Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

Philippakos, Zoi A. Traga

doi:10.1177/00220574221077980

Cited by 5 publications

(3 citation statements)

References 38 publications

(71 reference statements)

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“…This design-based research (DBR) study (Philippakos et al , 2021; Reinking and Bradley, 2008) took place in the USA, in a South Carolina school district and aimed to increase its capacity to support multilingual learning. Researchers of DBR enact a pedagogical intervention to reach a stated goal, study resulting enhancing and inhibiting factors of that intervention and make modifications for progress iteratively.…”

Section: Methodsmentioning

confidence: 99%

“…To analyze data, research has effectively used emergent and a priori coding (Howell et al , 2021; Feredey and Cochrane, 2006). Although the focused codes emerged from the data, we wanted to capture the use of NML skills and their intersection with language-learning core areas described in the WIDA [1] Tech Tools Evaluation rubric (2014): content, context, language and communication and the individual child.…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Multilingual teaching and digital tools: the intersections of new media literacies and language learning

Pennington,

Howell,

Kaminski

et al. 2024

JME

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Purpose Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective. Design/methodology/approach This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)? Findings The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills. Originality/value Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

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Section: Methodsmentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

Multilingual teaching and digital tools: the intersections of new media literacies and language learning

Pennington,

Howell,

Kaminski

et al. 2024

JME

View full text Add to dashboard Cite

show abstract

“…This helps students when they check their own work or when they help a friend with theirs (Traga Philippakos, 2017; Traga Philippakos & Macarthur, 2016). The information from such a rubric can also guide writers in setting goals for revisions of their present papers and for their next one (Traga Philippakos & Voggt, 2023).…”

Section: How Writing and Reading Support One Anothermentioning

confidence: 99%

Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers

Deane,

Traga Philippakos

2024

The Reading Teacher

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This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self‐regulation, both of which are fostered by writing‐for‐reading and reading‐for‐writing tasks. Writing for reading includes prereading tasks, such as analyzing form, topic, audience, and purpose; writing during reading includes tasks such as notetaking; and writing after reading includes tasks such as writing summaries. Reading for writing includes prewriting tasks, such as analysis of task requirements; reading during writing includes tasks such as correcting errors, monitoring for content quality, and searching source texts for needed information; and reading after writing includes tasks such as self‐evaluation and peer review. To illustrate these concepts in a pedagogical context, this article provides practical strategies for integrating reading and writing tasks in the classroom.

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VODcasts' effect on college-level EFL whole-language instruction: a year-long investigation

Mekheimer

2024

Preprint

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The study aimed to assess the impact of video-based training on students' linguistic development using VODcasts. It used an experimental approach with a pretest, posttest, and control group design. The experimental group received instruction through a remedial program incorporating authentic video material and dramatised literary works, while the control group received audio materials. The experimental group showed significant improvements in all language skills, while the control group did not. The results suggest that using real videos to teach language is a successful method, leading to proficient listening, reading comprehension, speaking, and writing skills in the experimental group.

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Teachers’ Use and Modification of Genre-based Reading and Writing Strategies After the Completion of Experimental Research Studies

Cited by 5 publications

References 38 publications

Multilingual teaching and digital tools: the intersections of new media literacies and language learning

Multilingual teaching and digital tools: the intersections of new media literacies and language learning

Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers

VODcasts' effect on college-level EFL whole-language instruction: a year-long investigation

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