Literacy Educators and Researchers: Making a Difference in Our Diverse

Literacy Educators and Researchers: Making a Difference in our Diverse

Communities

Association of Literacy Educators and Researchers 59th Annual Conference

Hilton Orange County/Costa Mesa Costa Mesa, California November 5 – 8, 2015 Message to ALER Members

Dear ALER colleagues,

Welcome to the 59th Annual Meeting of the Association of Literacy Educators and Researchers (ALER). The theme of this year’s conference is Literacy Educators and Researchers: Making a Difference in our Diverse Communities. This theme is especially relevant because, as literacy educators and researchers, we make a difference in our diverse communities. Every day, we touch someone’s life through our teaching, our research, and our service to others.

Just like the children, youth, and adults whose lives we influence, we are a diverse group of educators and researchers. Although we come together for a common purpose, we bring with us our diverse experiences and perspectives. It is important that we embrace the diversity of our ALER community and seek to invite and welcome others with diverse perspectives and backgrounds to join us. Our work is enriched and our lives enhanced when we listen to stories, consider how to prepare educators to provide high quality education for all learners, explore the richness of others’ experiences, and examine our work through the lens of social justice. Over the next few days, our speakers and presenters are prepared to move our thinking forward. They will challenge us to recognize injustices and focus our attention and energy on promoting equity through our work as literacy educators and researchers.

I encourage you to continue your conversations as you interact outside of the more formal presentations. ALER members are known for their mentoring and support of each other. Please make an effort to talk with those you do not know as well as to those you see every year. If you are a veteran member, reach out to our newer members. If you are a newer member, make an effort to talk with those who impact your work. We are fortunate to have a community like ALER where we can gather to learn from and with each other at conferences, online, and through our publications.

It has been a pleasure to serve as your President-Elect and Conference Program Chair. I look forward to talking with you over the next few days.

Sincerely,

Julie K. Kidd ALER President-Elect and Conference Program Chair

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Table of Contents

ALER Organization 2 ALER Officers and Elected Board Members 2 Committee and Commission Chairs 3 2015 ALER Conference Personnel 3 Future Conference Locations and Dates 3 2015 Conference Program Committee 4 ALER Past Presidents 5 Past ALER Award Recipients 6

Conference Information 8 Hotel Floor Plan 8 Conference Overview 10

Thursday Events 11 Author Presentation and Welcome Reception 11

Friday Events 12 Friday Overview 12 Sessions 13 Clinical Research and Practice Division Annual Meeting 14 NEW Graduate Student Poster Session 16 General Assembly 19 Sessions 20 Mentoring ALER Writers 23 Adult Literacy Division Annual Meeting 24 ALER Prospective Authors and Reviewers Session 30 College Literacy Division Annual Meeting 33 Teacher Education Division Annual Meeting 40 New Member Meet and Greet 43 Friday Evening Event 43

Saturday Events 44 Saturday Overview 44 Awards Breakfast and Keynote Speaker 45 Presidential Address and Legislative Assembly 46 Sessions 47 Dissertation and Master’s Award Presentations 53 J. Estill Alexander Forum for ALER Leaders in Literacy 61 Presidential Reception 62

Sunday Events 62 ALER Town Hall 62

Presenter Contact Information 63

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ALER Officers and Elected Board Members

ALER Executive Committee President: J. Helen Perkins, University of Memphis President-Elect: Julie K. Kidd, George Mason University Vice President: David D. Paige, Bellarmine University Past President: Parker Fawson, Utah Valley University Past Past President: Robin Erwin, University of Niagara Executive Secretary: Lois K. Haid, The PepperHill Group, Educational Division Treasurer/Business Manager: April Blakely, Eastern Kentucky University WebMaster, ex officio member: Melanie Landon-Hays, Western Oregon University

Board of Directors Tami Craft Al-Hazza, Old Dominion University Diana Baycich, Kent State University Jeanne Cobb, Coastal Carolina University Linda Martin, Ball State University Nina Nilsson, Saint Joseph’s University Mary Robbins, Sam Houston State University

Division Chairs Adult Learning Division Chair: Tammy Francis Donaldson, Del Mar College Clinical Research and Practice Division Chair: Stephanie McAndrews, Southern Illinois University-Edwardsville College Literacy Division Chair: Anne DeGroot, Ramapo College of New Jersey Teacher Education Division Chair: Debra P. Price, Sam Houston State University

Literacy Research and Instruction Editors Sherron Killingsworth Roberts, University of Central Florida Vicky Zygouris-Coe, University of Central Florida Michelle Kelley, University of Central Florida

ALER Yearbook Editors Susan Szabo, Texas A&M University, Commerce Sheri Vasinda, Oklahoma State University Robin Johnson, Texas A&M University-Corpus Christi

Literacy News Editor Larkin Page, Xavier University of Louisiana

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Committee and Commission Chairs

Conference Coordinator Mary Beth Allen, East Stroudsburg University Conference Program Chair Julie K. Kidd, George Mason University Awards Parker Fawson, Utah Valley University Reading Room/Exhibits Margie Garcia, University of Houston-Clear Lake Elaine Hendrix, University of Houston-Clear Lake Research Catherine McGeehan, Kutztown University Ginger B. Modla, La Salle University Publications Sylvia Read, Chair, Utah State University Membership Stephanie Grote-Garcia, University of the Incarnate Word Corinne Valadez, Texas A&M University-Corpus Christi Public Information Deborah Addison, Schreiner University Historian Ellen Jampole, Coastal Carolina University Barbara McClanahan, Southeastern Oklahoma State Photographer Ellen Jampole, Costal Carolina University Resolutions and Rules Katherine A. J. Mohr, Utah State University Carolyn Walker Hitchens, Ball State University Legislative and Social Issues Mary C. McGriff, New Jersey City University Elections Robin Erwin, University of Niagara

2015 ALER Conference Personnel

Program Chair Julie K. Kidd, George Mason University Assistant to Program Chair Heather West, George Mason University Alicia Devan, George Mason University Conference Coordinator Mary Beth Allen, East Stroudsburg University Local Arrangements Brad Biggs, California State University, Fullerton Suzanne Evans, National University Reading Room/Exhibits Margie Garcia, University of Houston-Clear Lake Elaine Hendrix, University of Houston-Clear Lake Business Manager April Blakely, Eastern Kentucky University

Future ALER Conference Sites

2016 Nov 3-6 Myrtle Beach, SC Embassy Suites at Kingston Plantation 2017 Nov 2-5 St. Petersburg, FL Hilton St. Petersburg Bayfront Hotel 2018 Nov 1-4 Louisville, KY Seelbach Hilton Hotel

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2015 ALER Conference Program Committee

Deborah Addison, Schreiner University Mary McGriff, New Jersey City University Tami Craft Al-Hazza, Old Dominion Diane M. Miller, University of Houston- University Downtown Juan Araujo, Texas A&M University- Ginger B. Modla, La Salle University Commerce Meagan Moreland, Northeastern State University Allison L. Baer, University of Findlay Timothy G. Morrison, Brigham Young University Shirley Bleidt, Huston-Tillotson University Patricia E. Murphy, Arkansas State University Sarah K. Clark, Utah State University Nina L. Nilsson, St. Joseph’s University Michelle R. Ciminelli, Niagara University Linda C. Pacifici, Appalachian State University Jeanne B. Cobb, Costal Carolina University David D. Paige, Bellarmine University Vicki S. Collet, University of Arkansas Allison Ward Parsons, George Mason University Marcia Y. Collins, Walden University Seth A. Parsons, George Mason University Carolyn L. Cook, Mount St. Mary's Bethanie C. Pletcher, Texas A&M University- University Corpus Christi Nedra L. Cossa, Armstrong State University Tamie Pratt-Fartro, University of Mary Tammy Francis Donaldson, Del Mar College Washington Laurie Elish-Piper, Northern Illinois University Diana J. Quatroche, Indiana State University Robin Erwin, Niagara University Sylvia Read, Utah State University Stephanie Grote-Garcia, The University of the Victoria M. Rey, Kean University Incarnate Word Joan A. Rhodes, Virginia Commonwealth Sara R. Helfrich, Ohio University University Tracey S. Hodges, Texas A&M University Jakraphan Riamliw, University of the Thai Kay Hong-Nam, Texas A&M University- Chamber of Commerce Commerce Denise Robinson, George Mason University Ashlee Horton, Lander University Mary F. Roe, Utah State University Yuko Iwai, University of Wisconsin-La Crosse Michelle Rosen, New Jersey City University Robin D. Johnson, Texas A&M University-Corpus James Salzman, Ohio University Christi Kathleen Sanders, Fort Hays State University Cindy D. Jones, Utah State University Chyllis E. Scott, University of Nevada, Las Vegas M. Tara Joyce, Saint Xavier University Lakia Scott, Baylor University Katina Kearney-Edwards, George Mason Frances Shapiro-Skrobe, Ramapo College of New University Jersey Karen J. Kindle, University of South Ann C. Sharp, Utah Valley University Dakota Bette J. Shellhorn, Eastern Michigan University Leslie La Croix, George Mason University John Smith, University of Texas at Arlington Kent Layton, University of Arkansas at Little Rock Lina Soares, Georgia Southern University Linda K. Lilienthal, University of Nebraska at Carolyn J. Stufft, Stephen F. Austin State Kearney University Roberta Linder, Wittenberg University Elizabeth G. Sturtevant, George Mason University Peggy Lisenbee, The University of Tulsa Terri J. Tharp, Middle Tennessee State University Brian Ludlow, Southern Utah University Teresa C. Valenzuela, New Mexico State Theresa Magpuri-Lavell, Bellarmine University University Michael Manderino, Northern Illinois Sheri Vasinda, Oklahoma State University University Wolfram Verlaan, University of Alabama in Michael A. Martin, Eastern Kentucky University Huntsville Teddi Martin, University of North Texas Sandra Webb, Georgia College & State University Arlene Prinzivalli Mascarenhas, George Carol D. Wickstrom, University of North Texas Mason University Christine Wiggins, Salt Lake City School District Susan L. Massey, Western Illinois University Chase Young, Texas A&M University-Corpus Barbara McClanahan, Southeastern Oklahoma Christi State University

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Past Presidents of ALER (Including the former College Reading Association)

Parker Fawson, 2013-2014 James R. Layton, 1986-1987 Rob Erwin, 2012-2013 Lois A. Bader, 1985-1986 John Smith, 2011-2012 George Mason, 1984-1985 Mary Roe, 2010-2011 Susan M. Glazer, 1983-1984 Laurie Elish-Piper, 2009-2010 Rita M. Bean, 1982-1983 Mona Matthews, 2008-2009 Linda B. Gambrell, 1981-1982 D. Ray Reutzel, 2007-2008 James E. Walker, 1980-1981 Ellen Jampole, 2006-2007 William E. Blanton, 1979-1980 Karen Bromley, 2005-2006 Thomas P. Fitzgerald, 1978-1979 Jon Shapiro, 2004-2005 Janet Carsetti, 1977-1978 Wayne M. Linek, 2003-2004 Phil Nacke, 1976-1977 Robert J. Rickelman, 2002-2003 Richard Carner, 1975-1976 Jane Matanzo, 2001-2002 Paul R. Kazmierski, 1974-1975 Maria Valeri-Gold, 2000-2001 George O. Phillips, 1973-1974 Jack Cassidy, 1999-2000 Daniel T. Fishco, 1972-1973 Nancy J. Padak, 1998-1999 Jules C. Abrams, 1971-1972 Timothy V. Rasinski, 1997-1998 Robert M. Wilson, 1970-1971 Marino C. Alvarez, 1996-1997 Uberto Price, 1969-1970 Judy S. Richardson, 1995-1996 J. Roy Newton, 1968-1969 Betty S. Heathington, 1994-1995 William H. Cooper, 1967-1968 Patricia S. Koskinen, 1993-1994 Leonard S. Braam, 1966-1967 Victoria J. Risko, 1992-1993 Robert Aukerman, 1965-1966 Norman A. Stahl, 1991-1992 M. Jerry Weiss, 1964-1965 Lonnie D. McIntyre, 1990-1991 Martha Maxwell, 1963-1964 June B. Ewing, 1989-1990 Clay E. Ketcham, 1962-1963 Jerry L. Johns, 1988-1989 Albert J. Mazurkiewicz, 1961-1962 J. Estill Alexander, 1987-1988 Bruce Brigham, 1960-1961

Goals of the Association of Literacy Educators and Researchers • To stimulate the self-development and professional growth of teachers and reading specialists at all educational levels. • To encourage the continuing improvement of college and university curricula and encourage preparation programs for teachers and reading specialists. • To encourage the continuing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. Association of Literacy Educators and Researchers Mission • Promotes standards and competency within the profession. • Stimulates the professional growth of literacy educators and researchers. • Encourages the continued improvement of college and university curricula and contributes to the research-based knowledge related to the preparation of teachers and literacy specialists. • Acts as a resource for the consideration and dissemination of information related to the field of literacy. • Prepares and distributes professional publications. • Sponsors conferences and meetings to satisfy the professional needs of its members.

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Past ALER Award Recipients

A. B. Herr Award

Susan Neuman, 2014 Rita Bean, 2000 Jeanette Veatch, 1986 William Rupley, 2013 Patricia S. Koskinen, 2000 Jules Abrams, 1985 Not awarded in 2012 D. Ray Reutzel, 1999 Ira E. Aaron, 1984 Donald J. Leu, 2011 John E. Readence, 1998 Roy Kress, 1983 Elizabeth G. Sturtevant, 2010 Barbara Walker, 1997 Lillian R. Putnam, 1982 Norman A. Stahl, 2009 Tim Rasinski, 1996 Phil Nacke, 1981 Robert B. Cooter, Jr., 2008 Jerry L. Johns, 1995 Walter Pauk, 1979 Jack Cassidy, 2007 Linda B. Gambrell, 1994 Dorothy Sullivan, 1976 Judy Richardson, 2006 Donna Alvermann, 1993 J. Roy Newton, 1974 David Reinking, 2005 Lois A. Bader, 1992 M. Jerry Weiss, 1973 William A. Henk, 2004 Sidney J. Rauch, 1991 Robert M. Wilson, 1973 Nancy J. Padak, 2003 J. Estill Alexander, 1990 Uberto Price, 1972 Victoria J. Risko, 2002 Richard T. Vacca, 1989 Richard Allington, 2001 Albert J. Mazurkiewicz, 1988

Albert J. Mazurkiewicz Special Services Award (formerly the Special Services Award)

Doris Walker Dalhouse, 2013 Nancy J. Padak, 1999 Emma W. Rembert, 1987 Mary Beth Sampson, 2012 Fred Fordorko, 1998 Irene Payne, 1986 Jon Shapiro, 2011 Maria Valeri-Gold, 1997 Linda B. Gambrell, 1985 Ellen Simpson Jampole, 2010 Lillian R. Putnam, 1996 James E. Walker, 1984 John A. Smith, 2009 Patricia S. Koskinen, 1996 Robert M. Wilson, 1983 Karen Bromley, 2008 Victoria J. Risko, 1995 M. Jerry Weiss, 1982 Wayne Linek, 2007 J. Estill Alexander, 1994 Sam Zeman, 1981 Robert Rickelman, 2006 George Mason, 1993 Wallace D. Miller, 1980 Joan Elliot, 2005 Audrey Williams, 1992 June B. Ewing, 1980 Jane Brady Matanzo, 2004 James R. Layton, 1991 Albert J. Mazurkiewicz, 1979 Barbara J. Reinken, 2003 Susan M. Glazer, 1990 Paul R. Kazmierski, 1978 William A. Henk, 2003 Betty S. Heathington, 1990 Jules Abrams, 1978 Linda Thistlethwaite, 2002 Lois Bader, 1989 Janet Carsetti, 1976 Judy Richardson, 2001 Jerry L. Johns, 1988 Marvin J. Joslow, 1975 Gary Shaffer, 2000 William E. Blanton, 1988 Dorothy Sullivan, 1973 Marino C. Alvarez, 1999 Arthur E. Smith, 1987 Leonard S. Braam, 1973

ALER Laureate Award

Mary Roe, 2014 Alvarez, 2008 Betty S. Heathington, 2001 D. Ray Reutzel, 2013 Maria Valeri Gold, 2007 Jeanette Veatch, 2000 Judy S. Richardson, 2012 Timothy Rasinski, 2006 Patricia S. Kosiken, 1999 Robert J. Rickelman, 2011 Allen Berger, 2005 Albert J. Mazurkiewicz, 1998 Jack Cassidy, 2010 Donna Alvermann, 2004 J. Estill Alexander, 1997 Nancy Padak, 2009 Jerry L. Johns, 2003 Lillian R. Putnam, 1996 Victoria J. Risko and Marino Linda Gambrell, 2002

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The Jerry Johns Promising Researcher Award

Chase Young, 2014 Deanna M. Laverick, 2010 Caitlin McMunn Dooley, 2008 Sarah Clark, 2013 Donna Mahar and Mayra Daniel, 2007 Seth Parsons, 2012 Cindy D. Jones, 2009 Evan T. Ortlieb, 2011

Judy Richardson Literacy as a Living Legacy Award

Jeanne Heavilin, 2014 Susan E. Glaeser, 2010 Cvetanka Ivanova, 2006 George Curl, 2013 Arburim Iseni and Natasha Blazeska-Tabakovska, Brenda Rosler, 2012 Hyreme Gurra, 2008 2006 Kathryn Bauserman, 2011 Mary Spor, 2007

ALER Research Grant

Allison Ward Parsons, 2014 Hannah R. Gerber and Debra P. Price, 2013 Jennifer Hathaway, 2011 Javems V. Hoffman, Beth Maloch, and Lea Calvert Evering and Elizabeth Hughes, 2010 Melissa Mosley Wetzel, 2012

J. Estill Alexander Future Leaders in Literacy Awards (formerly the Leaders in Literacy Award)

Dissertation Award Danell Mieure, 2014 Michelle Marie Fazio, 2002 Linda Haren Irwin, 1989 Amie Sarker, 2013 Suzanne A. Viscovich, 2001 Kathleen David, 1988 Michael Mandarino, 2012 Christine A. McKeon, 2000 K. Roskos, 1987 Taylar B. Clements, 2011 Barbara S. Abromitis, 1999 Timothy V. Rasinski, 1986 Jennifer Anne Cowgill, 2010 Linda S. Wold, 1998 Lynn Smith, 1985 Cindy D. Jones, 2009 Lawrence R. Sipe, 1997 Sandra U. Gibson, 1984 Cheryl L. Potenza-Radis, 2008 JoAnn Rubino Dugan, 1996 Robert B. Cooter, Jr., 1984 Carla Wonder-McDowell, 2008 Jan K. Bryan, 1995 Ernest Balajthy, 1983 Donna Wake, 2007 Victoria Ridgeway, 1994 Mary Ann Medley, 1982 Roberta Linder, 2006 Gaoyin Qian, 1993 Karen D. Wood, 1982 Barbara Ann Marinak, 2005 Elizabeth G. Sturtevant, 1992 Daniel Pierce, 1982 William Muth, 2004 Patricia L. Scharer, 1991 Jacqueline Lynch, 2003 Nancy B. Cothern, 1990

