| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHING LITERACY": |
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Teaching Literacy, 2005.
A discussion as to the most effective ways to teach literacy skills to second grade students.
2,250 words (approx. 9.0 pages), 15 sources, $ 89.95
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Abstract
This paper analyzes fifteen current sources to determine the most effective means to teach vocabulary and reading comprehension. The paper discusses the importance of vocabulary and reading comprehension to literacy, especially at the second grade level. The paper suggests four solutions or strategies to be given to teachers to help teach these topics in a second grade class.
From the Paper
"Review of the Literature Fact-finding It has been noted, in recent literature, that vocabulary development has often been ignored, even when reading comprehension is the aim of the educator. However, research has also continually linked vocabulary familiarity to the greater depths of reading comprehension in students. This is especially crucial in students who are English Language Learners, or primary students who are learning the vocabulary of life. Thus, second grade and other primary educators should analyze methods appropriate for vocabulary instruction. Second grade is a crucial year regarding gains in decisive vocabulary acquisition and reading comprehension. Farkas (2000) denotes that students who have low ability levels in these areas in the second grade are now gaining in maturity and realizing these negative impacts upon themselves. "
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Article Reviews: Teaching Literacy, 2008.
This paper reviews two articles about teaching literacy: Duke et al's 'Authentic Literacy Activities for Developing Comprehension and Writing' and Mary F. Heller's 'Telling Stories and Talking Facts'.
2,170 words (approx. 8.7 pages), 2 sources, APA, $ 67.95
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Abstract
This paper explains that authentic literacy is broadly thought of as reading and writing in a personal narrative format. The author relates that Duke et al in their article 'Authentic Literacy Activities for Developing Comprehension and Writing' reported on their study involving 26 second and third grade teachers to investigate the development of students' ability to comprehend and compose informational and procedural texts in science. The author points out that this research confirmed that language skills acquisition improves in an authentic context rather than through de-contextualized or abstract learning. The paper also tells about a study by Mary F. Heller reported in her article 'Telling Stories and Talking Facts: First Graders' Engagements in a Nonfiction Book Club', which investigated the nature of responses of a small group of girls to see if these responses were grounded in facts learned from the readings or were narrative in nature.
Table of Contents:
Authentic Literacy Activities
Nonfiction Book Club
From the Paper
"Authentic literacy activities as described in this article offer many advantages to a classroom teacher. We all wish to make our classes as interesting and relevant to our students as we possibly can. This definition of authentic writing and reading gives us a way to do this. Most all of us can recall how boring it seemed to mindlessly do worksheets or endless lists of practice exercises. By adding a "real" audience and a "real" purpose can make a writing assignment more meaningful or fun. Whether in graduate school or second grade, most of us would rather understand "why" we have to do an activity." Authentic literacy activities, as defined in this article, help students to understand that "why. Children can see how the skills they are learning are used by adults. In an age where students are subject to a great deal of test-preparation activities, doing something "real" might also be a welcomed break for teachers and students.
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Teaching Literacy, 2007.
This paper is a research proposal, including an extensive literature review, to evaluate the professional development training for teachers of literacy education in a rural school.
10,075 words (approx. 40.3 pages), 29 sources, APA, $ 203.95
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Abstract
This paper explains that effective and continuing professional development for teachers is critical to successful student literacy programs in elementary schools. The author points out that the ability to measure the results of professional development programs and activities designed to improve student literacy achievement is a challenging task. The paper states that the proposed study uses an evaluative research methodology to determine the worth of the product, procedure, program or curriculum, which has been put into place for literacy teaching in rural schools.
Table of Contents:
Introduction
Statement of the Problem
Nature and Significance of the Problem
Literature Review
What Makes an Effective Teacher?
High Expectations
Knowledge
Instructional Knowledge
Classroom Management
Commitment
Motivations and Intensive Interactions as Part of the Teacher's Responsibility
The Interventions
Challenges Facing the Teachers
School Reforms
Assessing the Impact of Professional Development
Research Proposal Objectives
Research Questions
Methodology
Research Instruments
Summary
From the Paper
"In terms of organization, rules and procedures should be developed in conjunction with teaching strategies that help students meet their personal and academic needs. Meanwhile, effective communication is the foundation for good classroom management. Communication skills can be divided into two categories: sending skills (used when speaking to someone) and receiving (techniques for becoming a more effective listener). To successfully communicate, a teacher must learn to do some suggested methods."
