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]

Beyond Emergence: Transcending Boundaries Across Literacy Education
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  Authors: Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
  Pages: 3 - 4
  Abstract: Journal of Literacy Research, Volume 55, Issue 1, Page 3-4, March 2023.
  
  Citation: Journal of Literacy Research
  PubDate: 2023-05-10T07:25:54Z
  DOI: 10.1177/1086296X231163424
  Issue No: Vol. 55, No. 1 (2023)
Small Moves: New Teachers’ Perceptions of Authoritative Discourse
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  Authors: Claire Lambert, Joy Myers, Christy Howard, Melissa Adams-Budde
  Abstract: Journal of Literacy Research, Ahead of Print.
  Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-22T08:40:32Z
  DOI: 10.1177/1086296X231163122
Teacher Reports of Secondary Writing Instruction with Deaf Students
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  Authors: Kimberly Wolbers, Hannah Dostal, Leala Holcomb
  Abstract: Journal of Literacy Research, Ahead of Print.
  Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-22T08:13:52Z
  DOI: 10.1177/1086296X231163124
Transborder Literacies of (In)Visibility
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  Authors: Sarah Gallo, Melissa Adams Corral
  Abstract: Journal of Literacy Research, Ahead of Print.
  Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families’ complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families’ literacies, movements, and educational supports across borders and national schooling systems.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:24:30Z
  DOI: 10.1177/1086296X231163127
Teachers’ Vocabulary Talk in Early-Elementary Science Instruction
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  Authors: Blythe E. Anderson, Tanya S. Wight, Amelia Wenk Gotwals
  Abstract: Journal of Literacy Research, Ahead of Print.
  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.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:23:49Z
  DOI: 10.1177/1086296X231163117
Early Childhood Teachers’ Emergent Literacy Data Practices
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  Authors: Rachel E. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta
  Abstract: Journal of Literacy Research, Ahead of Print.
  Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children's emergent literacy skills. A questionnaire was used to confirm and elaborate findings from prior qualitative work (Schachter & Piasta, 2022) investigating U.S. teachers’ emergent literacy data practices. We focused on how teachers gathered data (data gathering), what they learned from those data (data knowledge), and how they used those data in their practice (data use) along with associations between the practices and children's emergent literacy skills. Overall, teachers reported engaging in multiple data practices, often with high levels of knowledge about children's emergent literacy skills. A small set of data practices, related to data gathering and data knowledge, were associated with children's emergent literacy skills. However, there were also some unexpected negative associations between children's outcomes and teachers’ data practices.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:20:03Z
  DOI: 10.1177/1086296X231163116