Exploring Early Reading Instructional Strategies to Advance the Print Literacy Development of Adolescent SLIFE

Montero, M. Kristiina; Newmaster, Sharon; Ledger, S.

doi:10.1002/jaal.318

Cited by 23 publications

(12 citation statements)

References 19 publications

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“…Reading outputs differ according to the sociocultural fundamentals of readers (Kristiina et al, 2014); however, the attitude towards reading habit and acquisitions from reading habit are universal and develop as independent from the culture the individuals live in (Broeder and Stokmans, 2013).…”

Section: Introductionmentioning

confidence: 99%

Effect of book reading method upon attitudes of students towards learning and reading habit

Kara¹,

Izci²

2015

Educ. Res. Rev.

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The purpose of this study was to determine the effect of lessons trained through large group discussion method in a classroom environment during 10-15 min at the end of silent book reading activity for the first thirty minutes during a term upon attitudes of students towards learning and reading habit. The research was carried out with totally 89 students including 58 males and 31 females having Effective Communication lesson and studying in the 3rd grade of Adiyaman University, Faculty of Education and Elementary Education Social Sciences Department. For the analysis of obtained data, SPSS 20.00 package program was used. As result of data analysis, it was concluded that Book Reading Method (BRM) positively affected attitudes of students towards learning and reading habit.

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Section: Introductionmentioning

confidence: 99%

Effect of book reading method upon attitudes of students towards learning and reading habit

Kara¹,

Izci²

2015

Educ. Res. Rev.

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“…However, some languages may have a spoken form but no written form (Montero, Newmaster, & Ledger, 2014). In other instances, students may speak more than one language but not be literate in any language.…”

Section: Unique Needs Of Refugee Studentsmentioning

confidence: 99%

“…The research on the educational experiences of refugee students concludes that students struggle in their new educational environments due to experiences of trauma, interruptions in formal education, no prior schooling experience, or poor quality of education (Montero et al, 2014). These factors have contributed to the negative impacts on refugee students' literacy.…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

“…These factors have contributed to the negative impacts on refugee students' literacy. The literature also indicates the struggles of mainstream and ELL teachers who do not feel prepared to support refugee students with the existing classroom curriculum and resources (Miller, Mitchell, & Brown, as cited in Miller, 2009;Montero et al, 2014;Szente et al, 2006).…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

“…Guided reading and running records for literacy development. Montero et al (2014) investigated the need to address gaps in literacy proficiency for adolescent refugee students through the use of early literacy practices. The study included a sample size of 11 refugee students who ranged from ages 14-20.…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

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Experiences of Adolescent Refugee Students Who Attend Afterschool Programs for Literacy Support

Filion

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EXPERIENCES OF ADOLESCENT REFUGEE STUDENTS WHO ATTEND AFTERSCHOOL PROGRAMS FOR LITERACY SUPPORT by Analiza Filion Studies on the academic achievement of refugee students cite continuous underachievement in literacy skills. Due to trauma from fleeing their countries of origin, limited school experiences, and language barriers, refugee students struggle with demonstrating progress in academic achievement. Learning challenges continue to take place when classroom teachers are not equipped with the knowledge, skills, and resources to support students with their unique learning needs. Through the use of a documentary research method, this dissertation investigated the experiences of five adolescent refugee students who attended afterschool programs as an additional resource for developing literacy skills. This study also explored how students perceived safety within the afterschool program environment. Due to the limited studies available based on the viewpoint of the students, this study described the most helpful strategies based on the students' perspectives. Culturally responsive and trauma-informed practices were used as the conceptual lens for this exploratory study. The documentary film Creating Safe Learning Spaces in Turbulent Times was created to illustrate the findings from the research. Caring tutors were identified as a key factor that contributed to students' positive experiences in and perceptions of safe learning environments. v DEDICATION This dissertation is dedicated to my parents, who taught me the value of education, the significance of a strong work ethic, and the importance of treating others with dignity and respect. To my mother, you have always been an inspiration to me, and I will never forget the sacrifices you made so that I could continue my education. Dagiti balakad mo ket agtalinaed to nga agnanayon kaniak: "Edukasyon Iti Tulbek Ti Panagballaigi." I would also like to dedicate this dissertation to my teachers who helped guide me during my young adulthood. Danilo Begonia, Diane Greene, and Gregory Leland, your caring behaviors will always be remembered. I would like to acknowledge my family members, mentors, and colleagues. Gregorio, my husband and best friend, thank you for encouraging me to pursue my dream of attaining a doctoral degree and for your unwavering support and sacrifice while I completed my dissertation. To my son Lorenzo, thank you for your patience and gleeful laughter that always greeted me when we could spend time together. Dr. Robert Gliner, thank you for agreeing to serve as my dissertation chairperson and for believing in me and the purpose of my study. I am eternally grateful for your mentorship, patience, and wisdom. Your reassuring comments helped motivate me to persevere during some of the most challenging times while completing this study. Dr. Carlos Garcia and Dr. David Villegas, I am very appreciative of the valuable feedback and guidance provided to me during the dissertation process and for the constructive conversations during my proposal hearing and disser...

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Refugee Concerns and Students With Interrupted Formal Education ( SIFE )

Gutierrez

2018

The TESOL Encyclopedia of English Language Teaching

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This entry offers a brief historicized and contextualized overview of the unique instructional and non‐academic needs of refugee and asylum‐seeking students with interrupted formal education (SIFE) that are often underserved in US classrooms. SIFE are often identified as a result of several factors such as: not having prior school transcripts or by visible gaps in their education records, demonstrating low literacy levels in their home language(s), and difficulty understanding grade‐level content. SIFE are distinguished from other English language learners (ELLs) due to the short period of time in which they are required to move from a pre‐production or emergent level to achieve secondary grade‐level literacy skills and content knowledge. Pedagogical implications and effective strategies employed by teacher‐scholars are presented.

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Exploring Early Reading Instructional Strategies to Advance the Print Literacy Development of Adolescent SLIFE

Cited by 23 publications

References 19 publications

Effect of book reading method upon attitudes of students towards learning and reading habit

Effect of book reading method upon attitudes of students towards learning and reading habit

Experiences of Adolescent Refugee Students Who Attend Afterschool Programs for Literacy Support

Refugee Concerns and Students With Interrupted Formal Education ( SIFE )

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