EDPD MD1Assgn4_TaylorC

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Apr 3, 2024

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1 Perspectives on Literacy Annotated Bibliography Chantre Taylor EDS: Reading, Literacy, & Assessment EDPD 8060: Issues & Trends in Reading & Lit Dr. Ellen B. Scales March 2024

2 Perspectives on Literacy In both the School in Crisis scenario and my past educational setting, a common issue is students not being able to read on grade level. This challenge significantly impacts students' academic performance and overall educational experience. In my previous setting, I encountered students who struggled with reading comprehension, fluency, and vocabulary, which hindered their ability to fully engage with curriculum materials and perform well on assessments. This issue was particularly pronounced in classrooms with diverse student populations, where students came from varying linguistic and socio-economic backgrounds. Students who struggled with reading often faced frustration. To address this issue, strategies such as differentiated instruction, small group interventions, and targeted literacy support programs were implemented in my educational setting. Additionally, collaboration with colleagues, parents, and community resources played a crucial role in providing comprehensive support to students struggling with reading. Despite efforts to address literacy challenges, it remained a persistent issue requiring ongoing attention and innovative approaches. Annotated Bibliography Brabham, B., & Johnson, R. (2018, November 30). Addressing the adolescent literacy crisis: From district design to campus implementation. Texas Association for Literacy Education Yearbook. https://eric.ed.gov/?id=EJ1290816

3 This article delves into the multifaceted nature of the adolescent literacy crisis, providing insights into the root causes and consequences of students struggling with reading comprehension. It examines various strategies and interventions aimed at addressing literacy issues among adolescents. Relevance: The article offers a comprehensive overview of literacy challenges faced by students, which aligns with the issue highlighted in the School in Crisis scenario where students are unable to read. It provides insights into potential causes and solutions, which can inform strategies for addressing similar issues in my educational setting. Improving adolescent literacy: Effective classroom and ... (n.d.). https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf This article explores evidence-based strategies for enhancing adolescent literacy skills, including explicit instruction, vocabulary development, and fostering a culture of reading. It discusses the importance of teacher professional development and collaboration in implementing these strategies effectively. Relevance: The strategies outlined in this article offer practical approaches for improving student literacy, which can be applied in my educational setting to address the issue of students struggling with reading. By incorporating these strategies, educators can create a more supportive environment for literacy development.

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4 Lemov, D. (2016, February 24). Reading reconsidered by Doug Lemov, Colleen Driggs, Erica Woolway - Ebook . Everand. https://www.everand.com/book/300708233/Reading- Reconsidered-A-Practical-Guide-to-Rigorous-Literacy-Instruction This article draws in on research and classroom experience, this book provides practical techniques for teaching literacy across various subjects and grade levels. It emphasizes the importance of close reading, text annotation, and academic vocabulary instruction in fostering deeper comprehension skills. Relevance: The strategies outlined in this book offer actionable insights for improving literacy instruction, which can be particularly beneficial in addressing the issue of students' inability to read effectively. By implementing the techniques described in the book, educators can support students in developing critical reading skills essential for academic success. (PDF) Literacy Research and Instruction Technology Integration ... (n.d.-b). https://www.researchgate.net/publication/329588099_Literacy_Research_and_Instruction_Techn ology_Integration_in_Literacy_Lessons_Challenges_and_Successes This article examines the potential of technology in enhancing literacy instruction, including the use of digital tools for personalized learning, interactive reading experiences, and assessment. It discusses the benefits and challenges of integrating technology into literacy instruction. Relevance: Given the prevalence of digital resources and tools in modern educational settings, this article offers insights into leveraging technology to address literacy issues among students. By incorporating technology-enhanced literacy activities, educators can engage students and provide differentiated support to meet their diverse learning needs.