Master’s Paper Award Amber K. Howard, 2014 Brenda M. Greene, 1998 Lynn Ellen Keeter, 1983 Lesley Alison Gear, 2013 Melissa L. Brock, 1997 Renee Close Goostree, 1982 No award in 2012 Karen E. Schroeder, 1996 Dorothy Champlin, 1982 Robin Mattis Mara, 2011 Linda B. Hunter, 1995 Margaret B. Robertson, 1981 Laura Elizabeth Bernfield, Randale Reese, 1994 Phyllis Chatlos, 1981 2010 Rebekah E. Legman, 1992 Anne Osbourne, 1981 Daniel Allbery, 2009 Francis K. Hurley, 1991 Linda J. Payne, 1980 Susan E. Perkins, 2008 Lisa H. McGary, 1990 Diane M. LaSorte, 1980 Amy Alexandra Wilson, 2007 Delilah Shotts, 1989 Alice R. Edlredge, 1980 Wendy Warnken, 2005 Karen Podey, 1988 Concetta G. Hicks, 1979 Susan Barnes Porter, 2004 Mary Jane Pearce, 1987 Wendy S. Keeler, 1979 Tracy Zimmerman, 2003 Cynthia M. Battalgia, 1986 Patricia Borowiec, 1979 Cindy Hayes-Low, 2002 Martha W. Johnson, 1985 Patricia Fisher, 1978 Joan Scott Curtis, 2001 Harvey M. Rubenstein, 1984 Ernest Balajthy, 1978 Stephanie Gerdes, 2000 Judith R. Marolf, 1984 Sara Strous, 1978 Elizabeth M. Kingery, 1999 Janet M. McConologue, 1984

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Hotel Floor Plan

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59th Annual ALER Conference Overview

Event Time Location Executive Committee Meeting 11:00 am – 2:00 pm Bristol 1 Board of Directors Meeting 2:00 pm – 6:00 pm Pacific Ballroom 2 Registration 4:00 pm – 7:00 pm Pacific Ballroom Foyer Author Presentation: René Colato Laínez 7:30 pm – 8:30 pm Pacific Ballroom 2 Welcome Reception 8:30 pm – 10:00 pm Bristol 3 Terrace

Registration 7:00 am – 5:00 pm Pacific Ballroom Foyer Reading Room 7:00 am – 5:00 pm Pacific Ballroom 4 Editorial Board Breakfast (by invitation) 7:30 am – 9:00 am Fountain Terrace Sessions 8:00 am – 4:55 pm Breakout Rooms Clinical Research and Practice Division 8:00 am – 9:25 am Balboa Bay 1 Meeting NEW Graduate Student Poster Session 8:30 am – 9:30 am Pacific Ballroom Foyer General Assembly: Patricia A. Edwards 9:45 am – 10:55 am Pacific Ballroom 3 Mentoring ALER Writers 11:30 am – 12:25 pm Balboa Bay 2 Adult Learning Division Meeting 11:30 am – 12:55 pm Balboa Bay 1 ALER Prospective Authors and Reviewers 1:00 pm – 1:55 pm Laguna Beach 1 Session College Literacy Division Meeting 1:30 pm – 2:55 pm Balboa Bay 1 Teacher Education Division Meeting 3:30 pm – 4:55 pm Balboa Bay 1 New Member Meet and Greet 5:30 pm – 6:30 pm Catalina Ballroom 1 Friday Evening Special Event: 6:30 pm – 10:00 pm Fountain Terrace and The Replicas Garden Terrace Patio

Registration 7:00 am – 12:00 pm Pacific Ballroom Foyer Reading Room 7:00 am – 5:00 pm Pacific Ballroom 4 Awards Breakfast & Keynote Speaker: 7:45 am – 9:50 am Pacific Ballroom 2 Catherine Compton-Lilly Presidential Address and Legislative 10:00 am – 11:50 am Pacific Ballroom 3 Assembly: J. Helen Perkins Sessions 12:00 pm – 3:55 pm Breakout Rooms ILA/CAEP Symposia 12:30 pm – 4:00 pm Balboa Bay 1 Dissertation and Master’s Paper Award 1:30 pm – 2:25 pm Balboa Bay 2 Reading Hall of Fame Co-Sponsored 2:30 pm – 3:55 pm Laguna Beach 3 Session J. Estill Alexander Forum for ALER 4:00 pm – 5:25 pm Pacific Ballroom 3 Leaders in Literacy: Mary Roe Presidential Reception 6:00 pm – 7:30 pm Balboa Bay

ALER Town Meeting 9:00 am – 10:25 am Bristol 1

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René Colato Laínez

Living to Tell the Story: Voices of Dreams, Hopes, and Equality

Thursday, November 5, 2015 7:30 – 8:30 pm, Pacific Ballroom 2

René Colato Laínez is a talented, award-winning Salvadoran author of numerous multicultural and bilingual books. He is a graduate of the Vermont College MFA program in Writing for Children and Young Adults. René is a bilingual elementary teacher at Fernangeles Elementary School, where his students refer to him as "the teacher full of stories.” His writing style embraces his culture, reflects his language, and captures his experiences as an immigrant. René has received several awards, including the International Latino Book Award, Americas Book Award Commended Title, and the International Reading Association Teacher’s Choice.

Welcome Reception 8:30 - 10:00 pm Bristol 3 Terrace Join us for the kick-off celebration of the 59th Annual ALER Conference. Enjoy a book signing and informal gathering with René Colato Laínez, and meet fellow ALER conference attendees.

(Desserts and cash bar)

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Friday Events

Event Time Location Registration 7:00 am – 5:00 pm Pacific Ballroom Foyer

Reading Room 7:00 am – 5:00 pm Pacific Ballroom 4

Editorial Board Continental Breakfast 7:30 am – 9:00 am Fountain Terrace (by invitation)

Sessions 8:00 am – 4:55 pm Breakout Rooms

Clinical Research and Practice 8:00 am – 9:25 am Balboa Bay 1 Division Meeting

NEW Graduate Student Poster 8:30 am – 9:30 am Pacific Ballroom Foyer Session

General Assembly: 9:45 am – 10:55 am Pacific Ballroom 3 Patricia A. Edwards

Mentoring ALER Writers 11:30 am – 12:25 pm Balboa Bay 2

Adult Learning Division Meeting 11:30 am – 12:55 pm Balboa Bay 1

ALER Prospective Authors and 1:00 pm – 1:55 pm Laguna Beach 1 Reviewers Session

College Literacy Division Meeting 1:30 pm – 2:55 pm Balboa Bay 1

Teacher Education Division Meeting 3:30 pm – 4:55 pm Balboa Bay 1

New Member Meet and Greet 5:30 pm – 6:30 pm Catalina Ballroom 1

Friday Evening Special Event: 6:30 pm – 10:00 pm Fountain Terrace and Garden Terrace Patio The Replicas

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Friday, November 6, 8:00 – 8:25 am Sessions

Web Literacy Strategies elementary schools. The data from the CLASS Laguna Beach 1 observation instrument, coaching logs and Presenters interviews, and anecdotal reports from Jodi Pilgrim, University of Mary Hardin-Baylor professional development sessions suggest Elda Martinez, University of the Incarnate Word successes as well as challenges to sustainability, Abstract which may provide insight for reading educators This session provides evidence-based strategies who promote change in schools. for Web literacy instruction. The presentation outlines the basic components of Web literacy, Examining Preservice Teachers’ including the skills required to locate, evaluate, Understandings of Young Children’s synthesize, organize, and communicate online Writing information. In addition, the presenters will Newport Beach 1 share a Web literacy checklist designed to guide Presenter students during Internet searches. Leslie La Croix, George Mason University Abstract Read-a-Difference: Motivating Children This qualitative study extends the body of to Be Lifelong Readers research examining practices that foster early Laguna Beach 2 childhood preservice teachers’ (PSTs) knowledge Presenters of writing, the writing process, and young Lorilynn Brandt, Utah Valley University children’s writing. Specifically, this study Ann Sharp, Utah Valley University examines the domain-specific writing knowledge Doug Gardner, Utah Valley University PSTs acquired while engaged in a collaborative Nancy Peterson, Utah Valley University letter exchange with second graders. Emergent Abstract themes suggest mediated analysis of authentic Nine elementary teachers, four university writing samples fostered PSTs’ appreciation of professors, 11 university education majors, and young writers developing proficiencies and nine research assistants collectively encouraged PSTs to recognize the second- implemented a pilot study that focused on graders’ emerging self-concepts as writers. improving student motivation in reading. University professors provided in-service Millennial Pre-service Teachers Meet professional development on research-based Measurement: Misperceptions and principles of reading motivation for teachers. Assessment Literacy Teachers then selected which principles they Newport Beach 2 wished to apply in their classroom over the Presenters remaining school year. Evidences were gleaned Eric S. Mohr, Utah State University from multiple sources, including student Kathleen A. J. Mohr, Utah State University surveys, teacher interviews, and observations of Abstract research assistants visiting these classrooms. This session will communicate results and insights related to an attitudinal inventory Professional Development, Literacy administered to several sections of pre-service Coaching, and Sustainability: Successes teachers taking assessment courses. The pre- and Challenges service teacher pool includes elementary and Laguna Beach 3 secondary candidates. The presenters have Presenters analyzed quantitative and qualitative data to M. Tara Joyce, Saint Xavier University understand and compare views of assessment Ruth L. Rohlwing, Saint Xavier University and its perceived impact on students. As Maureen Spelman, Saint Xavier University assessment course instructors, they will share Abstract summary analyses and respective comparisons This three-year study examined the impact of to help teacher educators appreciate the literacy-focused professional development and challenges of preparing millennial-aged teachers literacy coaching support on classroom delivery for their roles as assessors. of literacy instruction in three urban Catholic

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Friday, November 6, 8:00 – 8:55 am Workshop

Effective Text-Based Questioning for Student Attainment of CCSS Balboa Bay 2 Presenter Virginia Loh-Hagan, San Diego State University Abstract Learner-centered, text-based questioning pushes students to grapple with texts and learning. Oftentimes, teachers fail to ask the right questions, questions that promote higher-order thinking skills and questions that push students to refer to the text. In this session, learn how to become more skilled at posing queries that treat students as active learners. Ask questions that level the playing field so all students can be successful and gain knowledge and skills.

Friday, November 6, 8:00 – 9:25 am

Clinical Research and Practice Division Annual Meeting Balboa Bay 1

Clinical Division Meeting and Elections Stephanie L. McAndrews, Chair, Southern Illinois University-Edwardsville Vicki S. Collet, Chair-Elect, University of Arkansas Debra J. Coffey, Secretary, Kennesaw State University Shadrack G. Msengi, Presenter, Southern Illinois University

Keynote Coaching for Reflective Inquiry, Adaptive Expertise, Teacher Agency, and Student Success Emily H. Hayden, University of Nebraska Omaha, Assistant Professor, Teacher Education Dr. Hayden will focus on two structured written reflection formats utilized in two reading clinics, with attention to teachers’ adaptive teaching responses to dilemmas of practice and the development of teacher agency.

Invited Speaker Meeting Students Where They Are: A New Literacy Clinic Heather D. Kindall, University of Arkansas, Director of University of Arkansas Clinic for Literacy Dr. Kindall will discuss how her program conceived their literacy clinic as a partnership with local school districts, bringing clinical services to those students most in need of help and meeting students' academic, financial, and family needs.

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Friday, November 6, 8:30 – 8:55 am Sessions

Does National Board Teaching Scaffolding Pre-Service Teachers toward Certification Transform Teachers into Discipline-Specific Literacy Integration Teacher Leaders? Laguna Beach 2 Huntington Beach 2 Presenters Presenters Amanda Wall, Georgia Southern University Allison Swan Dagen, West Virginia University Alisa Leckie, Georgia Southern University Aimee Morewood, West Virginia University Abstract Jessica Lough, West Virginia University Pre-service teachers design instructional units Abstract integrating literacy and social studies for their This research session explores the findings of a first extended field placement in middle grades 2015 survey of West Virginia’s National Board classrooms. The unit requires pre-service Certified teachers. The elementary, middle, and teachers to integrate literacy and support the secondary NBCTs reported their engagement Common Core’s focus on disciplinary literacy as with leadership functions identified in the well as the middle level idea of integrated Teacher Leadership Exploratory Consortium curriculum. This collective case study explored Teacher Leader Module Standards (TLMS). how these pre-service teachers described literacy and how they designed, taught, and reflected on Leveraging Authentic Literacy in Living literacy tasks during their first unit teaching. Museums to Elevate Reading and Writing for the Common Core Preservice Teachers’ Self-Efficacy of Laguna Beach 1 Preparation to Teach Literacy Presenters Newport Beach 2 Melinda J. Goggans, Bibb County Public Schools Presenters Sandra Webb, Georgia College & State Ashlee Horton, Lander University University Nancy Stevens, University of Wisconsin- Abstract Whitewater How can teachers design rich, engaging learning Abstract experiences for young readers and writers while This session outlines the preliminary findings meeting the demands of a rigorous new from a mixed methods pilot study measuring K- curriculum? In this session, participants will 8 teacher candidates’ self-efficacy about revisit the Living Museum as an authentic implementing instructional strategy knowledge learning context for elevating reading and as well as foundations of reading knowledge writing informational text to meet challenges of after their senior level methods course. CCSS. Living Museum integrates role-playing and social studies with writer’s workshop, Intertextuality: Using Paired Text across provides instruction and scaffolding in the K-8 Curriculum to Teach the Common challenging text, and offers an authentic Core audience for celebrating young authors. Newport Beach 3 Presenters Michelle Lenarz, Walsh University William P. Bintz, Kent State University Abstract This session highlights how elementary and middle school teachers can use paired text in language arts, science, and social studies to teach the Common Core State Standards for English Language Arts by using instructional strategies that focus on intertextuality to foster comprehension and by employing distinctive response prompts to encourage diverse reader responses.

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Friday, November 6, 8:30 - 9:25 am Workshop

Implementing the ELA Common Core: Applying Shifts to Literacy Courses in Special Education Teacher Preparation Programs Huntington Beach 1 Presenters Suzanne Evans, National University Denise Hexom, National University Cherie Dean, National University Abstract The Common Core State Standards (CCSS) in the area of English Language Arts (ELA) identify the knowledge and skills students need in order to be successful. Many teachers and teacher candidates struggle to understand and implement the ELA-CCSS with students who have disabilities (Connor et. al., 2014). This session will examine the shifts needed to develop a special education literacy course aligned to the CCSS. Process and ultimate course materials developed will be shared and discussed.

Friday, November 6, 8:30 – 9:30 am

Graduate Poster Sessions Pacific Ballroom Foyer

Please join us for the first annual graduate poster session. Come by and talk with our ALER graduate students about their research. If you are a graduate student, please consider submitting a graduate poster session proposal for the 2016 ALER Conference.

Poster 1. ELLS and Literature Circles: A Study of ELLs’ Engagement with Peers through Literature Circles Presenter: Emmanuella Smith, University of Central Oklahoma Faculty Sponsor: DiAnn McDown, University of Central Oklahoma Abstract In the United States, the number of students learning English as a second language, identified as English Language Learners (ELLS), is growing at a rapid pace. Many school districts have chosen to develop programs that pull out ELLs from reading activities with their monolingual peers. The purpose of this study is to gain insight into ELLs’ perception of the benefits of Literature Circles and thus show the benefits of involving all students in reading activities.

Poster 2. Teaching Advanced Language & Composition Coursework to All Students Presenter: Christina Sias, Utah State University Faculty Sponsor: Cindy D. Jones, Utah State University Abstract This poster session details a case study in which teachers and administrators in a small, STEM charter school required all 11th and 12th grade students to enroll in AP English. This change in curriculum resulted in increased student engagement and academic growth as measured by state standardized testing. The implications of this change in coursework included the benefits of student-driven discussions and the impact of higher-level texts on student growth.

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Friday, November 6, 8:30 – 9:30 am

Graduate Poster Sessions Continued Pacific Ballroom Foyer

Poster 3. Exploring Teacher Beliefs: Early Literacy Instruction and Connections to Diverse Families' Language and Literacy Practices Presenter: Katina Kearney-Edwards, George Mason University Faculty Sponsors: C. Stephen White and Julie K. Kidd, George Mason University Abstract The population of diverse learners in early childhood continues to grow rapidly. As teacher educators and researchers, it is important to examine the beliefs of early childhood educators and the impact of their beliefs on classroom instruction. Findings from a mixed methods study will provide a look into one urban school district and the stated beliefs of kindergarten teachers on early literacy instruction as it connects to beliefs on diverse families and their home literacy practices.

Poster 4. Using Technology in the Classroom: A Look at Innovative Literacy Instruction Presenter: Jeannette Gomez, Texas A&M University-Corpus Christi Faculty Sponsor: Sherrye Garrett, Texas A&M University-Corpus Christi Abstract Today’s students are experiencing more digital/technological opportunities in the classroom. These new technologies and media are changing their literacy practices and their reading experiences. Teachers need powerful innovative tools to help students communicate and think. This poster session will present findings of a pilot study conducted over one semester on how two teachers described their efforts to improve adolescent literacy achievement through the use of digital technologies in a South Texas high school.

Poster 5. A Fifth Grade Teacher’s Content Literacy Instruction Practice: A Case Study Presenter: YuWen Chen, Boise State University Faculty Sponsor: Claudia Peralta, Boise State University Abstract This study drew on a teacher’s understanding of content literacy instruction and that teacher’s belief in content literacy instructional practice. A qualitative case study was conducted. Three data sources were used: interview, classroom observation, and artifacts. Thematic analysis and the constant comparative method were used for data analysis. The major finding revealed that the content literacy unit integrated plans and instructional practices were interwoven with family involvement, multicultural students concerns, and Common Core State Standards.

Poster 6. I Thought I Could: Teacher Self-Efficacy for Writing in Early Childhood Presenter: Denise Robinson, George Mason University Faculty Sponsor: Julie K. Kidd, George Mason University Abstract How do early childhood preservice teachers perceive their self-efficacy for writing instruction at the end of their graduate coursework and how do these beliefs change over the course of the first year of teaching? This poster session will present a qualitative study investigating the self-efficacy beliefs for writing instruction with culturally diverse students as novice teachers begin their first year of teaching.

