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Educating for a Just Society Association of Literacy Educators and Researchers Yearbook, Volume 41 Educating for A Just Society Editors: Alexandra Babino Nedra Cossa Juan J. Araujo Robin D. Johnson Educating For a Just Society The Forty-first Yearbook: A Double Blind Peer-Reviewed Publication of the Association of Literacy Educators and Researchers Co-Editors Alexandra Babino Nedra Cossa Texas A&M University-Commerce Georgia Southern University Juan J. Araujo Robin D. Johnson Texas A&M University-Commerce Texas A&M University-Corpus Christi Editorial Assistant Kathryn Dixon Texas A&M University-Commerce Copyright 2019 Association of Literacy Educators and Researchers Photocopy/reprint Permission Statement: Permission is hereby granted to profes- sors and teachers to reprint or photocopy any article in the Yearbook for use in their classes, provided each copy of the article made shows the author and year- book information sited in APA style. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Association of Literacy Educators and Researchers to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright laws. Address inquiries to the Association of Literacy Educators and Researchers (ALER) April Blakely. ISBN: 978-1-883604-08-0 Table of Contents ALER Officers and Elected Board Members vii Acknowledgements xi Introduction xiii Presidential Address Uncomfortable Conversations: Offering Arab Culture and Arab Literature a Place in the American Classroom Conversation Tami Craft Al-Hazza 1 Research Awards 11 Elizabeth G. Sturtevant Exemplary Article Award Failure is an Option: Making Room for Mistakes in Literacy Teacher Education Sarah Vander Zanden, Beth Buchholz, Nicholas E. Husbye, Julie Rust, & Christy Wessel Powell 13 Dissertation Research Award Exploring the Power of Languages and Literacies of Indigenous Hispanic ELs: A Case Study of Three Ixil Students Luis Javier Pentón Herrera 31 Master’s Research Award Sight Word Acquisition with Students with Speech and Language Impairments Using Integrated Picture Mnemonics Kara Ness 51 2018 Jerry Johns Promising Researcher Award Supporting Language Learners’ Writing in Science Classes: A Review of Research and Methodology Katherine Landau Wright 67 iii iv Educating For a Just Society Service Awards 83 2016 Judy Richardson Award The STARS @ Night Families Shine Brightly: The Results From a Family Involvement Literacy Program Peggy Lisenbee 85 2018 Judy Richardson Award Literacy as a Living Legacy: What Does That Mean to Me? Robin D. Johnson 95 2018 Albert J. Mazurkiewicz ALER Special Services Award Awards Are Products of Teamwork Vicky Zygouris-Coe 99 Socially Just Literacies for the “New Mainstream” 101 The Lived Experiences of Adolescent English Learners: Perceptions of L1 and L2 Proficiencies Kelli Bippert & Andrea Elizondo 103 The Language, Literacy, Cultural Practices of High-quality Middle Schools Katie Walker 129 Meeting the Needs of Early English Learners: A Program for the Comparative Study of U.S. and Italian Pedagogy Joan A. Rhodes, Leslie Bohon, & Susan D. Dudley 151 Language Learning Strategy Use of Chinese University Students in a Korean Context Kay Hong-Nam & Susan Szabo 163 Socially Just Literacy Teacher Education 181 Master Course Design: Equitable Educational Opportunities for Preservice Literacy Educators Jill Tussey & Leslie Haas 183 Clinical Literacy Experiences: Influencing Pre-Service Teachers’ Self-Efficacy & Beliefs Katherine Landau Wright & Susan Massey 193 1:1—The Power of Working with One Child to Develop Child Centered Pedagogy for Literacy Instruction in Teacher Education Kathryn Will-Dubyak 211 Table of Contents v Making Writing Assessment Personal: Implementation of a Revised Writing Inventory in a Reading Diagnosis Course Bethanie C. Pletcher, Jeannette Gomez, & Andrea Elizondo 225 Socially Just Literacy Strategies 253 Reading in the 21st Century: Using Augmented Reality Enhanced Text to Engage Young Readers Rebeca A. Grysko, Vicky Zygouris-Coe, & Melissa Mitchell 255 Relative Contributions of Literal and Inferential Reading and Listening Comprehension to the Reading Comprehension of Narrative and Expository Texts in Middle Grade Students Wolfram Verlaan 273 Instructional Strategies Documented in Text Structure Literature: A Review from 2000-2017 Tracey S. Hodges & Sharon D. Matthews 301 Going Retro: Revisiting Hilda Taba’s Thinking Strategies to Teach Reading Comprehension Kristen Ferguson 323 Small Group, Differentiated Reading Instruction Is Not Used Unless It Is Fully Understood: Apprehension, Opposition, & Toils of Teachers Larkin Page & Jeanne Sutton 339 Writing in Science: Integrating Genre-Based Strategy Instruction