5 The effect of family literacy interventions on children’s ... (n.d.-c). https://lincs.ed.gov/publications/pdf/lit_interventions.pdf This article reviews research on family literacy interventions aimed at improving children's reading skills by involving parents in literacy activities at home. It discusses the effectiveness of various family literacy programs and their impact on children's literacy outcomes. Relevance: Family involvement plays a crucial role in supporting children's literacy development, particularly for students facing challenges with reading. This article highlights the importance of collaborative efforts between schools and families in addressing literacy issues, offering insights into effective family literacy interventions that can be implemented in my educational setting. Ydesen, C., & Dorn, S. (2022, July 31). The No Child Left Behind Act in the global architecture of educational accountability. History of Education Quarterly. https://eric.ed.gov/?q= %22no%2Bchild%2Bleft%2Bbehind%22&id=EJ1358228 This article No Child Left Behind (NCLB) Act, signed into law by President George W. Bush in 2002, was enacted with the aim of improving the quality of education in the United States by holding schools accountable for the academic progress of their students. Several key reasons contributed to the establishment of the NCLB Act One of the primary goals of NCLB was to address the persistent achievement gap between disadvantaged students, including those from low-income families, minority groups, English language learners, and students with disabilities, and their more affluent peers. By requiring schools to disaggregate student achievement data by various demographic subgroups, NCLB aimed to shine a spotlight on disparities and ensure that all students received equal access to quality education. NCLB

6 introduced a system of standardized testing and established ambitious academic standards in reading, math, and science.

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7 Winograd P., Paris S., & Bridge C., (1991). Improving the assessment of literacy. 45 (2), 108- 116. https://www.jstor.org/stable/20200821 Authored by Winograd, Paris, & Bridge, this article delves into the intricacies of literacy assessment. Winograd and Bridge, esteemed professors at Kentucky University, are joined by Paris, a professor of psychology at Michigan University, in their examination of approaches to enhance literacy assessment. They contend that the progress of education reform is impeded by assessment practices, particularly in the realm of literacy, due to a discord between traditional methods and theoretical frameworks. In their exploration, they aim to scrutinize recent perspectives on literacy assessment and propose specific strategies to harmonize assessment with instructional goals. The authors underscore the imperative for changes in assessment methodologies to align with learning processes and knowledge acquisition. They lament the limitations of traditional literacy assessment, which predominantly focus on decoding, sight word recognition, and comprehension of isolated text fragments, often administered through archaic methods such as shading multiple-choice answers on paper. Disenchanted with these outdated practices, Winograd, Paris, & Bridge advocate for a paradigm shift in assessment, asserting that traditional models fail to capture the multifaceted nature of literacy. Advocating for reform, the authors call for diverse assessment approaches, including analyzing students' work, administering tests, observing literacy tasks, and conducting interviews. They emphasize the importance of obtaining valuable feedback from learners through these alternative methods. Central to their argument is Dr. Gardner's theory of multiple

8 intelligences, which posits that students possess a spectrum of intelligences that should inform assessment practices. Acknowledging the emerging nature of multiple intelligence theory, the authors anticipate further research to support its integration into literacy assessment. In summary, Winograd, Paris, & Bridge advocate for a comprehensive overhaul of literacy assessment practices, emphasizing the need to accommodate diverse learning styles and intelligences. Their insights pave the way for a more inclusive and effective assessment framework that aligns closely with instructional objectives, thereby fostering meaningful educational reform in the realm of literacy Huang S., (2011). Reading further and beyond the text: Student perspectives of critical literacy in EFL reading and writing. 55(2), 145-154. https://www.doi.101002/JAAL.00017 In his article, Huang explores the realm of critical literacy within the context of reading and writing in English as a Foreign Language (EFL). He notes the prevalence of critical reading in literacy education across many countries but expresses concern over the scarcity of research specifically addressing critical literacy in English as a Second Language (ESL) and EFL settings. Huang observes that existing studies tend to focus on the development of critical literacy rather than language skills, prompting him to embark on an investigation into the integration of critical literacy and environmental literacy within an EFL reading and writing course, while also considering students' perspectives on critical literacy. Huang identifies three foundational elements of critical literacy: attitudes towards literacy, engagement strategies with texts, and interaction with the world encompassing language and literacy. He argues that proficient readers