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Friday, November 6, 9:00 – 9:25 am Sessions

Development of a Field Experience and and letting the students create their own musical Student Teaching Survey: Pilot Study way to learn content and vocabulary. Pre-service Laguna Beach 1 teachers were given the opportunity in their Presenter disciplinary literacy course to come up with Deborah J. Williams, Stephen F. Austin State options for their students to learn both University vocabulary and concepts in specific content Abstract areas using music. Examples will be shown. This pilot study followed a survey design and utilized mixed methods. The purpose of the The Effects of Preservice Teachers’ study was to gain feedback from pre-service Participation in Structured, Student-Led, teachers regarding the clarity of the newly Online Literature Discussion Groups on developed survey and to assist with establishing the Quality of Their Responses, Their reliability and validity. Descriptive statistics Comprehension, and Their Acceptance of revealed that 85% of participants agreed that the Autistic Students statements in the survey were clear and easy to Newport Beach 1 understand and 15% strongly agreed. However, Presenters written comments indicated that pre-service Divonna M. Stebick, Gettysburg College teachers believed some information did not Ginger B. Modla, La Salle University pertain to Field Experience One. Abstract Presenters will share the results of an action The Impact of Technology Across Diverse research case study that investigated the impact Communities reading novels has on learning about the Autism Laguna Beach 2 Spectrum Disorder. Collegiate voices will be Presenters shared through the analysis of online book Barbara McClanahan, Southeastern Oklahoma State discussions, pre/post assessments, and University individual interviews. Narratives will include the Jerry Stout, Southeastern Oklahoma State University obstacles and celebrations as a result of Maribeth Nottingham, Southeastern Oklahoma State identifying the implications of using novels as a University conduit for content delivery within an education Susan Morrison, Southeastern Oklahoma State University methods course. Toni Stiefer, Southeastern Oklahoma State University Robin D. Johnson, Texas A&M University-Corpus The Process of Developing an Effective Christi Early Literacy Professional Development Melinda L. Smith, Northeastern Oklahoma State Institute University Newport Beach 3 Abstract Presenters This study investigated K-12 teachers’ use of Allison Ward Parsons, George Mason University technology to enhance literacy instruction in Seth A. Parsons, George Mason University diverse classrooms. Specifically, the study Jennifer Drake Patrick, George Mason University focused on how technologies are currently being Lori Silver, George Mason University used in the schools and classrooms of the Christy Irish, George Mason University participants. Lois Groth, George Mason University Corey Sell, George Mason University Joanna Newton, George Mason University Music in the Content Area Classroom: Stacy Tyler, George Mason University Simultaneously Addressing Diversity and Abstract Teaching Content Effective literacy professional development has Laguna Beach 3 been identified as an important factor to Presenter maintain and improve teachers’ instruction. In Deborah Addison, Schreiner University this paper session, we will describe our Abstract experience developing and implementing a Strategies are taught to pre-service teachers yearlong institute for early elementary concerning vocabulary and content. Another classroom and specialist teachers in a large unique and meaningful strategy to incorporate public school district near a major urban city. for all ages is adding music to content, modeling,

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General Assembly Patricia A. Edwards Michigan State University

Preparing Educators Who Make a Difference in our Diverse Communities

Friday, November 6, 2015 9:45 am – 10:50 am, Pacific Ballroom 3

Educators today must not only be well prepared to impart a quality education but also be sensitive to meeting the needs of their students regardless of their race, color, creed, or national origin. In this talk, Edwards discusses how preparing educators to make a difference requires that we first, as teacher educators, acknowledge our own difference. Through narratives of traveling across different spaces, different places, and different communities, this talk explores how diversity comes to fruition through community interaction. By arguing that culture and difference is the dynamic integration in human interaction, Edwards illuminates how diversity crystallizes first, through the culture we create in classrooms.

Patricia A. Edwards, a member of the Reading Hall Fame, is a Distinguished Professor of Language and Literacy in the Department of Teacher Education and a Senior University Outreach Fellow at Michigan State University.

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Friday, November 6, 11:00 – 11:25 am Sessions

Providing Personalized and within an authentic school setting. The Differentiated Reading Professional practicum experience framework includes Development to Enhance Reading opportunities to gather and analyze school Instruction assessment data, analyze literacy curriculum and Laguna Beach 2 materials, and work cooperatively with a teacher Presenters in a coaching cycle process. Sarah K. Clark, Utah State University Sydnie Schoeph, Utah State University Critical Perspective: The New Dyslexia Abstract Laws Research has demonstrated the importance of Newport Beach 2 the teacher in influencing student reading Presenter achievement. Though teachers enter the Kent Layton, University of Arkansas at Little classroom with varied experiences and levels of Rock expertise, professional development is often Abstract provided in a "one size fits all" setting in the With 22 states having passed new legislation on schools. This session presents the findings of a the diagnosis and remediation of students with pilot study designed to examine how providing dyslexia, literacy professionals across the nation personalized and differentiated reading have been challenged with the responsibility of professional development to individual designing and implementing new certification elementary school teachers influenced the programs. This workshop explores one literacy instruction and the professional growth institution’s journey to maintain academic rigor of these teachers. juxtaposed with a tidal wave of for-profit experts and entrepreneurs. Enhancing Disciplinary Literacy Using Technology and Assessment: A Two-Year Teacher Researchers and Educators: Is Project RTI Making a Difference? Laguna Beach 3 Newport Beach 3 Presenters Presenters Diana J. Quatroche, Indiana State University Joyce V. V. Warner, Barry University Kathryn Bauserman, Indiana State University Priva Fischweicher, Barry University Abstract Agnes Shine, Barry University This session will present two years of data that Abstract demonstrate how grant supported professional Building on the findings of a preliminary study, development can effect changes in teachers’ this study investigates what longitudinal perceptions regarding assessment of student research has been completed related to the long- outcomes and technology in teaching. term literacy achievement of students who have received tiered intervention. Questions include: Preparing Literacy Coaches: Designing a What is 1) RTI’s longitudinal impact on students Coaching Practicum with reading challenges? and 2) RTI’s Newport Beach 1 longitudinal impact on students with SLD. This Presenter research used content analyses of key RTI Susan L. Massey, Western Illinois University literature from four fields representative of Abstract stakeholders: literacy, special education, school This instructional paper presentation relates psychology, and educational administration. how one university designed a literacy coaching practicum preparing graduate reading specialist candidates to assume a variety of coaching roles

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Friday, November 6, 11:00 – 11:25 am Roundtable Discussions

Table 1. Sing a Song of Sixpence: Using produced by four pre-service teachers during Song to Teach about Fluency their final internship. Using a model based on Development Dewey’s principles of reflection, the presenter Pacific Ballroom 2 will discuss how the reflective practices of pre- Presenter service teachers can be improved through Michelle R. Ciminelli, Niagara University targeted instruction with the goal of improving Abstract pre-service teachers’ abilities to analyze and Preservice teachers explored the use of songs reflect on video recordings of their teaching. and singing as a method for improving fluency. Data consisted of observational notes as well as a Table 3. Throw Away the Spoon: Making pre- and post-surveys related to feelings about Connections to Literacy Instruction using songs in the classroom. While data Pacific Ballroom 2 analysis revealed a positive increase in Presenter participants’ attitudes about using songs to teach Joanna C. Weaver, Bowling Green State fluency and an increased repertoire of types of University songs to utilize, many participants stated their Abstract discomfort with singing in the classroom. During my year-long, unofficial sabbatical in a high school English classroom, I utilized simple, Table 2. Video Reflection Instruction for student-centered, instructional strategies that Pre-Service Teachers: A Proposed encouraged students to read, write, and think Instructional Framework effectively by throwing away the spoon. Students Pacific Ballroom 2 had to research, develop, and make connections Presenter with the material individually, which forced Wolfram Verlaan, University of Alabama in them to find meaning and make connections Huntsville with their own lives. Their minds were stretched; Abstract their skills were honed; and these students In this round table session, the presenter will learned to think for themselves. share data from the video reflections that were

Friday, November 6, 11:00 – 11:55 am Workshop

Workshop Reflections of the Middle East in Children's Picture Books and Works of Fiction Huntington Beach 1 Presenter Tami Craft Al-Hazza, Old Dominion University Abstract In this workshop, the presenter will offer culturally accurate portrayals of the Middle East as shown in picture books and share with participants her favorite Middle Eastern children stories to use in the classroom. Participants are also asked to bring their favorite Middle Eastern literature to share. A list of favorite books and resources will be distributed to the participants.

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Friday, November 6, 11:00 am – 12:25 pm Symposium

Exploring Students’ Motivation to Read Fiction and Non-Fiction Huntington Beach 2 Presenters Barbara A. Marinak, Mount St. Mary’s University Parker C. Fawson, Utah Valley University Linda B. Gambrell, Clemson University Seth A. Parsons, George Mason University Jacquelynn A. Malloy, Clemson University Allison Ward Parsons, George Mason University Mary Applegate, St. Joseph’s University D. Ray Reutzel, University of Wyoming Tony Applegate, Holy Family University Abstract Virtually all state standards emphasize reading a wide variety of text. Though important, a ramification of this expectation is the need to explore text-based reading motivation. In other words, are children equally motivated to read fiction and non-fiction? Research suggests that reading motivation may be situational and influenced by text differences (Wigfield & Guthrie, 2000). This symposium will report on the development of new instruments for assessing fiction and non-fiction reading motivation.

Friday, November 6, 11:30 – 11:55 am Sessions

Improving Elementary Students' Reading classroom. Literacy educators from Bellarmine Fluency With Reading Together University in collaboration with district leaders Laguna Beach 1 created the K-3 Reading Academy to increase Presenters teacher knowledge of reading process and Chase Young, Texas A&M University-Corpus pedagogy. We will share our three-component Christi framework for sustained professional Timothy V. Rasinski, Kent State University development and key quantitative and Kathleen A. J. Mohr, Utah State University qualitative findings about the impact of the Abstract Reading Academy on teacher knowledge and This session describes research on a reading perceptions of the reading process and fluency intervention called Reading Together professional development experience. that combines the method of repeated readings and the Neurological Impress Method. Sixteen E-Portfolios as an Aid to Understanding volunteers from various backgrounds were in Early Literacy Courses recruited and trained to deliver the Reading Newport Beach 2 Together intervention to struggling readers in Presenters third through fifth grades. The differences on the Pamela Sullivan, James Madison University outcome measures between the treatment and Katie Dredger, James Madison University comparison were statistically significant. DJ Loveless, James Madison University Students in the treatment demonstrated Paige Normand, James Madison University increased reading expression, reading rate, and Abstract overall reading scores. We will present a case study of a reading education program that uses e-portfolios in the Session Transforming K-3 Teacher preparation of pre-service teachers. During an Reading Knowledge: Findings From Two initial literacy course, pre-service teachers Years of Professional Development developed e-portfolios using Weebly to reflect on Laguna Beach 3 their development as literacy teachers. The pre- Presenters service teachers revise and update their e- Theresa Magpuri-Lavell, Bellarmine Universiy portfolios as they progress through the reading Elizabeth Dinkins, Bellarmine University program. This presentation will detail the David D. Paige, Bellarmine University reading faculty’s rationale, debates over purpose, Abstract search for support, and steps to integration as Pledging reading proficiency for every student the e-portfolio project was designed and means having expert reading teachers in every implemented. We will share sample e-portfolios,

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student feedback, and various resources in a discussion of lessons learned.

Friday, November 6, 11:30 – 11:55 am Roundtable Discussions

Table 4. What about Using the Language Table 5. First Year Teachers: Pedagogical Experience Approach as a Reading and Practices Examined Writing Assessment? Pacific Ballroom 2 Pacific Ballroom 2 Presenters Presenter Stephan E. Sargent, Northeastern State Linda C. Burkey, University of Mount Union University Abstract Melinda L. Smith, Northeastern State University The Language Experience Approach (LEA) is Meagan Moreland, Northeastern State typically considered an instructional technique. University With the emphasis on assessment in schools to Abstract guide instruction and for documentation of Since the inception of the No Child Left Behind student learning, why not utilize the LEA as a and Race to the Top Acts, the government has reading and writing assessment strategy? A played an increasingly important role in reading study was undertaken to determine the benefits instruction. Scripted and mandated curricula are and drawbacks of utilizing LEA as a literacy commonplace in many schools. This study found assessment. Results from the study and future that in spite of such mandates, new teachers do recommendations are shared in this session. not solely rely on these resources. Instead, they still incorporate other forms of research-based literacy pedagogy learned in university course work and clinical experiences.

Friday, November 6, 11:30 am – 12:25 pm

Mentoring ALER Writers Balboa Bay 2

Presenters Victoria J. Risko, Vanderbilt University Laurie Elish-Piper, Northern Illinois University D. Ray Reutzel, University of Wyoming Julie K. Kidd, George Mason University Jerry Johns, Northern Illinois University Mona Matthews, Georgia State University Marino Alvarez, Tennessee State University

Abstract This will be the 5th offering of this session at ALER. The session will begin with advice, insights, and suggestions about writing for publication, conducting research, and seeking grants. Attendees who have submitted a draft of a paper, research project, or grant proposal a month before the conference will also receive written feedback at the session from a panel member. Each panelist will provide “tips” or critical advice for prospective writers of articles for submission to journals. Panelists will then meet individually to give written and oral feedback to each attendee who submitted a paper and/or grant proposal.

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Friday, November 6, 11:30 am – 12:55 pm

Adult Learning Division Annual Meeting Balboa Bay 1

Adult Learning Division Tammy Francis Donaldson, Chair, Del Mar College Tiana McCoy Pearce, Chair-Elect, Kansas State University

Roundtable Presentations

Adult Learning in Online Environments: Three Strategies to Achieve Optimal Instructional Design Presenter Laurie A. Sharp, Tarleton State University

Teaching to the Test? Literacy Teaches Best! Presenter Lakendra L. Smith, LAYC Career Academy

Communities for Literacy Enjoyment: Reading Habits of Young Adults through Professionals Presenters Roberta Simnacher Pate, Tarleton State University Deborah Addison, Schreiner University

Utilizing Collaborative Online Learning Environments With Pre-service Teachers Across Universities Presenters Susan Gapp, The University of South Dakota Christine McCoy, Dickinson State University

Making a Difference: Creating Writing Communities to Share Paths of Resilience of Nontraditional College Students Coming from Foster Care and Homeless Backgrounds Presenter Joyce C. Fine, Florida International University Lynne D. Miller, Florida International University

Literacy is for Today and Tomorrow: The Impact of a Community-Based Literacy Program Presenter John M. Ponder, University of West Georgia

Two Voices: A Mother and Daughter’s Perspectives on Overcoming Obstacles to Obtain Academic Success Presenter Arlene Prinzivalli Mascarenhas, George Mason University

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Friday, November 6, 12:00 – 12:25 pm Sessions

What’s Really Happening in Teacher Tutoring: A Context for Developing Education Programs: Using Systematic Reading Specialists as Interventionists, Classroom Observations to Capture Coaches, and Literacy Leaders Writing Activities and Pedagogy Newport Beach 1 Laguna Beach 1 Presenter Presenter Sandra Webb, Georgia College & State Tracey S. Hodges, Texas A&M University University Abstract Abstract Universities are being tasked to better prepare How do reading specialists benefit from tutoring preservice teachers for multiple pedagogical a struggling reader? Three critical roles of demands, such as integrating reading and reading specialists are the focus of this study, writing into all content areas. To gain a more which examines tutoring as situated learning for concrete interpretation of writing in teacher reading specialist candidates. The findings education courses, we conducted systematic indicate that intentionally designing tutoring classroom observations of writing activities experiences create a context for developing occurring in writing-intensive and pedagogy diagnostic skills and practices, understanding courses. Best practices found that classroom the importance of assessment in designing observations can be a starting point for interventions, and developing literacy leadership developing professional development for teacher through peer coaching and advocacy for diverse educators. learners that experience reading and writing difficulties. Supporting edTPA Stakeholders from Concept to Completion ELA Literacy + Data Literacy = Proficient Laguna Beach 2 Learners Presenter Newport Beach 3 Jennifer Davis-Duerr, SUNY New Paltz Presenters Abstract Robin Erwin, Niagara University In this session, audience members will learn Susan Krickovich, Daemen College how research conducted in elementary Donna Kester Phillips, Niagara University classrooms impacted by edTPA in spring of 2014 Abstract resulted in actions that have improved Although the US federal education policy has experiences for student teachers, cooperating emphasized literacy learning at all levels, there is teachers, and university supervisors. Specific a growing concern that students need to be actions taken and effects of these actions will be taught higher proficiencies of data literacy. This described such that teacher educators can better ability to think about data and statistical support teacher candidates and cooperating concepts contributes a kind of numeracy and teachers involved in edTPA completion. analytical thinking to school curricula that complements the ELA literacy of analytical thinking about texts and yields students who can more readily meet current rigorous learning standards.

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Friday, November 6, 12:00 – 12:25 pm Roundtable Discussions

Table 1. Friend or Foe? A Critical Table 2. Revising an MA Program for Examination of iPad Usage During Small Reading Professionals Group Reading Instruction Pacific Ballroom 2 Pacific Ballroom 2 Presenters Presenter Bette J. Shellhorn, Eastern Michigan University Terry Husband, Illinois State University Jane Gordon, Eastern Michigan University Abstract Linda Lewis-White, Eastern Michigan University This case study examines the experiences of two Abstract early childhood educators while implementing The project focuses on the process of revising a the iPad (and its associated digital applications) master's program (MA) for reading professionals into their small group reading instructional that has been in place for more than 10 years. practices. Findings indicate four specific ways in This established program prepares graduate which the iPad was used during instances of students for varied and advanced reading small group reading instruction. In addition, educational needs. The current program aligned both teachers reported mixed perceptions of the with the 2003 IRA Standards and this revision iPad as a vital tool for literacy instruction. will align the program with the 2010 IRA CAEP Standards for Reading Professionals.

Friday, November 6, 12:00 – 12:55 pm Workshop

Teacher Selection and Use of Gender Nonconforming Picture Books in Early Education Classrooms Huntington Beach 1 Presenters Suzanne Evans, National University Thomas Doyle, National University Susan Gilbert, National University Katie Sciurba, Sanford Education Center-National University Abstract Through reading appropriate children’s literature, the ECE teacher can help form the gender attitudes and identity of children. Unfortunately, teachers are inadequately trained to consciously select picture books that both challenge traditional stereotypes and demonstrate gender non-conformity. This session will address how to select and critique appropriate picture books and engage participants in practicing strategies to effectively utilize these books in the classroom. Research, book selections, and selection criteria will be shared.

