Promoting <scp>Meaning‐Focused</scp> Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms

Thomas, Leiah J.G.; Piasta, Shayne B.; Bailet, Laura L.; Zettler-Greeley, Cynthia M.; Lewis, Kandia

doi:10.1002/trtr.2165

Cited by 2 publications

(1 citation statement)

References 47 publications

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“…(e.g. Ozverir, Osam & Herrington, 2017; Saeidi et al, 2012;Thomas, Piasta, Bailet, Zettler-Greeley & Lewis, 2023). Our findings show that meaning elaboration or negotiation can be initiated by the objects and social actions in meaning-focused instructional activities outside the classroom.…”

Section: Design Of Meaning-focused Instructional Activities From the ...mentioning

confidence: 55%

Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis

Liao,

Lu,

Masters

et al. 2024

ReCALL

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Many studies have demonstrated that teaching a foreign language in settings outside of the classroom can improve the communicative use of the target language. However, many places remain inaccessible to learners due to physical limits of mobility and health, socioeconomic factors, or political or temporal restraints. Our previous studies have shown that telepresence robots are successful in immersing learners in remote places for learning a foreign language. The aim of this study is to analyze, through the theoretical lens of geosemiotics, how dialogic interaction between different semiotic systems emerges within the use of telepresence technology to understand how these systems shape discourse and meaning-making processes. It also considers what instructional strategies support such meaning-making with telepresence robotics, and what meaning-making principles can help improve the design of the robot. Initial findings show that properly planning the use of specific places provides ample opportunity for semiotic systems to shape the instructors’ and students’ meaning-making processes. Future research is needed to address some of the challenges to participants that are related to the design of the robot.

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Section: Design Of Meaning-focused Instructional Activities From the ...mentioning

confidence: 55%

Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis

Liao,

Lu,

Masters

et al. 2024

ReCALL

View full text Add to dashboard Cite

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Re‐Centering Students and Teachers: Voices from Literacy Clinics

Johnson,

Cavendish,

Waller

et al. 2024

The Reading Teacher

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A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices.

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Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms

Abstract: Meaning-focused skills are essential for building young children's comprehension and can be incorporated into current classroom instruction and routines.

Cited by 2 publications

References 47 publications

Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis

Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis

Re‐Centering Students and Teachers: Voices from Literacy Clinics

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