9 possess competencies as codebreakers, meaning makers, text users, and text critics, which empower them to confront the challenges of critical literacy. Through his study, Huang discovers that critical literacy involves engaging with multimodal texts and employing both conventional and critical literacy approaches, all of which can benefit EFL students in their language learning journey. Subban J, E., (2008). Adult literacy education and community development. 15(12), 67-90. https://www.doi.org/10.1300/J125n01_04 Dr. Subban, a distinguished nonprofit administrator renowned for her exceptional leadership qualities, holds a doctorate in Urban and Regional Planning from the University of New Orleans. Currently serving as the interim director of the Office of Service Learning and Community Engagement, she addresses concerns regarding the marginalization of low-literate adults in contributing to community development. Witnessing this level of exclusion firsthand saddens her, prompting her to initiate an investigation into the matter. Through a comprehensive examination employing various lenses and strategies, Dr. Subban explores the integration of adult literacy education into the broader scope of community development. Despite acknowledging the inherent similarities between the two domains, she recognizes the obstacles that must be navigated to effectively address community issues of such magnitude, particularly in economically disadvantaged areas. Leveraging operational, cultural, and critical dimensions of literacy, Dr. Subban endeavors to inspire adult learners to engage in self-reflection and propose viable solutions that foster personal and communal development. Given the multifaceted nature of community development, encompassing aspects such as agricultural and health education, cooperative development, social amenities provision, and

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10 socio-economic infrastructure enhancement, Dr. Subban emphasizes the necessity of collaboration among diverse community members. By promoting collaboration and fostering a culture of continuous learning and innovation, Dr. Subban believes that communities can enhance their capabilities, optimize existing assets, and catalyze transformative initiatives. While ongoing research continues to validate the significance of adult literacy education in community development, Dr. Subban's holistic approach underscores its indispensable role in empowering individuals and communities to thrive and evolve. Birr Moje E., & Lewis C., (n.d.). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. https://www.doi10.1.1.461.7146&rep=1type=pdf The discourse surrounding literacy has remained prominent in recent years, recognizing its pivotal role as a cornerstone of success in today's world. Literacy manifests in various forms, encompassing critical literacy, digital literacy, media literacy, informational literacy, and cultural literacy, among others. While traditionally perceived as the ability to read and write, the concept of literacy has evolved over time, now encompassing the capacity to employ language, numerical concepts, visual imagery, and cultural symbols within a given society. Amidst the ongoing challenge faced by schools in promoting and enhancing literacy among students, scholars like Birr Moje and Lewis have undertaken a focused examination of literacy learning opportunities, particularly emphasizing the significance of critical sociocultural literacy. They assert that the integration of sociocultural and critical perspectives has precipitated a paradigm shift in education over the past decade, emphasizing the need for explicit recognition

11 and intentional utilization of the benefits inherent in this approach. The authors commend the outcomes stemming from the introduction of critical sociocultural literacy, noting its profound impact on the literacy acquisition of children and youth. However, they also highlight the impediments posed by interactions between students and teachers, as well as institutional systems and structures, which often hinder the implementation of critical sociocultural literacy approaches. Rather than succumbing to these challenges, Birr Moje and Lewis advocate for alignment between literacy researchers and theoretical perspectives, emphasizing the indispensable roles of identity, agency, and power in the literacy learning process. Reflecting on their work, the authors contemplate whether they have effectively demonstrated the significance of these factors in shaping individuals' opportunities to learn literacy, underscoring the ongoing need for research and exploration in this critical area. Keefe E. B., & Copeland S. R., (2011). What is literacy? The power of a definition. 36 (3-4), 92- 99. https://www.doi/pdf/10.2511/02749481800824507 Keefe and Copeland both that our beliefs literacy impact our execution as teachers. These professors from New Mexico University argued that based on our beliefs we do or do not provide students the opportunities to learn. With this in mind, it is imperative that educators understand what literacy means and the importance of it in our lives. They expounded that our definition of literacy sets the tone for our teaching and learning and can create biasness as to who we think needs literacy instructions. It also lends itself to the duration we think is needed for participation in literacy in and out of school. This definition extends further than instructional