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Friday, November 6, 12:30 – 12:55 pm Sessions

An Examination of Student Perceptions Abstract of Online Learning at the Graduate Level In this presentation, the researchers will share Laguna Beach 1 the findings of a study in which the Visible Presenters Thinking Routine, What Makes You Say That? Katarina Zamborova, Northern Illinois (WMYST) was used to enable high-functioning University readers with ASD and delayed readers to Mayra C. Daniel, Northern Illinois University comprehend events that occur in narrative text, Gail Schumacher, Northern Illinois University find textual evidence for those events, and Abstract discern through inference the author’s message. Current technologies are changing delivery An A-B, single-subject design with a multiple options for post-graduate education. Many baseline across subjects was used. Five of the teachers who return to school to prepare to work participants did show improvements. with English learners choose distance learning. This presentation addresses teachers’ reasons Evaluating the Efficacy of Ohio’s Early for enrolling in online rather than face-to-face Reading Intervention Services: A First courses, their perceived satisfaction with the Look at the Selection and Provision of K-3 quality of the course content and collaborative Reading Intervention Services tasks required of them, and the extent to which Newport Beach 2 the online course format prepares them to work Presenter with multilingual learners. Sara R. Helfrich, Ohio University Abstract The Effects of a Visible Thinking Routine This presentation focuses on Phase I of a study on the Reading Comprehension of examining the selection and provision of K-3 Adolescents with Autism Spectrum reading intervention services in Ohio schools. Disorders (ASD) and Delayed Adolescent Data collected from four schools included Readers interviews with reading instructors and Laguna Beach 3 information from Reading Improvement Presenters Monitoring Plans for students receiving reading Gwyn W. Senokossoff, Florida International intervention. We will discuss the implications University these findings have for teacher educators and in- Maureen A. Darmody, Florida International service providers and share more about the work University that will take place during Phase II of the study.

Friday, November 6, 12:30 – 12:55 pm Roundtable Discussions

Table 4. Reading Teaching Outcome content area teachers integrate literacy into their Expectancy: Does Professional classrooms. Results of the study reveal that they Development Impact Teachers’ Beliefs? lagged in outcome expectancy beliefs, but Pacific Ballroom 2 professional development had a positive impact Presenters when teachers were asked to include literacy in Stephan E. Sargent, Northeastern State their classes. University Melinda L. Smith, Northeastern State University Table 5. Guiding Pre-Service Students Jim Ferrell, Northeastern State University Along the Path to Becoming Common Abstract Core Classroom Ready Teachers This study examined the outcome expectancy Pacific Ballroom 2 beliefs (beliefs in one’s ability to impact Presenter students' reading development) of secondary Mary Paxton, Shippensburg University teachers not trained in literacy. The study Abstract examined the impact of a semester-long Many students in teacher preparation programs professional development designed to help today have experienced a standards-based

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elementary and secondary education focused on instruction has become. Participants will discuss content and high stakes testing. As they prepare how universities can prepare their students for to move into teaching positions where the focus the classroom they are about to enter. has shifted to Common Core and close reading, they sometimes struggle with matching their experiential framework for teaching with what

Friday, November 6, 12:30 – 1:55 pm Symposium

‘California Dreaming’—The Issues, the Problems, the Politics, and the Policies Huntington Beach 2 Presenters Rona F. Flippo, University of Massachusetts Boston David B. Yaden, Jr., University of Arizona Adria Klein, Saint Mary’s College Discussant D. Ray Reutzel, University of Wyoming Abstract This symposium brings together those with experience in literacy, teacher education, bilingual education, issues in high stakes testing, assessment and instruction of students and teachers, working with politicians, and related issues and stances. Presenters will update attendees and engage them in interactive discussions regarding the latest politics, policies, practices and issues affecting literacy and teacher education today.

Friday, November 6, 1:00 – 1:25 pm Sessions

I Tested My Students, Now What Do I Rita Bean, University of Pittsburgh Do?: Guiding Pre-service Teachers to Use Abstract Assessment Data to Plan for Instruction A large-scale national survey of specialized in a University-Based Tutorial Program literacy professionals indicated that respondents Balboa Bay 2 had multiple responsibilities that include both Presenters instruction of struggling readers and support for Bethanie C. Pletcher, Texas A&M University- teachers (Bean, Kern, Goatley, et al., 2015). This Corpus Christi session will examine current roles of specialized Danielle Tefft, Texas A&M University-Corpus literacy professionals, suggest guiding principles Christi to design teacher education programs, and Abstract discuss implications for state/national policies, During this session, the presenters will discuss a including the International Literacy Association study that explores how pre-service teachers use Standards for Literacy Professionals Revised assessment data to create lessons for their 2017. students in an eight-week university-based reading tutorial program. Findings yielded from Classrooms Across Continents this study will help university reading teacher Connecting Through Literature and educators guide pre-service teachers to use Literacy assessment data effectively, thereby, impacting Newport Beach 1 student achievement. Presenters Amie Sarker, University of Dallas Specialized Literacy Professionals as Ragina Shearer, Denton ISD Laguna Beach 2 Abstract Presenters While more authentic multicultural and Diane Kern, University of Rhode Island international literature is becoming available Virginia Goatley, University at Albany (SUNY) and much discussion exists over the importance

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of including such literature in the classroom Teaching for Diverse Communities: The setting, less has been contributed concerning the Power of Incorporating Study Abroad appropriate methods for incorporating such Experience in the Literacy Education literature into instructional practice. Presenters Curriculum will share an international children’s literature Newport Beach 3 text set and innovative, effective classroom Presenters instructional ideas that promote cross-cultural Joan A. Rhodes, Virginia Commonwealth understanding and foster literacy development University based on their own ethnographic work with Tammy M. Milby, University of Richmond mainstream and culturally diverse students. Abstract Educators are faced frequently with challenges related to meeting the needs of learners from diverse communities. This session provides an opportunity to explore methods for integrating study abroad experiences in the university literacy education curriculum to ensure teaching candidates have the expertise needed to support students from diverse backgrounds. Participants will discuss key study abroad models and their application within the literacy education curriculum.

Friday, November 6, 1:00 – 1:25 pm Roundtable Discussions

Table 1. Literacy History and Preservice Table 2. Finding a Question and Digging Teacher Beliefs In: Helping Pre-service and In-service Pacific Ballroom 2 Literacy Teachers Inform Their Practice Presenter Through Research Freida Golden, Texas A&M University- Pacific Ballroom 2 Commerce Presenters Abstract Kathy E. Stephens, LeTourneau University Literacy Histories give insight into teaching Mary Beth Sampson, Texas A&M University- beliefs. Teacher educators can use self-reported Commerce histories of preservice teachers to make Abstract connections to theories, to help develop teacher What do we know about motivating pre-service identities, and to increase impact of the teacher and in-service teachers to consistently include education program. This study examines how research and reflective practices? Current one reading class uses literacy histories to developments, topics pertinent to the value of investigate and teach literacy theories. ongoing practitioner research, reflective practice, and critical problem-solving methods for literacy pre-service teachers, in-service professional development, and graduate coursework will be fundamental elements for this roundtable discussion. A research project conducted with university pre-service teachers with a synthesis of literature, research process, project template, examples, and implementations will be provided.

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Friday, November 6, 1:00 – 1:55 pm Workshop

Doctoral Epiphanies: What We Thought We Knew, but Know Better Now Huntington Beach 1 Presenters Stephanie Juth, Utah State University Garret Rose, Utah State University Lisa Brown, Utah State University Michelle Flory, Utah State University Marianne Evans, Utah State University Christina Sias, Utah State University Alayne Jorgensen, Utah State University Kathleen A. J. Mohr, Utah State University Abstract In their teaching lives, graduate students develop strong beliefs about effective instruction, which can be challenged when they enter doctoral programs and explore research-based recommendations. In this workshop, several graduate students will highlight the literacy practices that have been challenged during their doctoral experiences and explain how they are revising their instruction to accommodate a deeper understanding of effective literacy. Attendees will be able to join breakout groups to explore their own literacy transformations.

Friday, November 6, 1:00 – 1:55 pm

ALER Prospective Authors and Reviewers Session Laguna Beach 1

Presenters Sheri Vasinda, Oklahoma State University, Co-Editor, ALER Yearbook Robin Johnson, Texas A&M University-Corpus Christi, C0-Editor, ALER Yearbook Susan Szabo, Texas A&M University-Commerce, Co-Editor, ALER Yearbook Sherron Killingsworth Roberts, University of Central Florida, Co-Editor, Literacy Research and Instruction Vicky Zygouris-Coe, University of Central Florida, Co-Editor, Literacy Research and Instruction Michelle Kelley, University of Central Florida, Co-Editor, Literacy Research and Instruction Sylvia Read, Utah State University, Public Relations Committee Chair

Abstract Join the publications committee and the editors from the ALER Yearbook and Literacy Research and Instruction for an informative session on publishing in and reviewing for our ALER publications.

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Friday, November 6, 1:30 – 1:55 pm Sessions

Literacy Conference Presentations and Making a Difference with Early Childhood the “Hot or Not” Survey: A Reflective Preservice Teachers in a Normal School Image? in Guatemala Laguna Beach 2 Newport Beach 1 Presenters Presenter Jacqueline M. Ingram, Sam Houston State Jeanne B. Cobb, Costal Carolina University University Abstract Roberta D. Raymond, University of Houston This paper session will describe interactive Clear Lake professional development workshops presented Gayle L. Butaud, Lamar University to 152 preservice early childhood teachers (ages Abstract 16-17) in Guatemala in February 2014. The This session will share the findings of a content presenter designed Leer Para Recordar (Read to analysis of the 2014 conference programs of Remember) kits, using manipulatives and ALER, LRA, and IRA (ILA) as compared to the children’s literature to enhance learning. The topics identified in the 2014 "What's Hot, What's Guatemalan teachers explored research-based Not" survey. Researchers will give participants a comprehension strategies for three phases of view of the methodology used and the findings reading - before, during, after. At the conclusion obtained during the study. Early findings of the workshops, the teachers responded in indicate that the topic motivation/engagement, writing to share their comprehension strategy labeled as cold by 75% of literacy leaders, had knowledge gained. sizable representation in presentations at the conferences. Literacy, Motivation, and Belonging: Academic Tasks Designed by Two Middle Generative Discussions of Literacy School Teachers Instruction: An Inquiry Into Instructional Newport Beach 2 Routines and Teachers' Participation in Presenter an Online Learning Community Amanda Wall, Georgia Southern University Laguna Beach 3 Abstract Presenter Two middle school teachers support their Lisa K. Richardson, University of Alaska students’ motivation through a focus on Southeast belonging in their language arts classrooms. Abstract These teachers scaffold belonging through This session will examine the students' challenging, engaging, and relevant academic participation in online discussions about literacy tasks that draw on and connect to students’ lives instruction. An analysis of participation and interests. These case studies focused on structures, norms, affective supports and teacher thinking about motivation, especially feedback, and students' resulting participation how these teachers support motivation through will be the focus for this session. We will engaging literacy tasks. examine the question: How can we support teachers/ students in engaging in rich, critical, inquiry-based conversations about practice in this setting?

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Friday, November 6, 1:30 – 1:55 pm Roundtable Discussions

Table 4. A Day at the SPA: Using Your pre-service teachers’ experiences with Literacy Program Data Responsibly technology at the university level; and c) pre- Pacific Ballroom 2 service teachers’ self-efficacy in using technology Presenters in the classroom before and after participating in Pamela Sullivan, James Madison University a hands-on technology inquiry project. The goal Amy Thelk, James Madison University of our study was to shed light on current Abstract practices in technology integration in our pre- CAEP and ILA standards factor heavily in service education classes. accreditation for literacy programs, yet they have been positioned in the media as traditional and Table 6. Children’s Literature Title anti-data. Join us for a discussion of the process Recognition Test: A New Look for a New focusing on best practices in data collection and Century program decisions. Pacific Ballroom 2 Presenter Table 5. Technology for Pre-Service Tiana McCoy Pearce, Kansas State University Educators: Are We Doing Enough? Abstract Pacific Ballroom 2 It is essential for educators to have knowledge of Presenters current titles in children’s literature. In order to Jaime Coyne, Sam Houston State University assess knowledge of children’s literature, there Mae Cox, Sam Houston State University must be a reliable instrument with current Jalene P. Potter, Sam Houston State University works. The purpose of this roundtable Tori Hollas, Sam Houston State University presentation is to introduce and discuss an Abstract adapted instrument used to measure knowledge It is imperative that we prepare our pre-service of children’s literature through the use of an teachers in technology. In this session, we would updated list of titles identified by elementary like to share the results of our study students and parents, professors of literacy, investigating the following: a) pre-service librarians, and in-service educators. teachers’ attitudes toward using technology; b)

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Friday, November 6, 1:30 – 2:55 pm

College Literacy Division Annual Meeting Balboa Bay 1

Idea Exchange Presentations

College Literacy Division Meeting Anne DeGroot, Chair, Ramapo College of New Jersey

Beyond Words: Giving Voice to the Power of Image in Literacy Presenters Lynda M. Valerie, Central Connecticut State University Louise J. Shaw, Southern Connecticut University

Teacher Literacy Identity Transformation: Pedagogical Dimensions of Multimodal Practices Presenters Ellen Spitler, Metropolitan State University of Denver Cara Mulcahy, Central Connecticut State University

Dealing With Dense, Complex Texts: Issues and Pedagogical Strategies Presenter Frances Shapiro-Skrobe, Ramapo College of New Jersey

Becoming a Reflective Practitioner: Adopting a Learner-Centered Approach in a Graduate Psychology of Reading Class Presenter Dianna Sand, Holy Family University

Literacy Strategies to Teach Critical Analysis of Theatrical Performance and Script Presenter Bettina P. Murray, John Jay College of Criminal Justice, City University of New York (CUNY)

A Close Look at Close Reading Presenter Timothy G. Morrison, Brigham Young University

Kids Write the Darndest Things: Urban Students’ Responses to College Tutors’ Prompts Presenter Ellen Kaiden, Ramapo College of New Jersey

Do Today’s College/University Students Read Differently?: If So, What Does This Mean for College/University Instruction? Presenter H. Jon Jones, Western Illinois University

Scaffolding Instruction with Research-Based Strategies for Engagement and Reflective Practice Presenters Debra J. Coffey, Kennesaw State University Maryann Errico, Georgia Perimeter College

It Doesn’t Have to be an Ordeal! Teaching Higher Order Reading Skills with ‘Ordeal by Cheque’ Presenter Anne DeGroot, Ramapo College of New Jersey

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Friday, November 6, 2:00 – 2:25 pm Sessions

The Effect of the Common Core on students read graphic novels, understanding a Second Grade Writing Curriculum: A graphic novel text complexity assumes Content Analysis of Two Core Literacy importance. In addition, since many graphic Programs novels have their roots in a literary version, a Balboa Bay 2 question also arises as to whether they hold the Presenters same level of complexity as their traditional Sylvia Read, Utah State University counterpart. This presentation addresses those Alayne Jorgensen, Alpine School District questions. Abstract We present a content analysis of two core Using Telenovas, Rap Music, and literacy programs to determine how the Multicultural Media to Encourage Common Core State Standards for writing are Parents to Increase Literacy Development operationalized within the programs and how at Home for Children starting these writing activities and strategies compare Kindergarten and First Grade with research-based recommendations for Laguna Beach 3 teaching writing in the early grades. Both core Presenters literacy programs included writing strategies Cheryl A. Slattery, Shippensburg University and methods in each unit; however, both quality Stephanie A. Jirard, Shippensburg University and quantity were lacking. We present the Abstract findings in terms of the evidence-based One significant component of early literary recommendations for writing instruction. intervention for minority children and/or children who are English Language Learners is The Influence of Instructor Beliefs About to provide their parents and guardians with Writing on Preservice Teachers’ strategies to improve early literacy skills at Perceptions of Writing Instruction home. This presentation offers culturally- Laguna Beach 1 relevant literacy strategies using Telenovas, Rap Presenters Music, and Multicultural Media to encourage Tracey S. Hodges, Texas A&M University parents and guardians to use resources available Katherine Landau Wright, Texas A&M in their homes to increase early literacy skills to University support their children’s literacy development. Abstract The goal of the present study is to determine Disciplinary Literacy Coaching in how preservice teachers’ self-efficacy for writing Mathematics: Using Collaborative and writing instruction changes based on the Coaching Strategies to Support Teachers beliefs of the teacher educators. We used Newport Beach 1 Cohen’s effect sizes to measure the changes in Presenters preservice teachers’ self-efficacy for writing and Paula Di Domenico, Leyden District 212 writing instruction by instructor and compared Kari Stutzman, East Leyden High School those scores with constant comparative analysis Jen Thomas, East Leyden High School of the instructors’ beliefs about writing. We Abstract conclude that the instructors are the most Disciplinary literacy is an instructional approach influential variable on preservice teachers’ self- that utilizes specialized literacy instruction and efficacy. strategies. Disciplinary literacy coaching supports teachers as they create opportunities Graphic Novels: Complex, Comparable, for students to attend to the norms of thinking or Comical? and knowing in the discipline. One disciplinary Laguna Beach 2 literacy coach and two high school math teachers Presenters will share how they engage in collaborative Mary F. Roe, Utah State University coaching. They will share their process, coaching Maria Goff, Arizona State University strategies, and student work to illustrate Abstract students’ progression towards mathematical The Common Core State Standards draw thinking. attention to text complexity. As more and more

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Lucy Martindale’s Letters and Diary: A instruction for recently freed slaves in Virginia Look at Literacy Instruction in the Freed during the Civil War. The data include over 75 People School in Hampton, Virginia in diary entries and letters. Through analysis using 1863 Through the Original Writings of a historical methodology, we explore Lucy’s Young Northern Schoolteacher perspective on her students, herself, colleagues, Newport Beach 3 and the war. Emerging themes include women Presenters as writers and teachers, culturally relevant Elizabeth G. Sturtevant, George Mason pedagogy, and issues of social justice. We also University suggest ways to use original sources in teaching Sydney A. Merz, George Mason University writing and history. Abstract Original source documents, recently found, reveal a teacher’s perspectives on literacy

Friday, November 6, 2:00 – 2:55 pm Workshop

Discussing Diversity: An Exploration of Picture Books that Foster Critical Conversations Huntington Beach 1 Presenters Donna Cox, Sam Houston State University Melinda Miller, Sam Houston State University Helen Berg, Sam Houston State University Abstract Elementary schools constitute one of the most significant cultural niches in which children begin to see how literacy relates to their interactions with others. The instructional approaches and the culture children experience in classrooms play a major role in shaping their emerging identities as cultural and literate beings. Reading aloud from high-quality literature supports children literacy development by looking critically at images and messages in books and thinking about problematic stereotypes.

Friday, November 6, 2:30 – 2:55 pm Sessions

Applying Cultural and Linguistic Analysis of Writing Growth in Online Knowledge to Classroom Practice: What Graduate Literacy Courses Happens When Professors and Former Laguna Beach 2 Students Network Online Presenters Laguna Beach 1 Sheri J. Tucker, University of Arkansas at Little Presenters Rock Nina L. Nilsson, Saint Joseph’s University Kent Layton, University of Arkansas at Little Ailing Kong, Saint Joseph’s University Rock Abstract Philip J. Tucker, Bloomsburg University Presenters will share findings from a study Abstract examining an online support network of Having just designed and implemented an professors and former students and the role it online MEd in Reading, this study seeks to played in facilitating the application of cultural determine the extent to which blogs and and linguistic knowledge to classroom practice discussions in online courses increase students’ with ELL students and students who speak writing quality in graduate level courses over the AAVE. The presentation will focus on structural course of their program. aspects of the network, interaction patterns, and group member behaviors associated with the application of knowledge from a language and culture course previously taken at the university.

