DOCSLIB.ORG

The Journal of Literacy Research (JLR)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Journal of Literacy Research (JLR) The Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy, language, and literacy and language education from preschool through adulthood. JLR publishes research and scholarly papers, including original research, critical reviews of research, conceptual analyses, and theoretical essays. Investigations of the social, affective, cognitive, pedagogical, technological, and political dimensions of literacy are appropriate for publication in JLR. Articles represent diverse research paradigms and theoretical orientations, and they employ a variety of methodologies and modes of inquiry. JLR serves as a forum for sharing divergent areas of research and pedagogy and encourages papers that open dialogue among professionals from a variety of disciplines. Because JLR serves as an open forum, readers should not construe the contents as implying advocacy or endorsement by the National Reading Conference, its officers, or its members. Manuscript Submission. Potential authors are encouraged to examine previous issues of JLR for topics and style of presentation. The current method of submission is electronic format as an attachment to an e-mail message; authors should include a cover letter. All references to the authors should be deleted, except for the title page. The title page should include the name, address, phone number, fax number, and e-mail address of the first (or contact) author. A one-paragraph abstract limited to 250 words should accompany all submissions. Authors will be notified of receipt of their manuscripts within 2 weeks of their arrival and can expect to receive the results of the review process within 3 months. At the present time, it is anticipated that manuscripts will be published within 9 months of their acceptance. In addition to full-length papers that are normally found in JLR, more concise papers on research of a limited scope or nature or that open new ideas and approaches to literacy inquiry and scholarship are encouraged. These papers will be published as Research Briefs. All manuscripts and correspondence should be directed to: Douglas K. Hartman Journal of Literacy Research Neag School of Education 249 Glenbrook Road, Unit 2033 University of Connecticut Storrs, CT 06269-2033 [email protected] Tables and Figures. Tables and figures (illustrations) should not be embedded in the text, but should be included as separate sheets or files. A short descriptive title should appear above each table with a clear legend and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction. Captions should be typed, double-spaced, on a separate sheet. All original figures should be clearly marked in pencil on the reverse side with the number, author’s name, and top edge indicated. Illustrations. Illustrations submitted (line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines: - 300 dpi or higher - Sized to fit on journal page - EPS, TIFF, or PSD format only - Submitted as separate files, not embedded in text files Color illustrations will be considered for publication; however, the author will be required to bear the full cost involved in their printing and publication. The charge for the first page with color is $900.00. The next three pages with color are $450.00 each. A custom quote will be provided for color art totaling more than 4 journal pages. Good- quality color prints should be provided in their final size. The publisher has the right to refuse publication of color prints deemed unacceptable. Manuscript Style. Manuscript submissions must conform to the fifth edition of the Publication Manual of the American Psychological Association (APA). Manuscripts not following APA style may be returned without review, unless the researcher’s theoretical or methodological perspective necessitates a deviation that is justified in the cover letter. Editorial Policy. Submitted manuscripts are sent to members of the editorial advisory board or other qualified literacy researchers for blind review. The principal criteria used in judging manuscripts are the: (a) significance of their contribution to knowledge about literacy, (b) soundness of the methods employed in the research, (c) rigor of the scholarly argument(s), and (d) clarity of the writing. Potential contributors who have specific questions about editorial policy, manuscript preparation, or the review process are encouraged to contact the appropriate member of the editorial team: Douglas K. Hartman (Senior Editor & Area Editor) Social, Cultural, Political, & Historical (860-486-1154 or [email protected] ) Sally M. Reis (Area Editor) Exceptionalities, Assessment & Evaluation (860-486-0618 or [email protected] ) Mary Anne Doyle (Area Editor) Teacher Education & Professional Development (860-486-2533 or [email protected] ) Douglas K. Kaufman (Area Editor) Literacy Instruction & Literacy Learning (860-486-0268 or [email protected] ) Michael D. Coyne (Area Editor) Literacy Processes (860-486-8326 or [email protected] ) Wendy J. Glenn (Area Editor) Literature, Text Analysis & Response (860-486-0246 or [email protected] ) Mileidis Gort (Area Editor) Multilingual & Multicultural Settings (305-284-5536 or [email protected] ) Elizabeth R. Howard Essay Book Review Editor (860-486-9275 or [email protected] ) Sue Ringler Pet Editorial Assistant (860-486-0407) or [email protected] ) Mary Rinaldo Administrative Assistant (860-486-2433 or [email protected] ) Essay Book Reviews. JLR publishes critical reviews of scholarly books devoted to literacy and literacy research. Readers wishing to nominate a book for review and potential book reviewers should contact the Essay Book Review Editor, Elizabeth R. Howard ([email protected]). Permissions. Authors are responsible for all statements made in their work and for obtaining permission from copyright owners to use a lengthy quotation (exceeding the limits of fair use) or to reprint or adapt a table or figure published elsewhere. Authors should write to the original author(s) and publisher of such material to request nonexclusive world rights in all languages for use in print and nonprint versions of the present article and in all future editions. Provide copies of all permissions and credit lines obtained. Proofs and Reprints. Page proofs are sent to the designated author using Taylor & Francis’ Central Article Tracking System (CATS). Authors may order reprints of their articles when they receive proofs. Printing considerations do not permit the ordering of reprints after authors have returned proofs. .