12 practices and takes root in research and policy, exclaimed the authors. Keefe and Copeland disclaimed that they are suggesting that students with special needs are not capable of learning using the conventional model. It is their opinion that there needs to be a broader definition of literacy. The authors underscored the irony inherent in advocating for a broader definition of literacy while students with special needs are often excluded from reading and writing opportunities within the conventional approach. Keefe and Copeland highlighted the convergence of policy and research perspectives during the instructional phase of practice, emphasizing the need for evidence-based practices in schools. However, they lamented that stakeholders' definitions of literacy often fail to encompass studies that are informative or applicable to individuals requiring support with special needs. Arguing for the expansion of the literacy definition, the authors asserted that this broader perspective would encompass students with special needs, enabling them to develop essential literacy skills and become active participants in their communities. Keefe and Copeland emphasized the vital importance of broadening the literacy definition in the current policy climate, believing that learners with special needs stand to benefit significantly from inclusive practices tailored to their literacy needs. Expressing concern over the exclusion of special needs learners from literacy opportunities based on narrow definitions, the authors stressed the necessity of adopting a definition of literacy that acknowledges and promotes the capabilities of all individuals. They advocated for a paradigm shift towards a definition of literacy that fosters higher expectations, increased access, and inclusive educational opportunities for people of all backgrounds and abilities.

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13 Fenty N. S., & Brydon M., (2017). Integrating literacy and the content curriculum to support diverse learners. 15(2), 225-238. https://www.fulltext/EJ1160659.pdf Fenty and Brydon advocate for the integration of literacy into the content curriculum to support diverse learning in their concise article. They assert that linking literacy with all subject areas is not only feasible but also essential. Emphasizing the importance of comprehension across texts due to their distinct vocabulary and structure, the authors highlight the teachable moments that arise when learners, particularly those with disabilities, encounter challenges with text structure or length. They propose that teachers can provide valuable instructional support by purposefully integrating literacy instruction with content learning. Recognizing literacy skills as foundational to success in various subject areas, Fenty and Brydon argue that adopting this integrated approach can enhance literacy development among diverse learners. They stress the pivotal role of teachers' expertise in facilitating students' success, advocating for professional development opportunities. However, they note a discrepancy between teacher preparation in content literacy instruction and its implementation in the classroom, with insufficient evidence supporting its impact on literacy development. Nevertheless, the authors propose linking teacher training to clinically rich field-based practice, complemented by coursework and collaborative opportunities with peers. They cite research indicating that such an approach resonates with teachers-in-training, serving as a benchmark for their effectiveness as reading instructors. Moreover, evidence suggests that teacher preparation in

14 content literacy fosters collaboration among educators, further supporting the integration of literacy into the content curriculum. Wixon, K. K., and Lipson, M. Y., (2012). Relations between the CCSS and RTI in literacy and language. 65 (6), 387-391. https://doi.org/10.1002/TRTR.01058 In the current educational landscape, there is a myriad of debates surrounding theories and policies concerning learning. Wixon and Lipson (2012) contribute to this discourse by endorsing the Common Core Standards (CCSS) initiative, asserting its potential to positively impact literacy acquisition for all learners. As seasoned professors specializing in reading and assessment, and active directors and researchers in the field, they have authored numerous articles addressing various aspects of literacy, including early reading difficulties, comprehension, and assessment. In their article, Wixon and Lipson (2012) examine the influence of CCSS-ELA on response to intervention (RTI) strategies in language and literacy. They argue that the CCSS- ELA will shape the content of curriculum, instruction, and assessment, thereby significantly influencing RTI approaches in teaching and learning. To ensure success in implementing RTI aligned with CCSS, the authors propose several recommendations. They suggest that Local Education Agencies (LEAs) develop a unified vision for RTI in support of CCSS-ELA and form interdisciplinary teams involving various stakeholders to strategize and execute interventions effectively. Additionally, they advocate for the adoption of a 21st-century framework to equip teachers with the necessary skills to support College and Career Readiness (CCR) skills

15 embedded in CCSS-ELA. Highlighting the importance of teacher training, Wixon and Lipson (2012) assert that educators must receive sufficient training to effectively deliver CCSS-aligned instruction within the RTI framework. They believe that the implementation of these recommendations can lead to a positive impact of CCSS-ELA on RTI interventions in language and literacy for all learners.

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