Exploring k-3 teachers’ implementation of comprehension strategy instruction (CSI) using expectancy-value theory
Literacy Research and Instruction, 50(3), 195-215.
This research investigated factors that influence the implementation levels of evidence-based comprehension
strategy instruction (CSI) among K–3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through
a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers’ perceptions of what impedes or supports their sustained implementation of CSI.
These findings suggest that increases in school support will also raise teacher CSI implementation levels.
Download (.pdf) Supplemental early literacy intervention for first grade English language learners in bilingual education: Development and outcomes
Dissertation. Available through ProQuest
Abstract (Summary)
Academic success is closely connected to early literacy development. The literature is... more
Abstract (Summary)
Academic success is closely connected to early literacy development. The literature is replete with evidence that early intervention is an effective instructional response for students who struggle in learning to read and write. Current knowledge, however, is based primarily on research conducted with monolingual English language speaking student populations. We know very little about the effectiveness of early literacy interventions for English language learners (ELLs). This information is needed to provide the best start in reading and writing for all students.
The purpose of this quantitative study was to examine the outcomes of supplemental early literacy intervention for first grade ELLs in bilingual education through the study of the Descubriendo la Lectura and the Accelerated Reading Instruction models. The research questions guiding this study were as follows: What are the outcomes of first grade supplemental early literacy intervention delivered in Spanish on the literacy development of bilingual students? What are the differences and/or similarities in the outcomes of two interventions: Accelerated Reading Instruction and Descubriendo la Lectura ? In order to answer these questions, a post-hoc research approach was used to assess the pre-post outcomes of two interventions. Three independent school districts in the state of Texas provided a setting in which to gather information for 335 students. Archival data were collected on three outcome variable instruments for three intervention groups and a random sample group of students who did not receive an intervention. Data analysis included descriptive and inferential statistical techniques to examine and compare group and student outcomes.
Results indicate that students who participated in supplemental reading intervention made significant gains. The students who were identified as struggling learners in need of intervention at the beginning of the school year made comparable or better progress than the students who did not need an intervention at the beginning of the year as measured by end of the year assessments. This information provides academicians and practitioners a better understanding of the outcomes of supplemental early literacy intervention in a bilingual education setting.
The Emergence of Comprehension: A Decade of Research 2000-2010
This review of literature presents research about young children’s (ages 2-8) early experiences with comprehension.... more This review of literature presents research about young children’s (ages 2-8) early experiences with comprehension. Using a theoretical framework for emergent comprehension, the review demonstrates how each research study contributes to a holistic theory of emergent comprehension. Influences on emergent comprehension such as children’s development, relationships and social interactions, and experiences with multiple texts and multimodal symbol systems are discussed. This review includes contemporary peer-reviewed research articles (spanning the decade from 2000-2010) involving multiple methodologies and representing multiple English-speaking countries.
Help your child learn to read: a handbook for parents of 5-7 year olds
To purchase this booklet, go to Continental Press at:
http://www.continentalpress.com/pages/products/62.html
Help Your Child Learn to Read is an award-winning book that helps parents understand what's happening when their... more Help Your Child Learn to Read is an award-winning book that helps parents understand what's happening when their children are learning to read. Reading experts guide parents through the process and language of reading instruction and offer many easy activities to reinforce and enhance classroom experiences.
Help your child learn to read: a handbook for parents of 5-7 year olds
To purchase this booklet, go to Continental Press at:
http://www.continentalpress.com/pages/products/62.html
Help Your Child Learn to Read is an award-winning book that helps parents understand what's happening when their... more Help Your Child Learn to Read is an award-winning book that helps parents understand what's happening when their children are learning to read. Reading experts guide parents through the process and language of reading instruction and offer many easy activities to reinforce and enhance classroom experiences.
Anne Venn's *A Wise Virgins Lamp Burning* (1658) in the Household of Anne Dunch, Sister-in-law to Richard Cromwell
published in Notes & Queries (2010), online edn
The Celsus Library at Ephesus: A Monument about the Man or Minerva?
by Diana Eidson
This study combines archival research, reception theory and theories of literacy to examine the rhetorical impact of... more
This study combines archival research, reception theory and theories of literacy to examine the rhetorical impact of one of the first Roman public libraries, the great Celsus Library at Ephesus.
As scholars, we enjoy the frisson when our research leads to an epiphany, when our molecules get rearranged and the world shifts a little. Sometimes we toil away the hours with no revelation. Yet we have not lost our love of reading and our reverence for collected wisdom. We celebrate learning, often by browsing the stacks at our local public library, but do we ever consider how such an educational and civic tradition developed? The first state library of the Greeks was built sometime before 350 BCE in Heracleia, on the southern shores of the Black Sea in what is now Turkey. It would be three hundred years after the construction of the Library at Heracleia that Julius Caesar would have the first Roman public library built. One of the most magnificent and well-preserved public libraries in the Roman world is the Celsus Library in Ephesus, placed by a benefactor in the heart of a wealthy, bustling, internationally known city.
I have chosen to perform a case study of the Celsus Library at Ephesus for several reasons not entirely related to its noteworthy status in the Roman world. First, the library was bequeathed to the city by a Roman patrician, so it exhibits the distinctive cultural practices of the Roman benefactors of the era. Second, the library contains an interesting blend of the Hellenistic Greek and Roman traditions, which reflects the mix of cultural traditions throughout the city. Third, a surprising amount of research has been done on this library, perhaps more than any other library located in a Roman colony, suggesting its interest and importance to scholarship. Finally, in examining the impact of this library in the civic and educational life of this city on the edge of the Empire, we can see the wide-ranging effect of civic benefaction in the Roman swath of the second century, an effect we still experience in our own heroon to wisdom, the public city or county library.
In this study, I synthesize archival scholarship on ancient sites and theories on rhetorical practice and education to uncover possible answers to these questions: What was the visual rhetoric of the structure itself in terms of placement, aesthetics, and iconography? In what ways does the library reflect the larger milieu of rhetorical education in Ephesus: Hellenistic Greek, Roman, and Asiatic rhetorics? What was the impact of the Library on the cultural life of its citizens, especially on their literacy?
Ultimately, these research questions lead to another one: which role of the building proved the most important to Ephesus? Art and power, or art and education? In other words, which is more important? The man or Minerva? More important, is this a false dichotomy? If knowledge is power, and power is money, then isn’t knowledge money? In bequeathing the Library, did Tiberius Julius Aquila Polemaeanus purchase immortality for his father Tiberius Julius Celsus Polemaeanus, knowledge for Ephesus, or both?
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