Load more

Recommended publications
  • An Investigation Into Definitions of English As a Subject and the Relationship Between English, Literacy and ‘Being Literate’
    What is literacy? An investigation into definitions of English as a subject and the relationship between English, literacy and ‘being literate’ A Research Report Commissioned by Cambridge Assessment January 2013 Contents 1 Introduction ........................................................................................................................................................ 3 2 How definitions of English as a school subject have evolved ............................................................................ 4 2.1 English in the 20th century ........................................................................................................................ 4 2.2 The impact of The National Literacy Strategy ........................................................................................... 6 2.3 Current concerns about English ................................................................................................................ 6 3 Literacy ............................................................................................................................................................... 8 3.1 Definitions of literacy ................................................................................................................................. 8 3.2 Literacy across the world......................................................................................................................... 10 3.3 Literacy – a high-stakes issue in other countries ...................................................................................
    [Show full text]
  • L2 Literacies and Teachers' Work in the Context of High-Stakes School Reform
    Available online at www.sciencedirect.com Journal of Second Language Writing 17 (2008) 274–291 Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform Meg Gebhard a,*, Jan Demers b, Zoe¨ Castillo-Rosenthal b a University of Massachusetts, 74 January Hills Road, Amherst, MA 01002, United States b Amherst Public Schools, United States Abstract The authors describe the professional development of L1 and L2 teachers from a comprehensive theoretical perspective that focuses on literacy as a critical social practice, the construction of student/teacher knowledge, and institutional forces that support and/or constrain the academic literacy development of L2 students in the United States. The authors begin with an articulation of the theoretical framework guiding this discussion. Next, they describe how this perspective was enacted in a graduate program designed to support K-12 teachers in developing an understanding of theories, research, and practices that form a critical approach to L2 academic literacy development. Last, following Hyland (2003, 2007), the authors reflect on the challenges, and ultimately the necessity, of critically reconceptualizing L1 and L2 teacher education to include greater attention to genre theory and genre-based pedagogies. This call for a reconceptualization of teacher education in the United States is warranted because of the combined impact of economic, demographic, and educational policies shaping the work of teachers and the literacy practices of L2 students. # 2008 Elsevier Inc. All rights reserved. Keywords: L2 literacy; English language learners; Teachers professional development; Critical discourse analysis; Genre-based pedagogy In their introductory remarks to a special edition of the Journal of Second Language Writing focusing on teacher education, Hirvela and Belcher (2007) maintain that many L2 writing scholars have not foregrounded the important role they play as ‘‘teachers of teachers of writing’’ (p.
    [Show full text]
  • Abdul-Hakim, I
    African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds.