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Empirical Evidence Suggesting a Model of programs, we facilitated the creation of a shared Prosody Development in Elementary vision, discussions of literacy in content areas, Readers sharing artifacts, modeling literacy and content Laguna Beach 3 instruction, and conducting professional Presenters development. These collaborative activities David D. Paige, Bellarmine University revealed that participants began to incorporate Theresa Magpuri-Lavell, Bellarmine University literacy practices within their disciplines. Elizabeth Dinkins, Bellarmine University Timothy V. Rasinski, Kent State University Digital Grassroots Networking to Join the Abstract Conversation on School Reform Prosody, the ability to make reading sound like Newport Beach 2 spontaneous speech, has been found to predict Presenter reading comprehension at the elementary, Melanie Landon-Hays, Western Oregon middle, and secondary levels. Chall (1996) and University Kuhn and Stahl (2003) have hypothesized that Abstract as readers become competent with word This presentation highlights the online efforts of decoding, prosodic reading is more likely to grassroots activists who have made a difference emerge. This session presents the results of a in pushing back against corporate-funded school study measuring fluent reading in 250 first-, reform. Critical literacy will be explored as a second-, and third-grade readers across the framework for this work, situating their efforts school year. Results suggest a developmental as acts of a critical literacy within a long history model of prosody. of American school reform.

Developing a Shared Understanding of Applying Literacy Practices by Cultivating a Professional Learning Community Newport Beach 1 Presenters Shadrack G. Msengi, Southern Illinois University Stephanie L. McAndrews, Southern Illinois University-Edwardsville Abstract This study examined how literacy faculty developed a shared understanding of literacy practices among faculty and teacher candidates from different disciplines through cultivating a professional learning community. As our faculty members were redesigning our education

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Friday, November 6, 3:00 – 3:25 pm Sessions

Navigating Non-linear Offline extrapolate the knowledge and dispositions of Informational Text: Sixth Graders Read adaptive teachers so we can begin to explore how Mummy to foster this skill in preservice teachers. Balboa Bay 2 Presenters Laundry & Literacy: The Laundromat as a Sylvia Read, Utah State University Site of Social Brokerage for Impacting Lisa Brown, Utah State University Literacy Engagement Abstract Newport Beach 1 Increasingly, informational texts (both Presenter traditional and online) have a non-linear Vicki S. Collet, University of Arkansas structure that requires readers to make decisions Abstract about what to read next and when to stop and This three-year, qualitative case study examines read or interpret charts, graphs, sidebars, etc. literacy activities at a laundromat during a This session presents the results of a study of project called “Laundry & Literacy,” which sixth graders who participated in a think-aloud provided literacy experiences to low-income process in order to describe their reading families while they were at a laundromat. process. Implications for classroom practice will Activities included read alouds, partner reading be discussed. with a more-experienced peer, use of a lending- library bookshelf, and book distributions. Developing the Preservice Teacher Self- Findings suggest that the children in this study Efficacy for Writing Inventory (PT-SWI) had previous positive experiences with literacy Laguna Beach 2 and valued opportunities for participation Presenters during the activities. Tracey S. Hodges, Texas A&M University Katherine Landau Wright, Texas A&M Docs, eTexts, and Book Trailers: Using University iPads in Literacy Coursework Abstract Newport Beach 2 Preservice teachers’ beliefs about writing and the Presenter value they place on writing instruction influence Kiersten Greene, State University of New York at their future pedagogical decisions. The purpose New Paltz of the present study is to evaluate the Abstract effectiveness of a newly developed survey, the Digital pedagogy has undeniably become a Preservice Teacher Self-Efficacy for Writing fixture in our classrooms as access to technology Inventory (PT-SWI), for measuring preservice has grown in universality. As open-source, teachers’ self-efficacy for writing and writing application, and tablet technologies have instruction. Our findings indicate that the PT- exploded in capability, so has the opportunity to SWI provides valid and reliable scores for explore their pedagogical use in the teacher measuring these constructs and can be a tool for preparation classroom. In this instructional teacher educators. paper, the author will present methods and artifacts on using iPads to support literacy Principles of Adaptive Teaching in methods coursework for teacher candidates. Literacy Laguna Beach 3 Teacher Blogs: Teachers Creating Spaces Presenters for Agentic Action in their Professional Margaret Vaughn, University of Idaho Lives Seth A. Parsons, George Mason University Newport Beach 3 Abstract Presenter It is widely acknowledged that effective literacy Faryl Kander, Oklahoma State University teachers are adaptive, thoughtfully responding Abstract to the diverse needs to their students. Our This presentation applies the lens of agency to a previous research has focused on how and why teacher’s work with blogging to demonstrate teachers adapt their literacy instruction. In this how it is possible to conceive teachers and presentation, we return to existing data sets to professional development in new and

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unimagined ways. In particular, this blogs and the ways in which teachers take up presentation describes the ways in which agency blogging as a means of professional dialogue and is enacted through a teacher’s blog and blogging. development are addressed. Additionally, the ways in which teachers use

Friday, November 6, 3:00 – 3:55 pm Workshop

Exploring the Stories of Immigrant Youth: The Potential of Global Literature to Make a Difference in Perspective and Understanding Huntington Beach 1 Presenter Janelle B. Mathis, University of North Texas Abstract Among the insights offered by Global Literature is that of the experiences of immigrant youth. This workshop will consider how educators and researchers can make a difference by bringing the global community into classrooms through literature focusing on immigration. Celebrating its 10th year as an award list, the Outstanding International Booklist and strategies for its use are shared as a resource to build insights and understanding.

Friday, November 6, 3:00 – 4:25 pm Symposium

Dream Keepers and Gatekeepers: Examining Issues of Access, Diversity and Literacy in Teacher Education Huntington Beach 2 Presenters Mary McGriff, New Jersey City University Ashlee Horton, Lander University Tammy Francis Donaldson, Del Mar College Nancy Stevens, University of Wisconsin-Whitewater Carolyn Walker Hitchens, Ball State University Abstract Join the Legislative and Social Issues Committee as they share recent findings from their study examining accreditation standards, teacher candidate literacy proficiency, and recent challenges to the aim of achieving a diverse teacher workforce. The Committee’s presentation will be followed by a panel discussion including ILA Past President, Jill Lewis-Spector; Clinical Division Chair, Stephanie McAndrews; Teacher Education Division Chair, Debra Price; Adult Learning Division Representative, Tiana McCoy Pearce; and Secondary Educator, Charles Perkins. Please join us!

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Friday, November 6, 3:30 – 3:55 pm Sessions

How Did Reading First in One State Affect implicit versus explicit instruction will be Comprehension Instruction in the shared. Implications regarding the need for Primary Grades? professional development related to the value of Laguna Beach 1 play in supporting early language and literacy Presenter skills will be reported. D. Ray Reutzel, University of Wyoming Abstract Trending: Common Core and Gender Reading First became notorious for its affect on Preferences in Literature teachers' use of DIBELS to measure reading Newport Beach 1 fluency and to focus early reading instruction on Presenters reading foundational skills such as phonemic Sheri J. Tucker, University of Arkansas at Little awareness, phonics, and fluency. But what Rock happened to comprehension instruction in one Philip J. Tucker, Bloomsburg University documented successful RF project at the state Abstract level? Over the last 2 years, over 5,000 children in grades kindergarten through sixth grade voted Engaging Students in a Teacher on their favorite books across multiple genres in Education Program in Interrogating children’s literature. The children read and Cultural and Linguistic Differences voted on 650 books each year in different Laguna Beach 2 regions across the United States. Analysis of Presenter data revealed gender preferences and shifts in Zaline M. Roy-Campbell, Syracuse University genre preferences, which may be connected to Abstract an emphasis for the reading of expository texts Cross-cultural experiences and understandings in Common Core State Standards. are an important component of the preparation of teachers of culturally and linguistically diverse A Description of Teacher Change students. This presentation describes Newport Beach 2 assignments in a teacher education course that Presenters engages students in discovering and learning Aimee Morewood, West Virginia University about the languages and cultures of culturally Julie Ankrum, University of Pittsburgh at and linguistically diverse students. Drawing on Johnstown information extracted from students’ Angela Icard, Bethany College assignments, the presentation provides insights Abstract into how teacher educators can actively engage Teacher change is complex. Previous research teachers in developing an understanding and suggests that teachers change in two ways: form appreciation of students’ cultures. and substance. This presentation will describe the nature of instructional change in two Narrowing the Transition Gap: primary grade teachers’ literacy instruction Promoting Play in Early Childhood and across two years of professional development. Kindergarten Settings Laguna Beach 3 Project Read 3: The Effects of a Family Presenters Literacy Project on the Early Reading Tamie Pratt-Fartro, University of Mary Skills of Three- and Four-Year Olds Washington Newport Beach 3 Beverly Epps, University of Mary Washington Presenter Abstract Corinne Montalvo Valadez, Texas A&M Presenters will share a study that explored how University-Corpus Christi early childhood educators’ and kindergarten Abstract teachers’ expectations of instruction shifted A mixed-methods research design study throughout peer observations. Data sources measured literacy acquisition in children ages 3 include pre- and post-observation interviews, to 4 in a family literacy program. Purposive surveys, and field notes. Findings related to sampling was used to select 11 families (n = 11) students' behaviors and skills as well as teachers' and 16 children. Data were collected from 13 of

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the children participants (n = 13). Paired- scores. Content analysis analyzed the journal samples t-tests analyzed the mean of Lee’s writings. Significance was found in the following Modified Version of Assessing Book Knowledge area: Understand concepts of print.

Friday, November 6, 3:30 – 4:55 pm

Teacher Education Division Annual Meeting Balboa Bay 1

Teacher Education Division Meeting Debra P. Price, Chair, Sam Houston State University Donna Cox, Chair-Elect, Sam Houston State University

Topics in Teacher Education In this session, two research studies, one on the implementation of a support for novice literacy teachers and one exploring teachers’ perceptions of passion and creativity in learning will be presented. A panel discussion led by area novice teachers will follow the presentations. Time for group discussions and questions will follow. We will conclude with a short business meeting where a new chair-elect will be selected.

Building Professional Landscapes and Capital: Nurturing the Novice Literacy Teacher Patricia Durham, Sam Houston State University

Teacher Perception on the Role of Passion and Creativity in Learning: A Case Study Roberta Simnacher Pate, Tarleton State University Mary P. Winn, Tarleton State University Jim Gentry, Tarleton State University Danna Beaty, Tarleton State University

Friday, November 6, 4:00 – 4:25 pm Sessions

Components of Effective Writing Content session will describe predictable patterns of Conferences in a Sixth-Grade Classroom these conferences. Presenters will also address Balboa Bay 2 important issues of ownership that also Presenters emerged. Paul Ricks, Salt Lake City School District Timothy G. Morrison, Brigham Young Teacher Text Selection to Improve University Reading Comprehension Instruction Brad Wilcox, Brigham Young University Laguna Beach 1 Ramona Cutri, Brigham Young University Presenter Abstract Michelle Flory, Utah State University Writing content conferences give educators and D. Ray Reutzel, University of Wyoming students opportunities to discuss student writing Abstract in a one-on-one format in which students receive A practice guide published by the Institute of feedback. Two case studies were conducted in an Educational Sciences recommends that K-3 effort to describe with greater specificity key teachers purposefully select texts to support components of effective writing content reading comprehension instruction (Shanahan conferences in a sixth-grade classroom. This et. al., 2010). This recommendation was made

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based upon an assumption rather than empirical Recently, an urban school district required evidence that teachers have the necessary teachers to offer at least 20 minutes of iRead knowledge to make informed selections. This interaction for students daily. Research was session presents initial findings of a mixed conducted on K-2nd grade students not reading methods pilot study with supporting literature at grade level to assess if using the iRead examining if and how teachers select texts program and individualized tutoring increased purposefully to support reading comprehension their reading skills. The findings will include an instruction. analysis of whether using the iRead program with trained tutors or with non-trained Monitoring Student Growth: Considering volunteer tutors revealed any differences. a Multiliteracies Instructional Observation Checklist Meeting ILA Standards and Incorporating Laguna Beach 2 CAEP Requirements, Including Fairness Presenters and Validity, Into the Reading Dara Soljaga, Concordia University Chicago Specialist/Literacy Coach Program Field Veronica Richard, Concordia University Chicago Experiences Simeon Stumme, Concordia University Chicago Newport Beach 3 Abstract Presenter Central to the validation of multiliteracies as a Kathleen Sanders, Fort Hays State University viable instructional framework is the need for a Abstract tangible instrument to measure successful The new CAEP standards impact the field instruction and therein capture the degree of the experiences in a graduate level reading specialist implementation. As such, the purpose of this program, especially requirements highlighting qualitative study is to develop a multiliteracies fairness and validity in programs. Program teaching and learning assessment tool. The coordinators and faculty can embed these Multiliteracies Instructional Observation requirements into the International Literacy Checklist is presented, drawing on the reflective Association current reading specialist/literacy experiences of program leaders, teachers and coach standards required for accreditation students as a result of participation in a recognition through SPA reports. Emphasis will multiliteracies program. be given to online delivery. Suggestions, examples, and current research based IRead, You Read, We all read with IRead? information will be provided along with Newport Beach 2 opportunities for questions and discussion. Presenter Peggy Lisenbee Abstract IRead is a computer-based literacy program.

Friday, November 6, 4:00 – 4:55 pm Workshop

Challenge by Choice: An Interdisciplinary Approach to Teaching Literacy and History Huntington Beach 1 Presenters Stephanie Juth, Utah State University Evan Bock, Albany County School District Abstract Implementing Common Core standards requires secondary teachers to focus on complex text structures, while providing students with the tools to critically comprehend and synthesize their knowledge through writing. Presenters will explain how they implemented an interdisciplinary research-based curriculum using expository texts, analytical writing, blogs, Socratic discussions, and debates. Presentation will include Skype interviews with students, work samples, curriculum materials, technology resources, and assessment data showcasing student growth and proficiency on state and national assessments.

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Friday, November 6, 4:30 – 4:55 pm Sessions

Improving Pre-Service Literacy Lesson describe how teacher candidates have learned Plans about edTPA, especially by looking at trends in Laguna Beach 1 their writing. The presentation will also offer Presenters recommendations for literacy educators Catherine McGeehan, Kutztown University regarding how to effectively embed edTPA in Anthony Applegate, Retired Professor their literacy courses. Mary Applegate, St. Joseph’s University Jeanne B. Cobb, Costal Carolina University Increasing Reading Comprehension by Kimberly Lewinski, La Salle University Maximizing Student Engagement in Abstract Content Area Literature Circles: Presenters will share data showing the Replacing Role Performance with correlation between pre-service educators ability Authentic Conversations to identify underlying themes and their ability to Newport Beach 1 create lesson plans that help their students Presenters become proficient at identifying underlying Wally D. Thompson, New Mexico Highlands themes in text they read. University Traci Pettet, Sandia Vista Elementary School Rio Dealing With Diversity: Collaborative Rancho Public Schools Autoethnography of Rural Middle School Abstract Literacy Instruction Initially, literature circles represented “a Laguna Beach 2 sophisticated fusion of collaborative learning Presenters with independent reading, in the framework of Brian Walker Johnson, Southern Illinois reader response theory” (Daniels, 1994, pp. 17- University 18). Possibly because they came into an era Melissa Batchelor, Lewis and Clark Community barren of authentic, peer-led discussions, College students enthusiastically embraced them. Today, Abstract some educators believe that this has given way Reading educators in a rural middle school to rote performance of roles (Lenters, 2014; community investigated the standardized Ferguson & Kern, 2012). This session presents achievement of their 36 lowest readers over one results of research into ways to reinvigorate academic year to improve instruction. Our literature circles. collaborative autoethnographic case study of their work with reader diversity examined field From Silence to Voice: English Language note data that was triangulated with Learners Speak Out Through Literature retrospective educator interviews. Qualitative, Circle Discussions and Writing Projects self-reported findings demonstrated: 1) Newport Beach 2 educators framed literacy instruction as Presenters exclusive test events; 2) educators deconstructed DiAnn McDown, University of Central this accepted practice; and 3) educators Oklahoma transformed this practice to improve reading Emmanuella Smith, University of Central strategy instruction. Oklahoma Abstract Documenting Teacher Candidates’ Researchers spent 12 weeks facilitating Learning Experience of the edTPA Literature Circles (LCs) in 2nd grade classrooms Laguna Beach 3 in low socioeconomic schools with high ELL Presenter enrollment. None of the teachers had previous Yuko Iwai, University of Wisconsin-La Crosse experience using LCs, and were using “The Daily Abstract Five” as their classroom reading organizational The edTPA has become a key element in teacher framework. Students were allowed LCs as performance assessment. In this study, teacher temporary choices for their “Daily Five.” Session candidates will learn how to develop literacy includes results of 12 weeks of LCs, including lesson plans and how to work on edTPA in a students’ self-evaluations, reflections, surveys, literacy methods course. This presentation will and literature responses and implications for

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instruction and further research.

The Importance of Sight Words Abstract Instruction and Methods Teaching sight words should continue to be an Newport Beach 3 integral part of literacy instruction for the Presenter beginning reader. This session will summarize Susan M. Sibert, Indiana University of effective methods to teach sight words for Pennsylvania students with a variety of learning needs.

ALER New Member Meet and Greet Friday, November 6, 2015 5:30 – 6:30 pm Catalina Ballroom 1

All are encouraged to meet our newest members and catch up with your ALER colleagues.

Special Event: The Replicas 6:30 – 10:00 pm (Ticket Required) Fountain Terrace and Garden Terrace Patio

Enjoy an evening filled with music, food, dancing, and conversation. Live music will be provided by the award-winning band, The Replicas, who will dazzle us with songs from many artists and decades.

A variety of foods, including veggies, appetizers, a mashed potato bar, carving station, and dessert will be available.

(Cash bar)

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Saturday Events

Event Time Location

Registration 7:00 am – 12:00 pm Pacific Ballroom Foyer

Reading Room 7:00 am – 5:00 pm Pacific Ballroom 4

Awards Breakfast & Keynote Speaker: 7:45 am – 9:50 am Pacific Ballroom 2 Catherine Compton-Lilly

Presidential Address and Legislative 10:00 am – 11:50 am Pacific Ballroom 3 Assembly: J. Helen Perkins

Sessions 12:00 pm – 3:55 pm Breakout Rooms

Keys to Preparing ILA/CAEP Reports for 12:30 pm – 1:55 pm Balboa Bay 1 Program Writers

Dissertation and Master’s Paper Award 1:30 pm – 2:25 pm Balboa Bay 2

Reviewing Reading Specialist/Literacy Coach 2:30 pm – 3:55 pm Balboa Bay 1 Program Reports for ILA/CAEP

Reading Hall of Fame Co-Sponsored 2:30 pm – 3:55 pm Laguna Beach 3 Session

J. Estill Alexander Forum for ALER 4:00 pm – 5:25 pm Pacific Ballroom 3 Leaders in Literacy: Mary Roe

Presidential Reception 6:00 pm – 7:30 pm Balboa Bay

44 Making a Difference in our Diverse Communities

Awards Breakfast and Keynote Speaker

Catherine Compton-Lilly University of Wisconsin Madison

Transnational Funds of Knowledge: What Students in Immigrant Families Know and Understand About the World

Saturday, November 7, 2015 7:45 – 9:50 am, Pacific Ballroom 2

(Ticket required for breakfast. Limited open seating available for program.)

