Reading Instruction in Secondary English Language Arts Classrooms

Lawrence, Salika A.; Rabinowitz, Rosanne; Perna, Heather

doi:10.1080/19388070802226279

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…It reinforces different demands and abilities of language learners in the cooperative setting of project work (Lawrence, 1997).…”

Section: ➢ Integrates Skillsmentioning

confidence: 70%

Enhancing Language Development through Project-Based Learning: A Literature Review

2023

CJLLS

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Project-based learning is a constructivist method of instruction that helps students develop their social skills, problem-solving abilities, and higher-level subject knowledge as they work through real-world problems. Language education could greatly benefit from project-based language learning since it could make language instruction interesting and relevant. Project-based learning has the potential to offer English language learners opportunities for both integrated language learning and comprehensible output. The purpose of this study is to evaluate the effects of projectbased learning on students' development of proficiency in the English language as well as their perceptions of it.

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“…It reinforces different demands and abilities of language learners in the cooperative setting of project work (Lawrence, 1997).…”

Section: ➢ Integrates Skillsmentioning

confidence: 70%

Enhancing Language Development through Project-Based Learning: A Literature Review

2023

CJLLS

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“…In addition, the parents could have Andrew work on sample tests at home as well. The time spent on learning to take tests should be directed to the development of high-order critical thinking and literacy skills as the mastery of these skills is key to succeed in life in the 21 st century (Lawrence, Rabinowitz, & Perna, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Standardized tests are generally regarded as providing effective evidence for evaluating children's reading achievement. However, in real classroom environments, many practice teachers struggle with the claim that high-stakes tests are the most accurate indicator of children's literacy achievement (Lawrence, Rabinowitz, & Perna, 2009;White, Sturtevant, & Dunlap, 2003). A primary teacher in the Los Angeles area, found that one of her students ranked at a very low percentile in the reading section on the standardized test.…”

Section: Introductionmentioning

confidence: 99%

Using Reading Inventory as a Learning Tool

Guo¹

2012

ELT

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Standardized testing is widely utilized to determine the levels of children’s learning achievement. There has been a constant debate on how accurately standardized tests reflect children’s achievement. Many practice teachers struggle with teaching to the test to meet the national criteria. An elementary teacher questioned the accuracy of the standardized test and worked with the researcher to seek an alternative form of reading assessment to determine the student’s reading level. The researcher utilized reading inventory, student’s learning records, teacher’s and student’s feedback, and a parental conference to inquire into the issue. The results revealed that although the child was categorized as a low-level reader, the child was a capable reader, only that he read too quickly and tended to miss details of the information he was reading. He adopted reading strategies to assist his reading. This study demonstrated that alternative assessing can be a valuable learning tool for teachers and students.

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“…In this form of oral reading, a teacher vocalizes a written text to students. Teacher read-alouds have been documented through survey research (Albright and Ariail, 2005;Ariail and Albright, 2005); teacher self-reports (Richardson, 2000;Lawrence et al, 2008) and qualitative studies of secondary classrooms (Athanases and de Oliveira, 2014;Brooks, 2015Brooks, , 2016Frankel, 2017;Ivey, 1999). The instruction depicted in the most detailed descriptions of teacher read-alouds in secondary school (Dreher, 2003;Gallagher, 2012;Rief, 2000;Watanabe, 2008) is consistent with many of the characteristics of "effective interactive" read-alouds (Fisher et al, 2004, p. 10).…”

Section: The How Of Oral Readingmentioning

confidence: 94%

Oral reading: practices and purposes in secondary classrooms

Brooks

Frankel

2018

ETPC

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Purpose: We investigate teacher initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach: In this qualitative cross-case analysis, we use a literacy-associal-practice perspective to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings: Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers' purposes for utilizing oral reading varied depending on teachers' pedagogical philosophies, instructional goals, and contextual constraints. During oral reading, students' opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Implications: Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students; and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value: This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school, and teachers' purposes for using oral reading in their instruction. As a result, it contributes new knowledge that can support educators in creating more equitable instructional environments.

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Reading Instruction in Secondary English Language Arts Classrooms

Cited by 6 publications

References 13 publications

Enhancing Language Development through Project-Based Learning: A Literature Review

Enhancing Language Development through Project-Based Learning: A Literature Review

Using Reading Inventory as a Learning Tool

Oral reading: practices and purposes in secondary classrooms

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