    [Show full text]
  • Engagement and Adolescent Literacy
    POSITION STATEMENT AND RESEARCH BRIEF Engagement and Adolescent Literacy International Literacy Association | 2019 The International Literacy Association maintains that effective engagement is the critical component of literacy instruction for adolescents. To effectively engage adolescent students means offering them the opportunity to use literacy in meaningful ways, interact with a variety of texts, participate in assessment for and as learning, and experience a community of learners in and out of school. dolescent literacy today happens within and beyond the confines of the traditional classroom walls and thus, collaboration is paramount, whether through traditional means (e.g., bringing the outside in to Ayour classroom—people, places, things) or through the addition of augmented reality, virtual reality, or both. Considerations of how students use multimedia within learning (e.g., layered lit- eracies) are necessary as emerging technologies are integrated increasingly within core planning and instruction. Partnering with others to plan across disciplines propels students to use literacy skills for knowledge acquisition across content areas (Chandler-Olcott, 2017). Learning Context Valuing students’ voices Valuing students’ voices and identities is a hallmark of support- and identities is a hallmark ing adolescent literacy development. Context is key, whether of supporting adolescent at the classroom, school, or district level. In order to thrive as literacy learners, students must feel a sense of collective and literacy development. individual belonging (Comber, Woods, & Grant, 2017), have op- portunities to contribute to and negotiate the literacy culture, and feel safe to take risks (McKay & Dean, 2017). Teachers cul- tivate these learning environments through providing oppor- tunities for students to engage in learning; modeling of high expectations; and requiring that all students be respected and- valued, and that they contribute to these principles.
    [Show full text]
  • Effective Practices for Developing the Literacy Skills of English Language Learners in the English Language Arts Classroom
    Research Report ETS RR–12-03 Effective Practices for Developing Literacy Skills of English Language Learners in the English Language Arts Classroom Sultan Turkan Jerome Bicknell Andrew Croft February 2012 Effective Practices for Developing the Literacy Skills of English Language Learners in the English Language Arts Classroom Sultan Turkan, Jerome Bicknell, and Andrew Croft ETS, Princeton, New Jersey February 2012 As part of its nonprofit mission, ETS conducts and disseminates the results of research to advance quality and equity in education and assessment for the benefit of ETS’s constituents and the field. To obtain a PDF or a print copy of a report, please visit: http://www.ets.org/research/contact.html Technical Review Editor: Daniel R. Eignor Technical Reviewers: John Young and Courtney Bell Copyright © 2012 by Educational Testing Service. All rights reserved. ETS, the ETS logo, and LISTENING. LEARNING. LEADING are registered trademarks of Educational Testing Service (ETS). Abstract This paper is a review of literature presenting instructional strategies—based on normative as well as empirical arguments—which have proven to be effective in envisioning what all teachers need to know and be able to do to teach English language arts (ELA) to English language learners (ELLs). The studies selected for review address what is particular to teaching ELA to ELLs. The paper is divided into two main sections: (a) teachers’ linguistic practices and (b) teachers’ pedagogical practices. In the first section, we report on the studies that analyze teachers’ understanding of linguistics and present implications for their instruction of ELLs. Three areas of effective practice are emphasized based on the particular aspects of teaching ELA to ELLs.
    [Show full text]
  • Traditional Phonics, Whole Language, and Spelling Before
    A comparison of three approaches to literacy acquisition : traditional phonics, whole language, and spelling before reading by Roxanne L Sporleder A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education Montana State University © Copyright by Roxanne L Sporleder (1998) Abstract: A quasi-experimental research design was used to compare three approaches to literacy acquisition in nine first-grade classrooms to determine if there was a significant difference in achievement in phoneme segmentation, reading, and spelling development at the end of twenty-one weeks of instruction. All nine classrooms within one school district with a total of 151 first-grade students received instruction in reading following the district curriculum guidelines and using a newly adopted literature-based reading series. The basal provided a wide variety of opportunities to read, write, and talk about meaning. In addition to the basic reading program, students in the nine classrooms received differentiating instruction. Three classrooms were introduced to phonics within the context of literature and learned spelling using word families. Three classrooms received direct instruction in phonics using a traditional approach to learning letter sounds, blending words, and reading short controlled texts. These also learned spelling using word families. Another three classrooms received instruction in the letter representations of phonemes with an emphasis on metacognition and spelling words before ever reading them. At the beginning of the school year, students were given baseline tests to identify phoneme segmentation skills, letter knowledge, spelling development and reading ability. At the end of twenty-one weeks, these same tests as well as the WRMT-R were administered.