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Teaching Literacy Abstract, 2008.
A review of the article "Researchers and Teachers Working Together to Adapt Instruction for Diverse Learners" by D. Fuchs and L.S. Fuchs.
862 words (approx. 3.4 pages), 1 source, APA, $ 30.95
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Abstract
This paper examines how D. Fuchs and L.S. Fuchs' aricle, "Researchers and Teachers Working Together to Adapt Instruction for Diverse Learners", discusses the disconnect between educational research and educational practice that the authors, themselves researchers, contend is widespread in education today. The paper specifically looks at how the authors begin with a literature review, citing numerous studies that not only support this contention but present a range of hypotheses as to why it is occurring and how it may be remedied. The paper also examines how, although the authors reject the criticisms of some that empirical research in education is without value, they note the validity of some of the criticism and illustrate these issues in terms of their own research.
Outline:
Article
Summary
Quotations
Salient Points
Reflections
Application
From the Paper
"While the authors cite a number of strategies in their methodology that are interesting, their idea in regard to "scaling up" of research as the final stage of their process is a very important point (Fuchs and Fuchs 132-33). While a teaching practice has been proven successful in a number of cases, implementing it in a wide range of classroom settings requires considerable effort. For this reason, the authors find that teachers who "self-select" themselves to implement innovations are often the best candidates for this process. Again, this point reinforces the overall sense of "realism" and practicality that defines the authors' methodology."
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Literacy and Web-Based Education, 1998.
A first-person essay of an educator's experiences with, and suggestions for direction in teaching literacy using the world wide web.
2,522 words (approx. 10.1 pages), 17 sources, MLA, $ 76.95
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Abstract
The essay introduces Gayatri Spivak's term "subaltern" to describe those who do not have access to a computer and thus do not have access to the literacies of learning online. It makes the analogy of the world wide web to a post-colonial space -- an area conquered and developed by a certain group, and having the culture of that group imposed upon a larger population, and then having been abandoned by the conquerors, leaving the native group with an artificially grafted and imposed culture which they did not formerly know. The essay describes teaching literacy via the web to those without a computer background as a pedagogy of the oppressed. It cites statistics that show that the web is dominated by the U.S., embraced by Europe, and virtually unused by the vast majority of most of the globe's population. The essay discusses initiatives which might give a voice online to the subaltern. In conclusion, the writer suggests that until the non-western world is embraced by the world wide web, the potential of the web as an influence on global education will remain overlooked.
From the Paper
"Here, though the issues involved are not simple, I want to try to explain the problem in straightforward terms. A number of scholars have demonstrated to us the complexity of access to discourse in learning environments; Lesley Rex, for example, recently completed a dissertation under the direction of Judith Green which uses discourse analysis to explore complications of access in a secondary English classroom. In Rex's study, General students had to learn to take up the spoken and written discourse practices of Gifted and Talented students to learn a rigorous academic curriculum. Imagine, now, if, beyond the issues of gaining opportunities to participate to become proficient identified by Rex, this school classroom was difficult to attend for students, either because they could not afford to participate or because they could not find the support they needed to be successful in their studies once they did manage to enroll. Even more to the point, what if the teacher might not be able to recognize their presence, even when they did attend? "
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The Literacy Debate, 2002.
An examination of the debate by educators over the best methods for teaching reading and literacy skills.
1,105 words (approx. 4.4 pages), 4 sources, APA, $ 38.95
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Abstract
Educators seek effective teaching strategies to improve literacy and general understanding, and those who educate teachers try to emphasize pedagogies that will be valuable and successful. This paper presents the arguments of various educators and their theories are compared and contrasted.
From the Paper
"Martin (1989) discusses writing and teaching writing and raises the question of "the extent to which explicit knowledge about language on the part of the learner is a desirable or a useful thing" (Martin, 1989, v). Martin disagrees with those who believe that language can be dissociated from meaning, a view which would lead to the teaching of language "rules" which does not pay enough attention to meaning "and the critical role of language in the building of meaning" (Martin, 1989, v-vi). Other educators have indicated agreement with this idea."
