In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.

Fostering Early Literacy Skills with Technology

2014 ◽  
pp. 219-229 ◽  
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

Development of an Interactive Narrative for Adult Literacy Learners

2018 ◽  
pp. 238-262
Author(s):  
Amy M. Johnson ◽  
Elizabeth L. Tighe ◽  
Matthew E. Jacovina ◽  
G. Tanner Jackson ◽  
Danielle S. McNamara
Keyword(s):  
Reading Comprehension ◽  
Adult Learners ◽  
Adult Literacy ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Strategy Instruction ◽  
Interactive Narrative ◽  
Tutoring System ◽  
Active Reading ◽  
Literacy Learners

This chapter describes development efforts that build upon the Interactive Strategy Trainer for Active Reading and Thinking-2 (iSTART-2), an intelligent tutoring system that provides self-explanation strategy instruction to improve reading comprehension. The chapter reflects on considerations of the unique needs of adult literacy learners, and outlines the specific guidelines followed to adapt the system to these learners. Several modifications have been made to adapt iSTART to adult learners, including the following: 1) two additional strategy instructional modules for summarization and deep question asking, 2) a text library with life-relevant texts for adult learners, and 3) an interactive narrative which allows instantiated practice of reading strategies using life-relevant artifacts. The authors also describe results from two attitudinal studies examining learners' perceptions of the interactive narrative.

“I Can't Stop Singing”

2021 ◽  
pp. 1-20
Author(s):  
Pamela M. Sullivan
Keyword(s):  
Popular Culture ◽  
Literacy Skills ◽  
Reader's Theater ◽  
History Of Research ◽  
Fluency And Comprehension ◽  
History Of ◽  
Literacy Learners ◽  
And Performance ◽  
Classroom Level

There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.

scholarly journals School leadership and whole-school support of struggling literacy learners in secondary schools

2020 ◽  
pp. 174114322090503 ◽  
Author(s):  
Margaret K. Merga ◽  
Saiyidi Mat Roni ◽  
Anabela Malpique
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Early Years ◽  
Secondary Literacy ◽  
Whole School ◽  
Literacy Learners ◽  
Whole School Approach

The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners.

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