    [Show full text]
  • Graffiti Writing and Its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District, Laikipia County
    GRAFFITI WRITING AND ITS LIKELY INFLUENCE ON ENGLISH LANGUAGE LEARNING IN SELECTED SECONDARY SCHOOLS IN THE LARGER LAIKIPIA EAST DISTRICT, LAIKIPIA COUNTY BY FRANCIS G. MWANGI E55/CE/15106/08 A THESIS SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER OF EDUCATION DEGREE IN THE DEPARTMENT OF EDUCATIONAL COMMUNICATION AND TECHNOLOGY, SCHOOL OF EDUCATION, KENYATTA UNIVERSITY KENYATTA UNIVERSITY AUGUST, 2012 - 1 - DECLARATION This thesis is my original work and has not been presented for the award of a degree in any other university. Name: FRANCIS G. MWANGI Registration Number: E55/CE/15106/08 Sign:……………………… Date:………………… RECOMMENDATION This thesis has been submitted for the examination with our approval as the appointment University supervisors. Name: PROF. AGNES W. GATHUMBI Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:…………………… Name: DR. JOHN N. KIMEMIA Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:……………………… - 2 - DEDICATION This work is dedicated to my parents, my wife Naomi, daughter Sasha and my sons Lee and Collins. - 3 - ACKNOWLEDGEMENT I wish to first thank the Almighty God for His immeasurable love and support throughout the course of my study. I thank the Ministry of Education, Science and Technology (MOEST) for granting me the permission to carry out this study. I also wish to exceptionally thank my two supervisors, Prof. Agnes W. Gathumbi and Dr. John N. Kimemia, both from the Department of Educational Communication and Technology and the management of Kenyatta University. They tirelessly assisted, guided, encouraged and supported me from the initial stages of my work. I wish to also thank the staff members of the Faculty of Education and the Graduate school, Kenyatta University, who assisted me in many ways during the research process.
    [Show full text]
  • Put Reading First 2006
    Put Reading First Kindergarten Through Grade 3 The Research Building Blocks For Teaching Children to Read ThirdThird Edition The Research Building Blocks for Teaching Children to Read Put Reading First Kindergarten Through Grade 3 Writers: Bonnie B. Armbruster, Ph.D., University of Illinois at Urbana-Champaign, Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois, Jean Osborn, M.Ed., University of Illinois at Urbana-Champaign Editor: C. Ralph Adler, RMC Research Corporation Designer: Lisa T. Noonis, RMC Research Corporation Contents i Introduction 1 Phonemic Awareness Instruction 11 Phonics Instruction 19 Fluency Instruction 29 Vocabulary Instruction 41 Text Comprehension Instruction This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. However, the comments or conclusions do not necessarily represent the positions or policies of NIFL, OERI, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government. The National Institute for Literacy The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute works to provide national leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults by sharing information on scientifically based research. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for Reading This document was published by The Partnership for Reading, a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S.
    [Show full text]
  • An Introduction to Linguistic Typology
    An Introduction to Linguistic Typology An Introduction to Linguistic Typology Viveka Velupillai University of Giessen John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data An introduction to linguistic typology / Viveka Velupillai. â. p cm. â Includes bibliographical references and index. 1. Typology (Linguistics) 2. Linguistic universals. I. Title. P204.V45 â 2012 415--dc23 2012020909 isbn 978 90 272 1198 9 (Hb; alk. paper) isbn 978 90 272 1199 6 (Pb; alk. paper) isbn 978 90 272 7350 5 (Eb) © 2012 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company • P.O. Box 36224 • 1020 me Amsterdam • The Netherlands John Benjamins North America • P.O. Box 27519 • Philadelphia PA 19118-0519 • USA V. Velupillai: Introduction to Typology NON-PUBLIC VERSION: PLEASE DO NOT CITE OR DISSEMINATE!! ForFor AlTô VelaVela anchoranchor and and inspiration inspiration 2 Table of contents Acknowledgements xv Abbreviations xvii Abbreviations for sign language names xx Database acronyms xxi Languages cited in chapter 1 xxii 1. Introduction 1 1.1 Fast forward from the past to the present 1 1.2 The purpose of this book 3 1.3 Conventions 5 1.3.1 Some remarks on the languages cited in this book 5 1.3.2 Some remarks on the examples in this book 8 1.4 The structure of this book 10 1.5 Keywords 12 1.6 Exercises 12 Languages cited in chapter 2 14 2.