In the past, physical barriers such as geography and distance limited transactions between groups of people. In their research, Catherine and colleagues explore how young children in immigrant families engage in transnational literacy practices both online and off-line. This three-year longitudinal collective case study involves 10 children from immigrant families that have come to the United States from all parts of the world. The students entered the study when they were in kindergarten, grade 1, or grade 2. Each year, they collected three types of data: observations, spoken data, and student-created artifacts (e.g., writing samples, maps, photographs). Data sources were designed to highlight the various spaces that the immigrant families occupy or have occupied (i.e., home/neighborhood/ school; native country/country of residence) across time. Their reading and rereading of coded data across the sample led them to focus on three themes that involved transnational literacies: (1) globalized literacy practices related to religion, (2) digital media and globalization, and (3) children’s global awareness. The global awareness exhibited by these immigrant children over time was particularly noteworthy and is the focus of this presentation.

Catherine Compton-Lilly, Professor in Curriculum and Instruction at the University of Wisconsin Madison, teaches courses in literacy studies and works with professional development schools in Madison. She conducted the research that is the focus of her talk with Jieun Kim, Erin Quast, Sarah Tran, and Stephanie Shedrow.

45 Making a Difference in our Diverse Communities

Presidential Address and Legislative Assembly

J. Helen Perkins, ALER President University of Memphis

Examining the Research of the Association of Literacy Educators and Researchers Through the Lens of Social Justice Saturday, November 7, 2015 10:00 – 11:50 am in Pacific Ballroom 3

“Education is the most powerful weapon used to change the world.” - Mr. Nelson Mandela

ALER members have conducted numerous research studies and this research has revealed important results that are being used to inform teacher practice; it also provides focus areas for professional development. The results of our research when implemented with fidelity enhance the opportunity for individuals to lead fulfilling lives and to be active contributors to their communities. Social Justice is a human right; justice that includes race, class, ability, language, appearances, sexuality, and gender. The Social justice theory recognizes the inequality in society and attempts to promote mobility and opportunities for families living in poverty and individuals who are marginalized (Freire, 2000). Our research also recognizes this inequality and attempts to identify the most effective strategies, methods and materials; thus, supporting the need for improved instruction while promoting and motivating equity in literacy toward a positive change in schools and the communities. This presentation will examine the research and highlight the impactful findings as ALER members continue to be a significant part of the Social Justice Movement.

J. Helen Perkins is Associate Professor of Reading and Urban Literacy in the Instruction and Curriculum Leadership Department at the University of Memphis. She currently serves as President of the Association of Literacy Educators and Researchers.

46 Making a Difference in our Diverse Communities

Saturday, November 7, 12:00 – 12:25 pm Sessions

Innovative Instruction in Graduate Abstract Courses with Minimally Invasive Adaptability is an important yet elusive aspect of Education effective literacy instruction. In this Laguna Beach 1 presentation, we explore teacher adaptability Presenter with preservice teachers enrolled in a face-to- Chase Young, Texas A&M University-Corpus face literacy course and an online course. Christi Abstract Coaching Across the Disciplines Using a This session demonstrates how tenets of Layered Approach minimally invasive education, the use of Newport Beach 1 technology, and complexity theory combine to Presenters inform an innovative approach to teaching Laurie Elish-Piper, Northern Illinois University graduate courses. The presenter developed and Susan K. L’Allier, Northern Illinois University implemented an instructional design in a Michael Manderino, Northern Illinois University graduate literacy course and shares reflections, Paula Di Domenico, Leyden District 212 students’ critique, and next steps for designing Abstract instruction in the 21st Century. The Common Core, Next Generation Science Standards, and C3 Framework for Social Studies Learning the Language Objective in Order have caused middle and high schools to examine to Teach English Language Learners ways to enhance teacher practice. Disciplinary Laguna Beach 2 literacy coaching helps teachers update their Presenter instruction to address these standards, Linda C. Pacifici, Appalachian State University concentrating on how knowledge is created, Abstract shared, and used in their disciplines. The Conclusions and implications from analysis of a presenters will share a layered approach that pre/post assessment survey and document begins with large-group coaching, then tailors analysis are presented regarding a key support through small-group coaching, and component, the language objective, of a finally focuses on coaching individual teachers. sheltered instruction model for English Language Learners (ELLs) (Short, Hudec, & Breaking a Leg: The Hidden Benefits of Echevarria, 2002). The instructional model is School Theatre Programs on Struggling designed for regular classroom teachers who Readers teach ELLs. Elementary education Newport Beach 2 undergraduate pre-service teachers learn to Presenter determine and implement the multiple James K. Nageldinger, Elmira College components of the language objective when Abstract creating lesson plans using the sheltered The reading experiences of 184 college theater instruction model. majors were investigated to discern possible impacts of school theater and drama programs Exploring Teacher Adaptability in a Face- on struggling readers. Results indicated that the to-Face and Online Undergraduate repeated reading and close reading of scripts Literacy Course was due to involvement in theater and drama Laguna Beach 3 programs that are perceived to have impacted Presenters reading affect and comprehension across the Margaret Vaughn, University of Idaho curriculum. Julie Magelky, Lewis-Clark State College

47 Making a Difference in our Diverse Communities

Saturday, November 7, 12:00 – 12:25 pm Roundtable Discussions

Table 1. Teens for Literacy: A Celebration language learning context changed from EFL to of Student-Led Success ESL. The study compared beliefs reported by the Pacific Ballroom 2 same Korean students who attended a university Presenters freshmen year in Korea and later transferred to a Jaime Coyne, Sam Houston State University university in the USA. The study found the Allen Berger, Armstrong University Korean students reported changes in beliefs. Patricia Wachholz, Armstrong University More Korean students agreed on the importance John Hobe, Armstrong University of learning vocabulary words and translating Abstract from native language to English. In this session, we would like to share the success of our ongoing project, Teens for Table 3. Grit: Passion and Perseverance Literacy, in motivating middle school students for Writing Instruction of Pre-Service toward reading. Unique in design, this literacy Teachers in a Culturally Diverse Clinical endeavor is student-led. Participants are literacy Setting leaders who are promoting reading among peers Pacific Ballroom 2 and are designing and implementing a variety of Presenters reading activities including videos and Sarah Ramsey, Northeastern State University presentations. This project started in 2011 and Amanda Wilson, Oral Roberts University has continued to grow to other school campuses. Abstract Research indicates grit is a dominant predictor Table 2. Investigating Korean University beyond that of intelligence, talent, and physical Students’ Beliefs about Language aptitude (Eskreis-Winkler et al., 2014). In fact, Learning: EFL vs. ESL Contexts recent research promotes grit and its association Pacific Ballroom 2 with long-term educational attainment. Presenters However, little is known about the link between Kay Hong-Nam, Texas A&M University- grit and literacy instruction. For this study, the Commerce researchers explore grit scores and writing Susan Szabo, Texas A&M University-Commerce instruction by pre-service teachers in a diverse Abstract clinical setting. These research findings have This study investigated beliefs about language profound consequences for training pre-service learning of Korean university students as their teachers in literacy instruction.

Saturday, November 7, 12:00 – 1:25 pm Symposium

Understanding the Outcomes of Literacy-Related Educational Legislation and Policy: A Multifaceted Examination of Education Stakeholders. Balboa Bay 2 Presenters Carolyn Walker Hitchens, Ball State University Ashlee Horton, Lander University Nancy Stevens, University of Wisconsin-Whitewater Abstract This symposium will focus on literacy-related educational policy and legislation by considering these areas as multifaceted and multi-dimensional. Legislation and policy has a direct impact on a number of stakeholders including children, parents, teachers and administrators, teacher education, and the greater community. Analysis of current state and national information for each area will be presented, and then results of examination across all areas will be presented and discussed.

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Saturday, November 7, 12:30 – 12:55 pm Sessions

Writing-to-Learn in Middle and High Teaching Text Structure: Examining the School Science Classes: A Review of Affordances of Children’s Informational Research and Methodology Texts Laguna Beach 1 Newport Beach 2 Presenter Presenters Katherine Landau Wright, Texas A&M Cindy D. Jones, Utah State University University Sarah K. Clark, Utah State University Abstract D. Ray Reutzel, University of Wyoming While studies examining writing-to-learn Abstract activities have drawn mixed conclusions, the In this session, we present results of a content prevalence of positive effects is too great to be analysis of the affordances of children’s attributed to chance. Therefore, we should no informational text to serve as models for reading longer be asking if writing-to-learn in science and writing, offer recommendations to increase supports mastery gains, but for whom and when the affordances for model texts, and share a can these gains be realized. This paper consists listing of informational texts that offer increased of two parts that attempt to describe how and for affordances. whom writing-to-learn in science is most successful as well as how to quantify that A Study of Pre-Service Teachers and success. Their Self-Efficacy: Using Adapted Books for Literacy Instruction With Diverse Using Online Video Analysis to Develop Learners Literacy Teacher Expertise Newport Beach 3 Newport Beach 1 Presenters Presenters Robin D. Johnson, Texas A&M University- Connie Briggs, Texas Woman’s University Corpus Christi Pat Watson, Texas Woman’s University L. Kathleen Sheriff, Stephen F. Austin University Abstract Micheal J. Kessner, Mesquite ISD Blended learning provides a powerful context for Jill Culmo, Dallas ISD the development of adaptive expertise via Abstract reflection. Teachers in a master's program Pre-service teachers participated in a mixed engaged in a community of practice by methods research study regarding their self- uploading videos of their teaching as vehicles for efficacy concerning teaching children with individual and group reflection and growth. The disabilities and/or diversity. Upon completion of aim is for teachers to demonstrate growth as training in assistive technology supports, adaptive experts, within each course and across participants adapted books for donation to the the program. local library as a part of a service learning project. The public was invited to attend a story time highlighting the new books. Pre and post self-efficacy data were collected on the preservice teacher participants.

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Saturday, November 7, 12:30 – 12:55 pm Roundtable Discussions

Table 4. Minecraft in the Classroom: An ascertain and synthesize the research on teacher Exploration of 4th Graders’ Figured preparation for content-area literacy instruction Worlds of Literacy and Videogames and evaluate the methodological qualities of the Pacific Ballroom 2 research. The 19 inclusionary studies were Presenter synthesized into themes and categories. Carolyn J. Stufft, Stephen F. Austin State Previously, reviews have primarily focused on University secondary teacher beliefs and attitudes; whereas, Abstract this review provides a broader scope that Videogames are a form of literacy that fosters encompasses K-16/17 pre-service teachers and student interest and engagement in a variety of content-area literacy instruction for the past literate practices (Gee, 2007; Gerber, 2009), half-century. serving as a bridge for in-school and out-of- school literacy practices. This qualitative case Table 6. Developing an Understanding of study focused on a group of ten fourth graders’ Equity Among Literacy Educators reading and discussions of videogame related Pacific Ballroom 2 texts within a book group as part of language Presenter arts instruction. Findings regarding students’ Christine Walsh, Slippery Rock University of figured worlds of literacy will be presented. Pennsylvania Abstract Table 5. Pre-service Teacher Preparation Developing a concept of equity among future and Content-Area Literacy Instruction: A literacy educators is woven into coursework and Systematic Review of the Literature clinical experiences. At the undergraduate level, Pacific Ballroom 2 teacher candidates design literacy activities that Presenters engage students and families in learning. At the Chyllis Scott, University of Nevada graduate level, reading specialist candidates Erin M. McTigue, Texas A&M University enrolled in face-to-face classes provide tutoring Erin Washburn, Binghamton University for 4th-6th grade basketball players in Study Diane M. Miller, University of Houston-Downtown Table for Aspiring Athletes. In on-line classes, Abstract graduate students develop experiences that give Part of a larger research project, this systematic family members strategies and materials to review screened 2,179 articles aiming to extend learning at home.

Saturday, November 7, 12:30 – 1:55 pm

Keys to Preparing ILA/CAEP Reports for Program Writers Balboa Bay 1

Presenters Beverly DeVries, Southern Nazarene University Debra Miller, McDaniel College Kathleen Sanders, Fort Hays State University Diane Kern, University of Rhode Island

Abstract Are you the faculty member who is charged with writing an accreditation report for ILA/CAEP program approval? Lucky you--really! We have an informative and productive session for you here at ALER. Experienced program report writers and reviewers will share up-to-date guidelines, answer frequently-asked-questions, and give you small group and individual time to interact, ask questions, and learn the keys to writing a successful program report. An invaluable booklet filled with resources will be provided to all participants.

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Saturday, November 7, 1:00 – 1:25 pm Sessions

Informational Text Structure: Do You mobile publishing app, Book Creator. The Know What You're Getting Into? technology affordances and ease of publishing Laguna Beach 1 these personalized eBooks provided Presenter Kindergarten readers with a new kind of Tamara Kumar, Utah State University authentic personalized reading experience that Abstract resulted in greater gains in reading achievement. We are using more informational text in classrooms. Teachers need a deep understanding Methods Used to Study Teacher of the informational text structures they need to Adaptations in Literacy Instruction: A teach. If teachers and students do not Literature Review understand the structure of the text, how will Laguna Beach 3 they effectively use such text for teaching? In Presenters this session, we will discuss the importance of Seth A. Parsons, George Mason University informational text structure and an instrument Margaret Vaughn, University of Idaho that has been developed to help teachers teach Roya Q. Scales, Western Carolina University students to identify text structures more Stephanie G. Davis, University of North Carolina accurately and reliably. at Greensboro Melissa Pierczynski, George Mason University iBooks and Digital Language Experience Melissa Gallagher, George Mason University Approach: Powerful Pairing for Emergent Allison Ward Parsons, George Mason University Readers Abstract Laguna Beach 2 Researchers consistently identify teacher Presenter adaptability as an attribute of effective literacy Sheri Vasinda, Oklahoma State University teachers. As researchers interested in teacher Abstract adaptations, we wanted to see how this construct The ubiquity of mobile computer devices with has been studied over the years. This personalized music playlists, newsfeeds, and presentation presents the results of a iBook shelves provides new opportunities for the comprehensive literature review of the methods most personalized reading approach: The used in literacy teacher adaptations research Language Experience Approach. This study since 1975. continues to update Digital Language Experience Approach, or D-LEA, though the

Saturday, November 7, 1:00 – 1:25 pm Roundtable Discussions

Table 1. Writing Tasks in Secondary determine themes in current research on writing Content-Area Classrooms: Implications tasks in content-area classrooms. The protocol Revealed by a Systematic Review of the yielded a corpus of 37 studies that were coded Literature using quality indicators. The qualitative Pacific Ballroom 2 synthesis of studies was organized by categories Presenters and themes to explore how incorporating writing Diane M. Miller, University of Houston- into content-area instruction benefits secondary Downtown students’ learning/ knowledge acquisition. Erin M. McTigue, Texas A&M University Strategy suggestions for secondary content-area Chyllis Scott, University of Nevada teachers to use in the integration of writing into Abstract instruction will be provided. A systematic review screened 2,871 articles to

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Table 2. Online Content Area Literacy online, and compressed courses every year. Courses: Affordances and Limitations of Because there is limited documentation about a Compressed Format online compressed courses, this study explored Pacific Ballroom 2 the affordances and limitations of this format. Presenters Employing qualitative tools, this case study Dana L. Skelley, University of Memphis included 36 students in two 7-week, online, Rebecca S. Anderson, University of Memphis content area literacy courses. During this Duane Giannangelo, University of Memphis roundtable presentation, findings and Abstract recommendations for future classes will be To meet the needs of today’s tech-savvy discussed. students, universities are offering more hybrid,

Saturday, November 7, 1:00 – 1:55 pm Workshop

Sustained Student-Centered Learning: Strategies to Construct Higher Level Knowledge Newport Beach 1 Presenter Michelle Rosen, New Jersey City University Abstract All learning environments combine psychological, pedagogical, technological, cultural, and pragmatic elements. In a student-centered environment, the focus shifts from the person typically delivering new information to the person responsible for learning new information, the student. This workshop will create a student-centered model where participants will actively engage themselves in simulations to learn how to create and facilitate student-centered learning. Along with the content, participants will learn about the process.

Saturday, November 7, 1:30 – 1:55 pm Sessions

Making a Difference in Diverse What’s Hot for 2016 and What Does It Communities Through Approaches to Mean for Our Classrooms? Professional Development Newport Beach 3 Newport Beach 2 Presenters Presenters Jack Cassidy, Millersville University Valerie J. Robnolt, Virginia Commonwealth Stephanie Grote-Garcia, The University of the University Incarnate Word Joan A. Rhodes, Virginia Commonwealth Abstract University This session will examine key topics receiving Abstract attention in 2016 as well as the study’s The presenters will share two approaches they methodology. In addition, practical classroom implemented to provide professional applications for key topics will be discussed. development to K-12 teachers to improve their Participants will receive materials to duplicate teaching of English Language Learners. One the 2016 study in their classes. approach involved the teachers participating in a week-long summer institute. With the second approach, teachers enrolled in a 3-credit graduate course to learn similar content. In both, the teachers were supported in their teaching through follow-up coaching. The pros and cons of each approach will be explored.

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Saturday, November 7, 1:30 – 1:55 pm Roundtable Discussions

Table 4. Using Reading Styles to Enhance Table 5. Print Media & an Alternative Literacy Pedagogy, Phase II Demographic: Text, Topics & Pacific Ballroom 2 Advertisements Being Read Presenters Pacific Ballroom 2 Stephan E. Sargent, Northeastern State Presenter University Larkin Page, Xavier University of Louisiana Melinda L. Smith, Northeaster State University Abstract Meagan Moreland, Northeastern State This presentation offers understanding, via a University content analysis, of text within an alternative Mary Swanson, Northeastern State University newspaper serving a large, urban Abstract gay/lesbian/bi-sexual/transgendered College reading clinics present many challenges community. In the context of this text, for those learning to teach reading. However, advertisements and articles including arts, once candidates were able to identify the entertainment, social, political, money-based reading/learning styles of the child they tutored, topics were investigated giving insight into what they used that information to help plan effective subject matter is being read by this demographic literacy lessons. The children responded that reports indicate have more education, earn positively to the literacy lessons that included more, save more, have less debt and are better instruction matched to their reading styles. prepared for retirement than the average mainstream demographic.