Across the Curriculum Zoi A. Traga Philippakos, Leona Williams, Virginia McClurg, Logan Robinson, & Sarah Munsell 353 Using Literature as a Springboard for Math Exploration: Conceptualizing Mathematical Thinking in Early Grades Delilah Ann Gonzales & Ingrid Haynes-Traylor 375 ALER Officers and Elected Board Members ALER Executive Committee President: Connie Briggs, Texas Woman’s University President-Elect: Seth Parsons, George Mason University Vice President: Tammy Francis Donaldson, Del Mar College Past President: Tami Craft Al-Hazza, Old Dominion University Past Past President: David Paige, Bellarmine University Executive Secretary: Ashlee Horton Treasurer/Business Manager: April Blakely, Eastern Kentucky University WebMaster, ex officio member: Ashlee Horton Board of Directors Julie Ankrum, Indiana University of Pennsylvania Sara Helfrich, Ohio University Michael Manderino, Northern Illinois University Robin Pate, Tarleton State University Barbara McClanahan, Southeastern Oklahoma State University Chase Young, Sam Houston State University Division Chairs Adult Learning Division Chair: Chyllis Scott, University of Nevada-Las Vegas Adult Learning Division Chair Elect: Dianna Sand, Holy Family University Teacher Education Division Chair: Patricia Durham, Sam Houston State University Teacher Education Division Chair Elect: Jackie Ingram, Sam Houston State University Clinical Division Chair: Deborah Coffey, Kennesaw State University Clinical Division Chair Elect: Cindy Jones, Utah State University vii viii Educating For a Just Society College Literacy Division Chair: Dianna Sand, Holy Family University College Literacy Division Chair Elect: Deborah Coffey, Kennesaw State University Outgoing Literacy Research and Instruction Editors Adriana L. Medina, University of North Carolina, Charlotte Paola Pilonieta, University of North Carolina, Charlotte S. Michael Putnam, University of North Carolina, Charlotte Jean Vintinner, University of North Carolina, Charlotte Incoming Literacy Research and Instruction Editors Chase Young, Sam Houston State University Bethanie Pletcher, Texas A&M University- Corpus Christi Patricia Durham, Sam Houston State University Kelli Bippert, Texas A&M University- Corpus Christi ALER Yearbook Editors Alexandra Babino, Texas A&M University – Commerce Nedra Cossa, Georgia Southern University Juan J. Araujo, Texas A&M University – Commerce Robin D. Johnson, Texas A&M University – Corpus Christi Literacy News Editors Valerie Robnolt, Virginia Commonwealth Joan Rhodes, Virginia Commonwealth Editorial Board Donna Alvermann, University of Georgia Julie Ankrum, The Ohio University Mary Carmen Bartolini, George Mason University Peggy Daisy, Eastern Michigan University Tiffany A. Flowers, Georgia State University Monica Gordon Pershe, Cleveland State University Dorian Harrison, Belmont University Sara R. Helfrich, The Ohio University Tracey S. Hodges, The University of Alabama Kay Hong-Nam, Texas A&M University – Commerce Arlene Mascarenhas, George Mason University Seth Parsons, George Mason University ALER Officers and Elected Board Members ix Ashley Pennell, Appalachian State University Zoi Philippakos, University of Tennessee, Knoxville Bethanie Pletcher, Texas A&M University-Corpus Christi Sharon Pratt, Indiana University Northwest Roberta D. Raymond, University of Houston-Clear Lake Rachelle S. Savitz, Clemson University Rene Sawatsky, Texas A&M University-Commerce Beth Scullin, University of West Georgia Carolyn Stufft, Berry College Ruth Sylvester, Cedarville University Susan Szabo, Texas A&M University – Commerce Jill Tussey, Buena Vista University Amanda Wall, Georgia Southern University Kathryn Will-Dubyak, University of Maine Farmington Sehyun Yun, George Mason University Wendi Zimmer, Texas A&M University Acknowledgements The editorial team of Alexandra Babino, Nedra Cossa, Juan Araujo, and Robin Johnson are in its third year of heading the publication of the Yearbook. It con- tinues to be a humbling experience to read and curate the multidimensional work of the Association of Literacy Educators and Researcher friends and family. This year was especially sobering, as we reckon and reflect on how we might further leverage literacies and languages for social justice in and beyond the classroom. First, we wish to thank all the authors whose research and practice add perspective and nuance to what counts as literacy for whom; they also illustrate how we can more fully realize our power as literacy educators. As you read, you will see how we center our students and their experiences, “the new mainstream,” (Enright, 2011), as we explore the strategies that may foster dynamic and
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