Technologies, Digital Media, and Reading Instruction

Blanchard, Jay; Farstrup, Alan E.

doi:10.1598/0829.12

Cited by 10 publications

(3 citation statements)

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“…Previous studies of talk moves (Beck et al, 1996; McKeown & Beck, 2004; Michener et al, 2018) have not centered on vocabulary instruction within the context of early-elementary science lessons. Vocabulary instruction within science lessons may be different from vocabulary instruction within ELA lessons due to discipline-specific language and literacy practices (Bravo & Cervetti, 2008; Gotwals et al, 2022; Moje, 2007; Wright, 2020) and instructional practices (Lee et al, 2013; National Academies of Sciences, Engineering, and Medicine, 2021). In this study, we examined VTMs within science instruction to understand how these align with discipline-specific recommendations for vocabulary instruction.…”

Section: Dialogic Talkmentioning

confidence: 99%

“…To our knowledge, only one early-elementary observational study has examined vocabulary instruction outside of ELA instruction (Wright & Neuman, 2014). Given the sheer number of vocabulary words there are to learn (Anderson & Nagy, 1992), the reality that little time is devoted to vocabulary instruction within ELA instruction (Blachowicz, 1987; Nelson et al, 2015; Wanzek, 2014), and the fact that many words have discipline-specific meanings (Bravo & Cervetti, 2008), it is important to understand supports for vocabulary outside of ELA instruction.…”

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confidence: 99%

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Teachers’ Vocabulary Talk in Early-Elementary Science Instruction

Anderson

Wright

Gotwals

2023

Journal of Literacy Research

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The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that the cohort of teachers used considerably more moves for building students’ knowledge of word meanings than for building students’ awareness of words and word learning or for interesting students in words and word learning. Likewise, the cohort used more authoritative moves (teacher telling) than dialogic moves (inviting student exploration and engagement). This study contributes to the field's understanding of the ways that science instruction supports literacy learning and literacy instruction supports science learning in the early-elementary grades. The findings from this study have implications for teacher professional development and policy.

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Section: Dialogic Talkmentioning

confidence: 99%

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confidence: 99%

Teachers’ Vocabulary Talk in Early-Elementary Science Instruction

Anderson

Wright

Gotwals

2023

Journal of Literacy Research

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“…In its focus on issues trending today, reading intricacies become even more apparent, given the increasing uses of digital technology and its applications for new literacies (Leu, Kinzer, Coiro, & Cammack, ). The book presents four stages of digital‐technology use: (1) discovery and experimentation with digital technology; (2) simple adaptation of known strategies to computers; (3) Internet and Web connectivity; and (4) appearance of increasingly sophisticated instances of integration and coordination with the school curriculum and proven strategies of teaching (Blanchard & Farstrup, ). I would further propose that educators are by nature quick learners and inquirers; in my own experiences, I have seen secondary classroom teachers searching and sharing methods of technology usage, including VoiceThread, iPod projects, and webpage construction.…”

Section: Literacy Trends and Issues: What's Hotmentioning

confidence: 99%