JournalTOCs

Journal of Literacy Research
Journal Prestige (SJR): 1.115

Citation Impact (citeScore): 2
Number of Followers: 13

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1086-296X - ISSN (Online) 1554-8430
Published by Sage Publications

[1176 journals]

Reading Linguistically Diverse Print, Visual, and Digital Texts Across
Physical and Virtual Worlds
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  Authors: Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
  Pages: 99 - 101
  Abstract: Journal of Literacy Research, Volume 56, Issue 2, Page 99-101, June 2024.
  
  Citation: Journal of Literacy Research
  PubDate: 2024-05-09T03:15:49Z
  DOI: 10.1177/1086296X241246404
  Issue No: Vol. 56, No. 2 (2024)
Squeezed in: Writing Instruction Over Time
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  Authors: Chandra L. Alston, Jessica L. Eagle
  Abstract: Journal of Literacy Research, Ahead of Print.
  The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.
  Citation: Journal of Literacy Research
  PubDate: 2024-08-02T04:52:52Z
  DOI: 10.1177/1086296X241266854
Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge
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  Authors: Cristina Rodríguez, Nuria Gutiérrez, Rocío C. Seoane, Desirée González, Sara C. de León
  Abstract: Journal of Literacy Research, Ahead of Print.
  This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants (n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish.
  Citation: Journal of Literacy Research
  PubDate: 2024-04-10T05:53:12Z
  DOI: 10.1177/1086296X241244705
African American Language in Children's Literature
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  Authors: Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis
  Abstract: Journal of Literacy Research, Ahead of Print.
  The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights–themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features used. The results revealed that the reduction of the final g (e.g., thinkin’) was the most prevalent phonological feature. Moreover, phonological features were used more often in slavery-themed texts than in Civil Rights texts. Additionally, the most frequently used AAL grammatical features were negation tense markers (e.g., didn’t and neither) and subject-verb agreement (he listen). Grammatical features of AAL appeared more often in slavery-themed texts than Civil Rights themed texts. Implications for practice include suggestions for selecting, evaluating, and reading the books from this study with students. Implications for research include investigating other AAL features in slavery- and Civil Rights-themed books, authenticating the storylines of slavery- and Civil Rights–themed books, and analyzing other books with AAL that do not use these themes.
  Citation: Journal of Literacy Research
  PubDate: 2024-04-08T06:11:55Z
  DOI: 10.1177/1086296X241244702
Critical Inquiry in (and About) Media Environments: Examining an
Asset-Based Digital Literacy Curriculum
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  Authors: Brady L. Nash
  Abstract: Journal of Literacy Research, Ahead of Print.
  Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.
  Citation: Journal of Literacy Research
  PubDate: 2024-04-02T07:23:35Z
  DOI: 10.1177/1086296X241244700
Temporal Seeing as Visual Literacy
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  Authors: Roger Saul, Julianne Gerbrandt, Casey Burkholder
  Abstract: Journal of Literacy Research, Ahead of Print.
  Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of imagery. For people to bring a commensurate temporal richness to their articulated visual readings, we first highlight the perspectival richness of time and temporality. We next present five precepts that can guide enriched temporal seeing: contextual histories; relational chronologies; internal rhymicity; desequenced and resequenced narrative; and critique and meaning-making. Finally, we suggest that temporal seeing holds a series of educative possibilities for expanding the interpretive frames and perceptual apparatuses of literacy researchers and practitioners.
  Citation: Journal of Literacy Research
  PubDate: 2024-03-29T06:56:10Z
  DOI: 10.1177/1086296X241244682

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