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Sequencing Literacy Activities, 2005.
A series of steps a teacher might follow when teaching literacy skills.
1,185 words (approx. 4.7 pages), 4 sources, APA, $ 40.95
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Abstract
This paper describes an environmental lesson plan that a teacher might assign to her students with the intention of teaching the students how to comprehend and produce written factual descriptive texts on the subject of the lesson plan using technical vocabulary and a scientific register as described in the syllabus.
From the Paper
"This step of pre-planning highlights how, before even dealing with the class, the teacher sets forth what she wishes to accomplish with her lesson. She knows this might be ahead of where the students are ?at? but she is determined to help them acquire the necessary literacy skills for more academically orientated work."
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Teaching Writing Skills, 2005.
Examines several approaches for the improvement of literacy and writing skills in the educational field.
1,538 words (approx. 6.2 pages), 4 sources, APA, $ 50.95
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Abstract
Most educators today seem to prefer a phonics-based, rather than a holistic language, approach to teaching literacy in the classroom. This paper examines various studies positing the developments of cognitive and behavioralist approaches to literacy and the improvement of writing skills in students and also examines the phonics program as a realistic method of teaching these skills in a contemporary and dynamic in-class structural environment.
From the Paper
"When phonics, on the other hand, is taught with worksheets rather than by teachers articulating the sounds, the sounds of the letters are most often identified using key words, pictures, and even latter names, providing a more broadened base for a variety of different learning styles. This can, however, interfere with and slow down the decoding process when the same letters are needed to spell or read words other
than the one used in these memory keys. ?The shape and form of the letters are really the only picture students require? (Phonics, 2003)."
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Teaching Struggling Children, 2002.
An examination and comparison of two articles - "Teaching Struggling Readers in Elementary School Classrooms" by Anne Duffy-Hester and "A Literacy Lesson Framework for Children with Reading Problems" by Susan Tancock.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper discusses how the assigned articles confront problems associated with teaching children with reading problems and present possible solutions. It shows how Susan Tancock offers a single framework for struggling readers she feels can yield better results by focusing on the children?s individual needs and interests. On the other hand, Anne Duffy-Hester examines the overall situation concerning teachers and struggling children focusing on prevalent problem areas in the field while offering several reading programs she feels are most successful when dealing with students who have reading difficulties.
From the Paper
"The Tancock article seems to be the most helpful as it provides teachers and tutors with tools that could be applied right away. She addresses the problems that struggling readers face and then offers a solution that can be adopted and put to use fairly easily. Tancock begins the article by pointing out that in some cases, the instructions struggling students receive may revolve around the accuracy in ?identifying sounds, letters, and words rather than the construction of reading? (Tancock 130). Another problem she addresses is the fact that some teachers often interrupt a student?s reading rather than encourage them to ?monitor their own reading? (Tancock 130)."
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Technological Literacy, 2002.
A discussion of the growing need for critical computer literacy and its affect on the perception of ?literacy?.
1,920 words (approx. 7.7 pages), 13 sources, MLA, $ 61.95
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Abstract
This paper evaluates computer/technological literacy, the term given to frequent use of modern technologies, especially computers. It examines how with the growing use of computers in the workplace, classroom and home in addition to the Internet coming into common use as a marketplace, bank, library and communications tool, technological/computer literacy has become unavoidable. It discusses how computer literacy affects the notion of literacy itself and if they can be considered one and the same. Literacy at a basic level is considered the ability to read and therefore technology only provides a different medium with which to do so. It concludes that computer literacy is not is not an independent entity, but an extension and an expansion of literacy itself. Questions of the necessity of technological literacy are raised and discussed, and the relationship between "standard" literacy and computer or technological literacy is also analyzed.
