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Rescooped by Lisa M. Snyder from Rosanne M Lammey onto Teaching Struggling Adolescent Readers |
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Originally posted by Roseanne, this study offers an interesting perspective on ereaders in the classroom. As technologies become more popular educators need to stay abreast of the current research on the effectiveness of the tool. ~LS
The health news site dailyRx covered the research of Dara Williams-Rossi, clinical assistant professor and director of undergraduate programs in the Department of Teaching and Learning, Annette Caldwell Simmons ...
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Viewing is one form of literacy (reading, writing, listening, speaking, viewing). Here is an interesting article on integrating viewing aross the curriculum. Delete the scoop?
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An excellent post on disciplinary literacy.
"In addition, content area teachers lack knowledge in the literacy demands of their discipline. As a result, we have many adolescents who cannot read and comprehend text in different disciplines—we must prepare teachers to ... Via Katherine Kedey, Rosanne M Lammey 
Rosanne M Lammey's comment,
April 30, 2012 9:27 PM
The morphology and vocabulary in this article really explain what processes are needed for readers and how to effectively teach them vocabulary.This article will prove helpful with my tutoring assignment and I love the name vocabulogic.
Liz Becker's comment,
May 3, 2012 1:16 AM
I am very interested in the topic of disciplinary literacy and I've been looking into it a lot lately. The author has a good point when she discusses the issue that literacy teachers don't have enough content knowledge and content teachers don't have enough literacy knowledge to integrate the two effectively. We need to find a way to bring these two areas of expertise together. Thanks for posting this!
Becky Free's comment,
May 24, 2012 3:16 AM
This article reminds me of something another student just posted in one of my other courses; she stated that before the third grade our students are "learning to read" but in third grade and after, our students are "reading to learn". I really latched onto this thought because all the skills we teach our students when we teach them to read are not always helpful when our students are trying to decode a mathematics problem. It is like learning a foreign language and surely they will need new reading tools to help them understand this discipline. I can see disciplinary literacy becoming the next piece of preparing all-around teachers. Sure we should know basic reading strategies for our struggling readers, however adding to our teacher tool belt is Never a bad idea!!! :)
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An interesting blog post by a researcher in North Carolina. Her work echos what Beers talks about when she discusses the behaviors of struggling adolescent readers.
Dr. Leigh A. Hall, associate professor of literacy studies at the UNC-Chapel Hill School of Education, conducts research on struggling adolescent readers. Her work emphasizes the importance of reader identity and provides ... Via Donna Brown
Rosanne M Lammey's comment,
May 9, 2012 12:28 PM
Excellent article and great tips for us to really make a difference with struggling readers.Reader identity is important and in order to help students effectively we need to know how they view themselves and how we can help them on each students' level.
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A useful post by Becky with an overview of fluency foundations.
***"Fluency is the bridge between decoding and comprehension and is vital to reach that end. For that bridge to be solid and effective it must have the phonological foundation of automatic decoding. This is the foundation for success. We talk a lot about reading fluency around our office. It's a term that is easily misunderstood. In my mind, reading fluency is a natural ability to read without the burden of thinking about sounds, rules, and meaning."*** My question then is; why do we time our students when they read to see how good they are doing as a reader?***
Via Becky Free Delete the scoop?
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Originally posted by Roseanne, this study offers an interesting perspective on ereaders in the classroom. As technologies become more popular educators need to stay abreast of the current research on the effectiveness of the tool. ~LS
The health news site dailyRx covered the research of Dara Williams-Rossi, clinical assistant professor and director of undergraduate programs in the Department of Teaching and Learning, Annette Caldwell Simmons ... Via Rosanne M Lammey
Liz Becker's comment,
April 11, 2012 11:08 AM
I found this to be an interesting research project. I am particularly interested in why the attitudes of the boys increased, while the girls' did not. I recently also read an article on how well we remember what we read when using eReaders. Here it is in case you'd like to check it out: http://healthland.time.com/2012/03/14/do-e-books-impair-memory/
Lisa M. Snyder's comment,
April 22, 2012 11:15 AM
This is an interesting study, as is the article you post, Liz. I'm currently working on an ereader study from a different perspective so it is interesting to read other insights and results. ~LS
Liz Becker's comment,
April 22, 2012 3:49 PM
I'm glad you're doing research on eReaders. I always find it interesting to see how they impact the reading process. For myself, I can only read on them for pleasure (at this point). I still want an actual book in my hand for things like my classes. I find that I comprehend and retain academic information better that way.
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In this strategy guide, you’ll learn how to organize students and instruction to establish a sense of purpose for reading authentic texts in the content areas. The author makes a key point when she says that strategies alone are not enough to motivate students to read in any of the content areas. Teachers need to pique student interest by helping students to set a purpose for reading and by creating authentic, meaningful activities.
Rosanne M Lammey's comment,
April 18, 2012 7:34 PM
This strategy guide was very helpful and so true that we should provide reading materials beyond the text book that students can learn morr in-depth about the content we teach.
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A good overview of the importance of curation for learning professionals. Delete the scoop?
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This is a wonderfully rich wiki that contains resources for incorporating technology and literacy into the content areas. Lots of exploration to do here. Stop by and take a look! ~LS Delete the scoop?
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A great post that includes before, during and after strategies to help students with their comprehension and their writing skills - and to help teachers incorporate formative assessment into the curriculum
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Delete the scoop?
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Notice the emphasis on decoding in this article. What does this mean for our struggling adolescents? We expect (assume?) that our students will have the decoding skills and strategies they need to comprehend the texts in our classrooms. As we all know, that is often not the case. ~LS "Reading fluency activities must be done on a daily basis. There are many reading fluency strategies for teaching fluency, and here are some of the best. (Information about helping children with fluency! Via Joyce Valenza, Rosanne M Lammey 
Donna Brown's comment,
May 23, 2012 3:32 PM
I agree that reading fluency activities must be done on a daily basis but often this is not possible. Thanks for the activites to help.
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This is a new, interesting research tool.It is called Small Demons. It is an index that links books, films, and other forms of media
The people, places and things from books, and everywhere they can take you.
Rosanne M Lammey's comment,
April 25, 2012 8:09 PM
Amazing how far technology has advanced.This tool could be used for students to make other connections to literature to what they are reading.As Beers remarks in chapter 10 the more students read the better their fluency will improve and the more connections students make to the reading their comprehension will also improve.
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A great resource for use in the classroom, originally posted by Liz. A way to incorporate 21st century literacy skills into your classroom: Have students create their own videos (they can use their smart phones) and create a class reference collection! - LS
This video explains the difference between primary and secondary sources, important terminology in the study of historical texts. I teach my high school students the difference in order to analyze the texts used in the study of history. Via Liz Becker Delete the scoop?
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A video highlighting strategies for improving students' comprehension. Delete the scoop?
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Here is a powerful quote to help you understand the process of curation.
"CURATION While aggregation can be seen just as collecting websites, the process of curation involves a deeper analysis of the aggregated sites to select the ones that have the most relevant information for a particular topic, just like a museum curator summarizes and edits intricate subjects into easily consumable and enjoyable exhibits." Via Buffy J. Hamilton 
's comment, January 25, 2012 1:02 PM
Thanks for sharing! Very interesting site!
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