Saturday, November 7, 1:30 – 2:25 pm

J. Alexander Future Leaders in Literacy Dissertation and Master’s Award Presentation Balboa Bay 2

Ginger B. Modla, Co-Chair, La Salle University

Catherine McGeehan, Co-Chair, Kutztown University

The J. Alexander Future Leaders in Literacy Dissertation and Master’s Award recipients will share their research. Please come and learn from our future literacy leaders.

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Saturday, November 7, 2:00 – 2:25 pm Sessions

Use and Perceptions of iPads in the Evidence-Based Argumentation in Classroom: A Survey of One Mid-Western History: The Influence of Multiple State Sources and Modalities Laguna Beach 1 Laguna Beach 3 Presenter Presenter Denise Frazier, Purdue University North Central Michael Manderino, Northern Illinois University Abstract Abstract Although not originally designed for education, This presentation draws on data collected from iPads are quickly becoming coveted in two intact high school classrooms that elementary schools. This study sought to explore participated in an online synthesis task of if, when, and how iPads are being used in K-2 multimodal historical sources. Data sources classrooms. A survey was used to gain included student usefulness and trustworthiness understanding of K-2 teachers’ classroom use ratings of each source and the essays they wrote and perceptions of iPads in the classroom. at the culmination of the reading task. Analysis focuses on the types of sources and modalities of Self-Efficacy of Preservice Teachers’ sources used in their written responses. Literacy Teaching: Integrating Modeling Implications for multiple text synthesis and and Reflection with Content and supports for synthesis are discussed. Pedagogy in a School-Based Setting Laguna Beach 2 Snapshots of Young Children's Emergent Presenters Writing Sara E. Miller, Longwood University Newport Beach 2 Katrina L. Maynard, Longwood University Presenters Abstract Nedra L. Cossa, Armstrong State University This session will explore the results of a mixed Melissa Pierczynski, George Mason University methods study, which documented the changes Abstract in preservice teachers’ self-efficacy when To understand the sociocultural environments exposed to an integration of modeling and influencing young children’s literacy reflection of literacy content and instructional development, it is necessary to explore the pedagogy in an elementary methods course. understandings of influential adults in children’s Additionally, the session will examine the factors lives. This study sought to explore the preservice teachers attributed to the changes in development of a four-year-old’s emergent their self-efficacy of literacy content knowledge writing through her mother’s perspective. and instructional pedagogy.

Saturday, November 7, 2:00 – 2:25 pm Roundtable Discussions

Table 1. Rural Preservice Teachers' remarkably homogeneous group with no Beliefs about ELLs significant differences found based on Pacific Ballroom 2 experience with ELLs or location (rural, urban, Presenters suburban). Karen J Kindle, University of South Dakota Peter A. Kindle, University of South Dakota Table 2. Augmented Reality: Gimmick or Abstract Godsend? This study explores the attitudes and beliefs of Pacific Ballroom 2 traditional undergraduate preservice teachers Presenters enrolled at a rural serving university in the Cheryl Lisa McNair, Texas A&M Kingsville upper Midwest. In contrast to studies suggesting Marybeth Green, Texas A&M Kingsville differences in beliefs based on personal Abstract experience with ELLs, the findings of this study As many students continue to struggle with the indicate that rural preservice teachers are a traditional literacy expectations found in many

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schools, many of these same students appear to Philip J. Tucker, Bloomsburg University be comfortably ensconced in technology with its Abstract own literacy demands. Augmented Reality (AR) As more universities require teacher educators may be one way to address the diverse literacy to engage in online teaching, many courses are needs of students while simultaneously pushed into various designed modes of preparing them for 21st-century technological instruction. Many teacher-educators lack the needs. A systematic, analytical evaluation of preparation to teach online or are less familiar potential AR books and strategies for classroom with the role of instructional design. The session use are needed to ensure educational validity. looks at the professional development and reflective practice from novice to experienced Table 3. Online Teaching: Discovering online teacher educator experiences. Opportunities and Pitfalls Pacific Ballroom 2 Presenters Sheri J. Tucker, University of Arkansas at Little Rock

Saturday, November 7, 2:00 – 2:55 pm Workshop

Workshop Mentoring Student Teachers Using the Gradual Increase of Responsibility Newport Beach 1 Presenter Vicki S. Collet, University of Arkansas Abstract University liaisons and school-based mentors share the important work of mentoring student teachers into the profession. This workshop examines use of the research-based GIR model as a guide for mentoring student teachers. The model recognizes the varying and increasing expertise of student teachers and the need for different mentoring approaches as student teachers increase in confidence. Participants will learn about stages of decreased scaffolding and analyze video of these mentoring moves during this interactive session.

Saturday, November 7, 2:30 – 2:55 pm Sessions

Learning with iPads: High School Improving Online Course Design to Students’ Perspectives Facilitate Collaborative Learning Laguna Beach 1 Laguna Beach 2 Presenter Presenter Michelle R. Ciminelli, Niagara University Shirley Bleidt, Huston-Tillotson University Abstract Abstract There has been a growing movement in schools This study examined online course design to replace traditional textbooks with online tools changes implemented to promote engagement such as iPads. This qualitative study examined through collaborative assignments. The high school students’ perspectives about using participants included 30 undergraduate students iPads as a learning tool. Interviews were enrolled in one content area reading course. conducted with students in grades 9-12 from a Instructional design considerations were local public high school that recently adopted classified under five categories: (a) activity iPads school-wide. Notes and audiotaped data design, (b) technology, (c) group formation, (d) were transcribed. Analysis included annotating team building and processes, and (e) assessment and coding. Themes that emerged were reviewed The findings suggest implications for designing and synthesized. Findings will be presented. online learning experiences that promote engagement, collaboration, and learning for teacher candidates.

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Writing with Choice and Voice: Specialized Literacy Professionals as Identifying Five Major Areas of Children's Literacy Leaders Writing Development and How this Newport Beach 3 Elicits Voice Presenters Newport Beach 2 Diane Kern, University of Rhode Island Presenter Virginia Goatley, University at Albany, State Lyndi Maxwell, Ohio University University of New York Abstract Rita Bean, University of Pittsburgh This study identified five major areas of Abstract students' writing development and illustrated A large-scale national survey of specialized how the interplay of these areas resulted in literacy professionals indicated that respondents voice. Students participated in a writing had multiple responsibilities that include both intervention program 30 minutes per day for 12 instruction of struggling readers and support for weeks, wherein they exchanged bi-weekly letters teachers (Bean, Kern, Goatley, et al., 2015). This with second graders. Students whose writing session will examine current roles of specialized substantially developed, displayed development literacy professionals, suggest guiding principles in (a) text structure, (b) written expression, (c) to design teacher education programs, and audience awareness, (d) written speech discuss implications for state/national policies, (egocentric vs. social and contributing to including the International Literacy Association dialogue), and (e) voice. Standards for Literacy Professionals Revised 2017.

Saturday, November 7, 2:30 – 2:55 pm Roundtable Discussions

Table 4. Collaborative Literacy fable writing. Seventy-five of these students were Instruction in a Diverse Community born in countries outside of the United States. Tutorial Program Students composed fables with morals revealing Pacific Ballroom 2 different themes interpreting life and appeared Presenter influenced by their culture. Students shared Debra J. Coffey, Kennesaw State University their work and their final semester comments. Abstract Findings indicated the fable genre was a Two university classes participated in culturally relevant device to augment collaborative sessions to design and conduct interpersonal relations, cultural understanding, innovative lesson plans for a diverse group of and curricular experience. students in a community tutorial program. This session will focus on the design of the study and Table 6. "Digital Stories" With an the results of their collaboration. We will discuss Informational Twist: Pre-Service resources for collaboration and consider the Teachers, Second Graders, and the impact of the program on the students in the Common Core State Standards community and the teacher candidates. Then, Pacific Ballroom 2 we will discuss implications for classroom Presenter practice. Mary Kallus, Eastern New Mexico University Abstract Table 5. College Students’ Fable Themes This qualitative pilot study conducted in an Influenced by Culture and Region of undergraduate methods pre-service course in a Origin southwestern regional university involved Pacific Ballroom 2 teacher candidates who worked with a second Presenter grade class to research a topic of interest and go Bettina P. Murray, John Jay College of Criminal through the writing and creative process Justice, City University of New York (CUNY) culminating in a digital informational story. Abstract Participants’ process of creation, final products, Culturally, linguistically, geographically diverse and their reactions to the process were college students (n=160) enrolled in college examined. communications courses received instruction in

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Saturday, November 7, 2:30 – 3:55 pm

Reviewing Reading Specialist/Literacy Coach Program Reports for ILA/CAEP Balboa Bay 1

Presenters Diane Kern, University of Rhode Island Angela Rutherford, University of Mississippi Nancy Witherell, Bridgewater State University Helen Abadiano, Central Connecticut State University Divonna M. Stebick, Gettysburg College

Abstract This workshop is designed for training new and experienced ILA/CAEP accreditation report reviewers. This session is also helpful for reading master program faculty writing their accreditation report or revising their program. A resource booklet with up-to-date guidelines for reviewers will be provided.

Saturday, November 7, 2:30 – 3:55 pm

Co-Sponsored Session With the Reading Hall of Fame Laguna Beach 3

What History Still Has to Say About Literacy: Significant Historical Research Prior to 1980

Presenters Victoria J. Risko, Vanderbilt University Rita Bean, University of Pittsburgh Jack Cassidy, Millersville University Linda B. Gambrell, Clemson University Tim V. Rasinski, Kent State University D. Ray Reutzel, University of Wyoming

Abstract Join members of the Reading Hall of Fame to explore what history has to say about literacy. This session will focus on significant historical research prior to 1980.

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Saturday, November 7, 3:00 – 3:25 pm Sessions

Scaffolding the Writing Process for 4th conversations between a teacher leader (TL) and Graders Learning to Write Expository her partner teacher (PT) in an elementary Text school. Key conversations around word study Laguna Beach 1 instruction were videotaped and transcribed to Presenter capture the content of the discussions as well as Melanie Landon-Hays, Western Oregon the verbal supports provided by the TL. Findings University suggest that the teacher leader used different Abstract intensity levels of coaching activities and verbal This presentation describes a unit on writing scaffolds when responding to the needs of the informational text aligned with Science PT. standards that took place in a fourth-grade classroom. The University researcher and a 4th We Need Asian American Children's grade teacher wrote lesson plans together and Literature taught collaboratively, using the IMSCI model to Newport Beach 3 scaffold instruction. The students benefitted Presenter from teacher modeling and from writing Virginia Loh-Hagan, San Diego State University collaboratively. Abstract Via content analyses and qualitative interviews, I Teacher Leadership: What Is the Focus in found an issue with consumption versus These Conversations? production in that teachers and parents are not Laguna Beach 2 consuming Asian-American children's and Presenters young adult literature in a substantial manner Aimee Morewood, West Virginia University despite the fact that the quality and quantity of Angela Icard, Bethany College this genre has positively increased in the past Julie Ankrum, University of Pittsburgh at decade. I will discuss the changing landscape of Johnstown Asian-American children's literature and Allison Swan Dagen, West Virginia University provide copies of my published articles and book Abstract talks. I will discuss CCSS implications. The focus of this study was the nature of the

Saturday, November 7, 3:00 – 3:25 pm Roundtable Discussions

Table 1. The University Based Reading Table 2. Walking Among the Tombstones: Clinic: Creating a Positive and Supportive The Cemetery Writing Prompt Environment for Graduate Students and Pacific Ballroom 2 Children Presenters Pacific Ballroom 2 Maribeth Nottingham, Southeastern Oklahoma Presenter State University Meagan Moreland, Northeastern State Barbara McClanahan, Southeastern Oklahoma University State University Abstract Abstract This case study explored the factors contributing This Elementary Education Language Arts to the creation of a supportive tutoring writing assignment focused on historical writing environment between graduate students and using author's voice rather than a writing children as they embark upon a semester-long mechanics workshop. The pre-service teaching tutoring experience. Information shared will students wrote examples of fictional historical facilitate ideas and suggestions to aid in the journals using an “out-of-the-box” prompt creation of a positive and supportive university designed to give historical writing a voice. The based reading clinic environment. innovative lesson prompt integrates multiple modes of language arts as well as including historical research to promote inquiry-based,

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thought-provoking, and imaginative responses Abstract without strict guidelines for the writing itself. Literacy teacher leaders play a vital role in supporting school-based professional Table 3. Cultivating Diverse Literacy development. Yet, the process of developing Leaders: Creating Professional literacy teacher leaders can be highly complex. Development Opportunities to Maximize This roundtable discussion will share early Teacher Learning findings from a study investigating how a group Pacific Ballroom 2 of literacy teachers from six racially and Presenters ethnically diverse schools engaged in a Jim Lattanzi, New Jersey City University professional development experience focused on Fran Levin, New Jersey City University equipping them to lead and scaffold their Mary McGriff, New Jersey City University colleagues’ standards-based literacy professional Michelle Rosen, New Jersey City University development.

Saturday, November 7, 3:30 – 3:55 pm Sessions

Teacher Candidates: Teaching and Mathematical Vocabulary - Making Learning with Technology to Improve Meaning of the Present by Looking into Literacy Skills and Practices the Past Laguna Beach 1 Newport Beach 1 Presenters Presenters Nance S. Wilson, State University of New York at Shere Salinas, Texas A&M University-Corpus Cortland Christi Dana L. Grisham, National University Dan Pearce, Texas A&M University-Corpus Linda D. Smetana, California State University Christi East Bay Abstract Chris Widdall, State University of New York at This session presents the findings of a historical Cortland analysis of research and scholarly work in the Abstract field of mathematical vocabulary. The body of The affordances of technology present work spanning as far back as the 1880s was opportunities and challenges for literacy examined to determine major trends and topics teachers. While many of our students tend to use that define the field. It is the foundation with technology for social purposes, they need to which contemporary work can be understood. learn to use generative technology for reading, The findings will be presented to provide responding to literature, creating compositions, guidance to future researchers of mathematical and connecting with others in 21st-century vocabulary. classrooms. We reviewed a series of studies with teacher candidates who were tasked with using We Have to Adopt What?!?!: technology for authentic literacy purposes to Recommendations from the Statewide address the learning needs of today’s diverse Reading Instructional Materials and students. Practices Survey Newport Beach 2 Entering Academia: Insights into the Presenters Academic Job Application & Interview Melanie Landon-Hays, Western Oregon Laguna Beach 2 University Presenter Marie LeJeune, Western Oregon University Tami Craft Al-Hazza, Old Dominion University Abstract Charlene Fleener, Old Dominion University This study was conducted across the state of Abstract Oregon and in conjunction with 15 teacher This session is intended for individuals seeking a preparation institutions. Findings from this job in academia. The focus of this session is on study revealed variations in teacher satisfaction helping doctorial students understand how to with mandated curriculum, teacher access to respond to an academic job advertisement and supplemental materials, and effects on teacher to offer insight into the campus interview. instruction throughout the state.

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Abstract A Study of the Writing Attitudes of This session explores preliminary data analysis College Level Students of a sample of more than 500 college students Newport Beach 3 who completed a questionnaire designed to help Presenters them discuss their attitudes toward writing. The Donna Rafter, Holy Family University study is modeled on the Peter Effect studies in Hannah Chai, Wright State University reading ("You cannot give what you do not Lee Welz, Wright State University have") and include sobering observations about Anthony Applegate, Retired Professor the level of our success in conveying to students both the nature and value of writing throughout their school years.

Saturday, November 7, 3:30 – 3:55 pm Roundtable Discussions

Table 4. Are Fourth-Grade Teachers vocabulary and comprehension instruction that Addressing the Content Areas?: A are designed to meet the specific needs of EL Preliminary Examination of the students in mainstream classrooms. We will Instructional Options Available and the describe specific research-based techniques for Time Spent Teaching Science and Social providing effective vocabulary and reading Studies in Today’s Schools comprehension instruction for ELs using Pacific Ballroom 2 informational texts and present strategies for Presenters incorporating these techniques into reading Linda E. Martin, Ball State University methods courses. We will use a variety of John Jacobson, Ball State University informational texts to model research-based, Abstract classroom-tested techniques for improving EL With the recent emphasis on the Common Core children’s comprehension and vocabulary standards and content reading, this study knowledge. reports the preliminary results of an examination of the various instructional options Table 6. Pre-service Educators’ Use of available to fourth-grade teachers and time iPads: Meeting the Diverse Needs of spent weekly as they guide their students’ Struggling Readers learning of two content areas: science and social Pacific Ballroom 2 studies. The preliminary results revealed that Presenters generally, teachers have maintained use of Joan A. Rhodes, Virginia Commonwealth textbooks with some use of technology and other University materials and allow one hour/weekly for each Michael Scott, Virginia Commonwealth subject. University Abstract Table 5. Using Informational Texts to Pre-service educators enrolled in a diagnosis and Develop and Support English Learners’ remediation of reading difficulties course were Reading Comprehension and Vocabulary provided with iPads for the semester. How did Knowledge in General Education they use them to meet the diverse needs of Classrooms struggling readers? Which apps were utilized for Pacific Ballroom 2 professional and personal use? This roundtable Presenters session reports the use of iPads by pre-service Jennifer Gray, Marymount University educators as determined through document Brie Doyle, University of Maryland analysis and instructor observation. Participants Abstract should bring iPads to share app information for This roundtable will explore methods of classroom use.

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J. Estill Alexander Forum for ALER Leaders in Literacy Mary F. Roe Utah State University

Literacy: Reading Redux or Reading Gone?

Saturday, November 7, 4:00 – 5:25 pm Pacific Ballroom 3

Improving the reading achievement for all students (and adults) has long been a national (and international) priority. More frequently than in previous times, literacy replaces reading in framing this goal. In fact, many professional organizations have eschewed reading for literacy (e.g., from the College Reading Association to the Association for Literacy Educators and Researchers; from the National Reading Conference to the Association of Literacy Researchers; and, perhaps most notably, the renaming of the International Reading Association to the International Literacy Association). The highly regarded Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985) and influential National Reading Panel Report (2000) maintained a clear focus on reading. More recent titles of professional texts (e.g., Alvermann, Gillis, & Phelps, 2012) and initiatives (e.g. National Institute for Literacy) put forward literacy. Even the chapter titles in the most recent Handbook of Reading Research (Kamil, Pearson, Moje, & Afflerbach, 2011) use literacy nine times as opposed to zero in the first edition (Pearson, Barr, Kamil, & Mosenthal, 1984). This wavering between terms raises curiosities as to the real differences that accompany the selection of one over the other. Several possibilities arise. Perhaps reading as a concept is simply being restored and revitalized by a wider understanding of it (reading redux). Or, perhaps reading stands in tension with literacy and is perceived as out of touch with the times and risks being supplanted (reading gone). The exploration of these curiosities and possibilities guides this presentation and sets three purposes for it: (1) to explore the varying (and often overlapping) definitions of reading and literacy – seeking to establish their substantive and subtle differences, (2) to consider the implications of selecting one term over another or using them in combination, and (3) to spark questions for future research that would further clarify reading, literacy, and their individual and combined importance for the education of our nation’s youth.