    [Show full text]
  • Second-Language Literacy Instruction
    ll students come to school What is the International Reading SECOND- with strengths in their home Association’s position on second- language. Ideally literacy in- language literacy instruction? LANGUAGE struction builds on those Because of the prevalence of second-language lit- strengths.A The challenge for schools oc- eracy instruction, and because the consequences of Literacy curs when students’ home language is not learning to read are significant, the International Reading Association takes the following position Instruction not the language of schooling. on second-language literacy instruction. In the United States between 1986 Literacy learning is easiest when schools pro- A Position vide initial literacy instruction in a child’s home lan- Statement of the and 1998, the number of children with guage. Such instruction is consistent with building limited English ability rose from 1.6 mil- on children’s strengths and with connecting unfa- miliar material to the familiar to maximize learning International lion to 9.9 million. By the year 2050, the efficiency. Literacy skills developed in the home Reading percentage of children in the United language can then be applied to learning to read and write in a second language, which results in Association States who arrive at school speaking a students who have become literate and gained pro- language other than English will reach ficiency in two (or perhaps more) languages. Proficiency in the dominant language is the 40% (Lindholm-Leary, 2000). Many of goal of language and literacy instruction, and bilin- these second-language speakers of gualism or multilingualism is desirable. Families have the right to decide whether initial literacy in- English will also come from back- struction is delivered in the dominant language or grounds of poverty, have parents with the home language.
    [Show full text]
  • Language and Literacy Development in the Early Years 35
    Language and Literacy Development in the Early Years 35 Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers Carmen Sherry Brown, Hunter College, State University of New York ABSTRACT For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills flexibly and in combination with all domains of development. All children can develop a strong foundation for literacy and reading development when they are given opportunities to engage in purposeful, meaningful language and early print activities. Effective early literacy instruction provides preschool children with developmentally appropriate settings, materials, experiences, and social support that encourage early forms of reading and writing to flourish and develop into conventional literacy. AUTHOR BIOGRAPHY Carmen Sherry Brown, EdD, is an Assistant Professor in the department of Curriculum and Teaching at Hunter College, CUNY. She teaches courses in early childhood literacy and mathematics. She also supervises teacher candidates during their student teaching practicum. Her research interests are coaching, mentoring and professional development for early childhood practitioners in the field of literacy and math development. She earned her doctorate from SUNY at Buffalo. She can be reached at [email protected] . Reading Development Reading requires the mastery, integration and application of numerous skills and knowledge. The National Reading Panel (NRP) of the National Institute of Child Health and Development (NICHD) issued a report that identified five areas that were critical for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension (NICHD, 2000).
    [Show full text]
  • Explanation in Typology
    Explanation in typology Diachronic sources, functional motivations and the nature of the evidence Edited by Karsten Schmidtke-Bode Natalia Levshina Susanne Maria Michaelis Ilja A. Seržant language Conceptual Foundations of science press Language Science 3 Conceptual Foundations of Language Science Series editors Mark Dingemanse, Max Planck Institute for Psycholinguistics N. J. Enfield, University of Sydney Editorial board Balthasar Bickel, University of Zürich, Claire Bowern, Yale University, Elizabeth Couper-Kuhlen, University of Helsinki, William Croft, University of New Mexico, Rose-Marie Déchaine, University of British Columbia, William A. Foley, University of Sydney , William F. Hanks, University of California at Berkeley, Paul Kockelman, Yale University, Keren Rice, University of Toronto, Sharon Rose, University of California at San Diego, Frederick J. Newmeyer, University of Washington, Wendy Sandler, University of Haifa, Dan Sperber Central European University No scientific work proceeds without conceptual foundations. In language science, our concepts about language determine our assumptions, direct our attention, and guide our hypotheses and our reason- ing. Only with clarity about conceptual foundations can we pose coherent research questions, design critical experiments, and collect crucial data. This series publishes short and accessible books that explore well-defined topics in the conceptual foundations of language science. The series provides a venue for conceptual arguments and explorations that do not require the traditional book-length treatment, yet that demand more space than a typical journal article allows. In this series: 1. Enfield, N. J. Natural causes of language. 2. Müller, Stefan. A lexicalist account of argument structure: Template-based phrasal LFG approaches and a lexical HPSG alternative 3. Schmidtke-Bode, Karsten, Natalia Levshina, Susanne Maria Michaelis & Ilja A.
    [Show full text]