The Literacy Needs of Adolescents: What Do Content-Area Teachers Know?

Meyer, Carla K.

doi:10.1080/01626620.2012.743441

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…Qualitative research approach suited the nature of this study as it produced a rich description of the experiences of teachers and students who taught and learnt poetry in the classroom on daily basis. In addition to this, qualitative research lays emphasis "on the concept and perception of people on events of the world" [9]. Furthermore, qualitative research method allowed the researcher a degree of flexibility in the conduct of the study.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ and Students’ Perception of Poetry Teaching and Learning in Class VI of Rangaytung Primary School, Chhukha Dzongkhag

Gangchuk¹

2023

JESBS

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The poetry question of class VI is marked out of 8 both in the mid-term as well as in the annual examination according to the Instructional Guide for English, classes IV-VI, of which the poem should be from outside the prescribed English textbook. After studying the marks scored by 14 students of class VI of Rangaytung Primary School, Chhukha in the annual examination, 2022, more than 75% of the students on average scored below 4 out of 8 in poetry. Therefore, this study found the perception of teachers and students in terms of lack of appropriate content in the selection of poems in the prescribed class VI English textbook. The study also touched on the difficulties faced by teachers and students in the teaching and learning of poetry in the classroom. The participants for the study were selected based on purposive sampling. The study adopted qualitative research design to collect data from the field. Qualitative thematic analysis was used to interpret the collected data. The findings of this study include lack of appropriate content in the selection of poems in the prescribed class VI English textbook. One of the major difficulties that the teachers faced was students’ lack of comprehension skills in poetry because of the lack of poetry reading at school as well as at home. The students also found it difficult to understand the meaning of new words and pronounce difficult words from the poems because of various reasons. Keeping all difficulties aside, the teacher played a crucial role in making poetry learning interesting to the children. Recommendations to subject specialists, curriculum developers and English teachers of class VI are discussed separately towards the end of the fifth chapter.

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Section: Methodsmentioning

confidence: 99%

Teachers’ and Students’ Perception of Poetry Teaching and Learning in Class VI of Rangaytung Primary School, Chhukha Dzongkhag

Gangchuk¹

2023

JESBS

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“…As CCSS became a district focus, the school principal turned to Ms. Rice for leadership. Although she felt confident in teaching literature and guiding students with varied reading abilities, like many English Language Arts teachers (Meyer, 2013), Ms. Rice was less familiar with the principles of teaching reading and had little experience working with disciplinary literacy. Mr. Webber viewed texts as important learning resources and was interested in developing a broader instructional repertoire to meet the needs of students who found reading difficult.…”

Section: Mediating Complex Texts In Practicementioning

confidence: 99%

Mediating Complex Texts in the Upper Grades

Ford‐Connors¹,

Dougherty²,

Robertson³

et al. 2015

J Adolescent & Adult Lit

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Rising expectations for middle grade students to independently read and comprehend complex, discipline‐specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive challenge. This article examines how instruction incorporating these elements promotes students’ comprehension and uses a middle school learning scenario to illustrate how teachers might integrate these elements into their own instruction.

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“…This is in spite of the significant background knowledge and experience, decoding, strategic and meta-cognitive literacy skills required of learners at this level, where they are required to '… analyse and synthesise discipline specific texts, while juggling multiple layers of meaning from multiple points of view that often contrast and conflict' (Jacobs 2008, 15). Despite rapid changes in the conceptualisation and understanding of literacy and literacy practice and exponential growth in the diversity of learners in post-primary schools in recent years, it appears that explicit and focused literacy development is still limited in many subject-focused classrooms in some European countries (EACEA/Eurydice 2011; European Commission 2012) as well in the USA (Meyer 2013), Australia (Faulkner et al 2012) and New Zealand (Fletcher, 2013).…”

Section: Introductionmentioning

confidence: 99%

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

Murphy

Conway

Murphy

et al. 2013

European Journal of Teacher Education

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While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students' literacy learning. Results are discussed in terms of how student teachers' knowledge of literacy in ITE programmes could be reframed, extended and deepened.

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The Literacy Needs of Adolescents: What Do Content-Area Teachers Know?

Cited by 5 publications

References 9 publications

Teachers’ and Students’ Perception of Poetry Teaching and Learning in Class VI of Rangaytung Primary School, Chhukha Dzongkhag

Teachers’ and Students’ Perception of Poetry Teaching and Learning in Class VI of Rangaytung Primary School, Chhukha Dzongkhag

Mediating Complex Texts in the Upper Grades

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

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