Mary Roe, Professor, is currently head of Teacher Education and Leadership at Utah State University. Her research interests go back to her roots, focusing primarily on understanding the reading demands and teaching practices of middle level students and their teachers.

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ALER Presidential Reception Saturday, November 7, 2015 6:00 – 7:30 pm Balboa Bay

The Presidential Reception is the final conference celebration. Join J. Helen Perkins, outgoing ALER president, and Julie K. Kidd, incoming ALER president, and your colleagues at this informal gathering.

Sunday Events

Event Time Location ALER Town Hall Meeting 9:00 am – 10:25 am Bristol 1

Safe Travels!

ALER Town Hall Meeting Sunday, November 8, 2015 9:00 – 10:25 am Bristol 1

Chairs J. Helen Perkins, University of Memphis Julie K. Kidd, George Mason University David D. Paige, Bellarmine University

Abstract: This session provides ALER members with an opportunity to express their ideas, opinions, and suggestions on current and future ALER practices, needs, and endeavors. Everyone is encouraged to attend.

We look forward to seeing you at the Embassy Suites at Kingston Plantation in Myrtle Beach, SC from November 3 – 6, 2016. Check the ALER website, www.aleronline.org, for information on the 2016 Annual Meeting.

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Presenter Contact Information

Abadiano, Helen Central Connecticut State University Berger, Allen [email protected] Armstrong University [email protected] Addison, Deborah Schreiner University Bintz, William P. [email protected] Kent State University [email protected] Al-Hazza, Tami Craft Old Dominion University Bleidt, Shirley [email protected] Huston-Tillotson University [email protected] Allen, Mary Beth East Stroudsburg University Bock, Evan [email protected] Albany County School District [email protected] Alvarez, Marino Tennessee State University Brandt, Lorilynn [email protected] Utah Valley University [email protected] Anderson, Rebecca S. University of Memphis Briggs, Connie [email protected] Texas Woman's University [email protected] Ankrum, Julie University of Pittsburgh at Johnstown Brown, Lisa [email protected] Utah State University [email protected] Applegate, Anthony Retired Professor Burkey, Linda C. [email protected] University of Mount Union [email protected] Applegate, Mary St. Joseph's University Butaud, Gayle L. [email protected] Lamar University [email protected] Batchelor, Melissa Lewis and Clark Community College Cassidy, Jack [email protected] Millersville University [email protected] Bauserman, Kathryn Indiana State University Chai, Hannah [email protected] Wright State University [email protected] Bean, Rita University of Pittsburgh Chen, YuWen [email protected] Boise State University [email protected] Beaty, Danna Tarleton State University Cimielli, Michelle R. [email protected] Niagara University [email protected] Berg, Helen

Sam Houston State University [email protected]

63 Making a Difference in our Diverse Communities

Clark, Sarah K. Davis-Duerr, Jennifer Utah State University SUNY New Paltz [email protected] [email protected] Cobb, Jeanne B. Davis, Stephanie G. Costal Carolina University University of North Carolina at Greensboro [email protected] [email protected] Coffey, Debra J. Dean, Cherie Kennesaw State University National University [email protected] [email protected] Colato, René Laínez DeGroot, Anne Children’s Book Author and Teacher Ramapo College of New Jersey [email protected] [email protected] Collet, Vicki S. DeVries, Beverly University of Arkansas Southern Nazarene University [email protected] [email protected] Compton-Lilly, Catherine Di Domenico, Paula University of Wisconsin-Madison Leyden District 212 [email protected] [email protected] Cossa, Nedra L. Dinkins, Elizabeth Armstrong State University Bellarmine University [email protected] [email protected] Cox, Donna Donaldson, Tammy Francis Sam Houston State University Del Mar College [email protected] [email protected] Cox, Mae Doyle, Brie Sam Houston State University University of Maryland [email protected] [email protected] Coyne, Jaime Doyle, Thomas Sam Houston State University National University [email protected] [email protected] Culmo, Jill Dredger, Katie Dallas ISD James Madison University [email protected] [email protected] Cutri, Ramona Durham, Patricia Brigham Young University Sam Houston State University [email protected] [email protected] Dagen, Allison Swan Edwards, Patricia A. West Virginia University Michigan State University [email protected] [email protected] Daniel, Mayra C. Elish-Piper, Laurie Northern Illinois University Northern Illinois University [email protected] [email protected] Darmody, Maureen A. Epps, Beverly Florida International University University of Mary Washington [email protected] [email protected]

64 Making a Difference in our Diverse Communities

Errico, Maryann Gardner, Doug Georgia Perimeter College Utah Valley University [email protected] [email protected] Erwin, Robin Garrett, Sherrye Niagara University Texas A&M University-Corpus Christi [email protected] [email protected] Evans, Marianne Gentry, Jim Utah State University Tarleton State University [email protected] [email protected] Evans, Suzanne Giannangelo, Duane National University University of Memphis [email protected] [email protected] Fawson, Parker Gilbert, Susan Utah Valley University National University [email protected] [email protected] Ferrell, Jim Goatley, Virginia Northeastern State University University at Albany-State University of [email protected] New York [email protected] Fine, Joyce C. Florida International University Goff, Maria [email protected] Arizona State University [email protected] Fischweicher, Priva Barry University Goggans, Melinda J. [email protected] Bibb County Public Schools [email protected] Fleener, Charlene Old Dominion University Golden, Freida [email protected] Texas A&M University-Commerce [email protected] Flippo, Rona F. University of Massachusetts Boston Gomez, Jeannette [email protected] Texas A&M University-Corpus Christi [email protected] Flory, Michelle Utah State University Gordon, Jane [email protected] Eastern Michigan University [email protected] Frazier, Denise Purdue University North Central Gray, Jennifer [email protected] Marymount University [email protected] Gallagher, Melissa George Mason University Green, Marybeth [email protected] Texas A&M University-Kingsville [email protected] Gambrell, Linda B. Clemson University Greene, Kiersten [email protected] State University of New York at New Paltz [email protected] Gapp, Susan The University of South Dakota [email protected]

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Grisham, Dana L. Irish, Christy National University George Mason University [email protected] [email protected] Grote-Garcia, Stephanie Iwai, Yuko The University of the Incarnate Word University of Wisconsin-La Crosse [email protected] [email protected] Groth, Lois Jacobson, John George Mason University Ball State University [email protected] [email protected] Hayden, Emily H. Jirard, Stephanie A. University of Nebraska-Omaha Shippensburg University [email protected] [email protected] Helfrich, Sara R. Johns, Jerry Ohio University Northern Illinois University [email protected] [email protected] Hexom, Denise Johnson, Brian Walker National University Southern Illinois University [email protected] [email protected] Hitchens, Carolyn Walker Johnson, Robin D. Ball State University Texas A&M University-Corpus Christi [email protected] [email protected] Hobe, John Jones, Cindy D. Armstrong University Utah State University [email protected] [email protected] Hodges, Tracey S. Jones, H. Jon Texas A&M University Western Illinois University [email protected] [email protected] Hollas, Tori Jorgensen, Alayne Sam Houston State University Alpine School District [email protected] [email protected] Hong-Nam, Kay Joyce, M. Tara Texas A&M University-Commerce Saint Xavier University [email protected] [email protected] Horton, Ashlee Juth, Stephanie Lander University Utah State University [email protected] [email protected] Husband, Terry Kaiden, Ellen Illinois State University Ramapo College of New Jersey [email protected] [email protected] Icard, Angela Kallus, Mary Bethany College Eastern New Mexico University [email protected] [email protected] Ingram, Jacqueline M. Kander, Faryl Sam Houston State University Oklahoma State University [email protected] [email protected]

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Kearney-Edwards, Katina Lattanzi, Jim George Mason University New Jersey City University [email protected] [email protected] Kern, Diane Layton, Kent University of Rhode Island University of Arkansas at Little Rock [email protected] [email protected] Kessner, Micheal J. Leckie, Alisa Mesquite ISD Georgia Southern University [email protected] [email protected] Kidd, Julie K. LeJeune, Marie George Mason University Western Oregon University [email protected] [email protected] Kindall, Heather D. Lenarz, Michelle University of Arkansas Walsh University [email protected] [email protected] Kindle, Karen J. Lenhart, Lisa University of South Dakota University of Akron [email protected] [email protected] Kindle, Peter A. Levin, Fran University of South Dakota New Jersey City University [email protected] [email protected] Klein, Adria Lewis-Spector, Jill St. Mary’s College of California New Jersey City University [email protected] [email protected] Kong, Ailing Lewis-White, Linda St. Joseph's University Eastern Michigan University [email protected] [email protected] Koss, Melanie D. Lisenbee, Peggy Northern Illinois University The University of Tulsa [email protected] [email protected] Krickovich, Susan Loh-Hagan, Virginia Daemen College San Diego State University [email protected] [email protected] Kumar, Tamara Lough, Jessica Utah State University West Virginia University [email protected] [email protected] L'Allier, Susan K. Loveless, DJ Northern Illinois University James Madison University [email protected] [email protected] La Croix, Leslie Magelky, Julie George Mason University Lewis-Clark State College [email protected] [email protected] Landon-Hays, Melanie Magpuri-Lavell, Theresa Western Oregon University Bellarmine University [email protected] [email protected]

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Malloy, Jacquelynn A. McGeehan, Catherine Clemson University Kutztown University [email protected] [email protected] Manderino, Michael McGriff, Mary Northern Illinois University New Jersey City University [email protected] [email protected] Marinak, Barbara A. McNair, C. L. Mount St. Mary's University Texas A&M University-Kingsville [email protected] [email protected] Martin, Linda E. McTigue, Erin M. Ball State University Texas A&M University [email protected] [email protected] Marinez, Elda Merz, Sydney A. University of the Incarnate Word George Mason University [email protected] [email protected] Mascarenhas, Arlene Prinzivalli Milby, Tammy George Mason University University of Richmond [email protected] [email protected] Massey, Susan L. Miller, Debra Western Illinois University McDaniel College [email protected] [email protected] Mathis, Janelle B. Miller, Diane M. University of North Texas University of Houston-Downtown [email protected] [email protected] Matthews, Mona Miller, Lynne D. Georgia State University Florida International University [email protected] lynne.miller@fiu Maxwell, Lyndi Miller, Melinda Ohio University Sam Houston State University [email protected] [email protected] Maynard, Katrina L. Miller, Sara E. Longwood University Longwood University [email protected] [email protected] McAndrews, Stephanie L. Modla, Virginia B. Southern Illinois University-Edwardsville La Salle University [email protected] [email protected] McClanahan, Barbara Mohr, Eric S. Southeastern Oklahoma State University Utah State University [email protected] [email protected] McCoy, Christine Mohr, Kathleen A. J. Dickinson State University Utah State University [email protected] [email protected] McDown, DiAnn Moreland, Meagan University of Central Oklahoma Northeastern State University [email protected] [email protected]

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Morewood, Aimee Parsons, Seth A. West Virginia University George Mason University [email protected] [email protected] Morrison, Susan Pate, Roberta Simnacher Southeastern Oklahoma State University Tarleton State University [email protected] [email protected] Morrison, Timothy G. Patrick, Jennifer Drake Brigham Young University George Mason University [email protected] [email protected] Msengi, Shadrack G. Paxton, Mary Southern Illinois University Shippensburg University [email protected] [email protected] Mulcahy, Cara Pearce, Dan Central Connecticut State University Texas A&M University-Corpus Christi [email protected] [email protected] Murray, Bettina P. Pearce, Tiana McCoy John Jay College of Criminal Justice Kansas State University City University of New York (CUNY) [email protected] [email protected] Peralta, Claudia Nageldinger, James K. Boise State University Elmira College Perkins, J. Helen [email protected] The University of Memphis Newton, Joanna A. [email protected] George Mason University Peterson, Nancy [email protected] Utah Valley University Nilsson, Nina L. [email protected] St. Joseph's University Pettet, Traci [email protected] Sandia Vista Elementary School-Rio Rancho Normand, Paige Public Schools James Madison University [email protected] [email protected] Phillips, Donna Kester Nottingham, Maribeth Niagara University Southeastern Oklahoma State University [email protected] [email protected] Pierczynski, Melissa Pacifici, Linda C. George Mason University Appalachian State University [email protected] [email protected] Pilgrim, Jodi Page, Larkin University of Mary Hardin-Baylor Xavier University of Louisiana [email protected] [email protected] Pletcher, Bethanie C. Paige, David D. Texas A&M University-Corpus Christi Bellarmine University [email protected] [email protected] Ponder, John M.

University of West Georgia [email protected]

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Potter, Jalene P. Robinson, Denise Sam Houston State University George Mason University [email protected] [email protected] Pratt-Fartro, Tamie Robnolt, Valerie J. University of Mary Washington Virginia Commonwealth University [email protected] [email protected] Price, Debra P. Roe, Mary F. Sam Houston State University Utah State University [email protected] [email protected] Quatroche, Diana J. Rohlwing, Ruth L. Indiana State University Saint Xavier University [email protected] [email protected] Rafter, Donna Rose, Garret Holy Family University Utah State University [email protected] [email protected] Ramsey, Sarah Rosen, Michelle Northeastern State University New Jersey City University [email protected] [email protected] Rasinski, Timothy V. Roy-Campbell, Zaline M. Kent State University Syracuse University [email protected] [email protected] Raymond, Roberta D. Rutherford, Angela University of Houston-Clear Lake University of Mississippi [email protected] [email protected] Read, Sylvia Salinas, Shere Utah State University Texas A&M University-Corpus Christi [email protected] [email protected] Reutzel, D. Ray Salzman, James Utah State University Ohio University [email protected] [email protected] Rhodes, Joan A. Sampson, Mary Beth Virginia Commonwealth University Texas A&M University-Commerce [email protected] [email protected] Richard, Veronica Sand, Dianna Concordia University Chicago Holy Family University [email protected] [email protected] Richardson, Lisa K. Sanders, Kathleen University of Alaska Southeast Fort Hays State University [email protected] [email protected] Ricks, Paul Sargent, Stephan E. Salt Lake City School District Northeastern State University [email protected] [email protected] Risko, Victoria J. Sarker, Amie Vanderbilt University University of Dallas [email protected] [email protected]

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Scales, Roya Q. Sias, Christina Western Carolina University Utah State University [email protected] [email protected] Schoeph, Sydnie Sibert, Susan M. Utah State University Indiana University of Pennsylvania [email protected] [email protected] Schumacher, Gail Silver, Lori Northern Illinois University George Mason University [email protected] [email protected] Sciurba, Katie Skelley, Dana L. National University University of Memphis [email protected] [email protected] Scott, Chyllis Slattery, Cheryl A. University of Nevada Shippensburg University [email protected] [email protected] Scott, Michael Smetana, Linda D. Virginia Commonwealth University California State University-East Bay [email protected] [email protected] Sell, Corey Smith, Emmanuella George Mason University University of Central Oklahoma [email protected] [email protected] Senokossoff, Gwyn W. Smith, Lakendra L. Florida International University LAYC Career Academy [email protected] Smith, Melinda Shapiro-Skrobe, Frances Northeastern Oklahoma State University Ramapo College of New Jersey [email protected] [email protected] Soljaga, Dara Sharp, Ann Concordia University Chicage Utah Valley University [email protected] [email protected] Spitler, Ellen Sharp, Laurie A. Metropolitan State University of Denver Tarleton State University [email protected] [email protected] Spleman, Maureen Shaw, Louise J. Saint Xavier University Southern Connecticut University [email protected] Shearer, Ragina Stebick, Divonna M. Denton ISD Gettysburg College [email protected] [email protected] Shellhorn, Bette J. Stephens, Kathy E. Eastern Michigan University LeTourneau University [email protected] [email protected] Sheriff, L. Kathleen Stevens, Nancy Stephen F. Austin State University University of Wisconsin-Whitewater [email protected] [email protected]

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Stiefer, Toni Tyler, Stacy Southeastern Oklahoma State University George Mason University [email protected] [email protected] Stout, Jerry Valadez, Corinne Montalvo Southeastern Oklahoma State University Texas A&M University-Corpus Christi [email protected] [email protected] Stufft, Carolyn J. Valerie, Lynda M. Stephen F. Austin State University Central Connecticut State University [email protected] [email protected] Stumme, Simeon Vasinda, Sheri Concordia University Chicago Oklahoma State University [email protected] [email protected] Sturtevant, Elizabeth G. Vaughn, Margaret George Mason University University of Idaho [email protected] [email protected] Stutzman, Kari Verlaan, Wolfram East Leyden High School University of Alabama in Huntsville [email protected] [email protected] Sullivan, Pamela Wachholz, Patricia James Madison University Armstrong University [email protected] [email protected] Swanson, Mary Wall, Amanda Northeastern State University Georgia Southern University [email protected] [email protected] Szabo, Susan Walsh, Christine Texas A&M University-Commerce Slippery Rock University of Pennsylvania [email protected] [email protected] Tefft, Danielle Ward Parsons, Alliso Texas A&M University-Corpus Christi George Mason University [email protected] [email protected] Thelk, Amy Warner, Joyce V. W. James Madison University Barry University [email protected] [email protected] Thomas, Jen Washburn, Erin East Leyden High School Binghamton University [email protected] [email protected] Thompson, Wally D. Watson, Pat New Mexico Highlands University Texas Woman's University [email protected] [email protected] Tucker, Philip J. Weaver, Joanna C. Bloomsburg University Bowling Green State University [email protected] [email protected] Tucker, Sheri J. Webb, Sandra University of Arkansas at Little Rock Georgia College & State University [email protected] [email protected]

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Welz, Lee Wilson, Nance S. Wright State University State University of New York at Cortland [email protected] [email protected] Weyen, Abby Winn, Mary P. Oklahoma State University Tarleton State University [email protected] [email protected] White, C. Stephen Witherell, Nancy George Mason University Bridgewater State University [email protected] [email protected] Widdall, Chris Wright, Katherine Landau State University of New York at Cortland Texas A&M University [email protected] [email protected] Wilcox, Brad Yaden Jr., David B. Brigham Young University University of Arizona [email protected] [email protected] Williams, Deborah J. Young, Chase Stephen F. Austin State University Texas A&M University-Corpus Christi [email protected] [email protected] Wilson, Amanda Zamborova, Katarina Oral Roberts University Northern Illinois University [email protected]

Statement Regarding ALER Website ALER is committed to using the ALER website, www.aleronline.org, for all normal association membership interactions, including membership communications, announcements, information, records management, applications to serve on the annual conference program committee, submission of proposals for presentations at annual conferences, registration for conferences, and payment of dues and conference fees.