From the Paper
"New technologies, especially computers, are now being used personally as well. According to L.D. Labbo, computers are now being utilized in the home for things like ?digital shopping, travel services, studying, mail services, chatting, spiritual counseling, banking, [and] the paying of taxes?? (Labbo, Reinking and McKenna 275). In addition to these functions, the use of technology has increased significantly over the past few years. More people are using cellular phones, ?personal digital assistants? (PDAs), handheld computers and other wireless communication devices. Also, ATM machines are now commonplace, and hardly an urban block exists without one or (more frequently) more cash machines available for quick withdrawals."
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Curricular Change and Literacy, 2008.
A discussion of ways to to improve student literacy through curricular change.
2,490 words (approx. 10.0 pages), 7 sources, APA, $ 75.95
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Abstract
This paper proposes ways to close the literacy gap seizing the current generation of American students, one of the most significant problems facing students, educators and America as a whole. Declining test scores are underlain by declining student aptitudes in reading comprehension and compositional dexterity. As the emphasis on teaching students to understand and enjoy reading is eclipsed by a misappropriated focus on standardized testing and culturally inflexible texts, the actual literacy of students is falling well short of desired national and international standards. The paper maintains that this must be considered at the basis of any effort to change teaching methods. Finally, the paper suggests the change in the reading curriculum should involve instructing students toward literacy, reading comprehension and compositional writing with a focus on the factors of evolving technology and increasingly interconnected cultures.
From the Paper
"The assessments which teachers apply to such evaluative tools will be based on criteria of informational comprehension, the capacity to communicate effectively an understanding of such information and an ability to draw abstractions from the subtext of such material. These three qualities may be considered gauges around which teachers will be expected to determine how well students are being engaged as readers. As Florio-Ruane et al indicate in their 2004 article on literacy instruction, classroom "practice must be planned yet adaptable, responsive to learners' diversity and changing needs." (Florio-Ruane, 198) Thus, the qualitative nature of the three criteria included in this curriculum will be designed to supplement the less-individualistic grading method. With the emphasis on comprehension and communication rather than on simple informational regurgitation, the curriculum here stands to address the problems of cultural barriers as well learning style variations. The discretion of the instructor should be considered an active and flexible part of a concrete program, ensuring that individual student comprehension obstacles are regarded as matters of learning diversity rather than impairment."
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The Importance of Literacy, 2007.
A discussion on the importance of literacy skills, based on the book "Learning to Read and Write" by Frederick Douglass, and the article "The Importance of Literacy and Numeracy Skills" by the Australian Chamber of Commerce and Industry.
901 words (approx. 3.6 pages), 2 sources, MLA, $ 32.95
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Abstract
The paper discusses how, although literacy is not literally a function of slavery as it was when Douglass wrote his narrative, literacy remains a tool of social and political empowerment. The paper explores how individuals with inadequate literacy skills cannot begin to compete in a job market based on information; to run for political office; to read articles or websites. The paper further discusses how literacy bestows on the individual a means of communicating with others, of sharing ideas and debating essential points in the hopes of changing minds and hearts. The paper concludes that, through mastery of the written word, poor and oppressed individuals can challenge the assumptions that guide the dominant culture and create transformation and change just as Douglass did over a century ago.
From the Paper
"Literacy skills are, however, appropriately framed as an economic tool as they are in "The Importance of Literacy and Numeracy Skills." The Australian report represents the mentality of the twenty-first century, when literacy skills allow individuals the opportunity to "compete in the global marketplace (p. 6). Individuals need literacy skills to succeed just as Douglass did, but literacy rates are far higher now than they were in Douglass' age. As a result, citizens of industrialized nations are expected to master reading and writing skills in school."
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"Jamie : A Literacy Story", 2007.
An analysis of the book, "Jamie: A Literacy Story", by Diane Parker.
896 words (approx. 3.6 pages), 0 sources, $ 31.95
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Abstract
The paper discusses how "Jamie: A Literacy Story" is a touching book about teaching others to enjoy reading, and to live life through literacy. The paper examines how the story is about three years in the life of an elementary school teacher who, by chance, has a physically handicapped girl in her kindergarten class, named Jamie. The paper further examines how the teacher takes on the challenge of having Jamie in her classroom, not knowing what to expect, but realizes very early on that Jamie is only physically, but not mentally handicapped. The paper concludes that the writer feels that by applying the methods employed in the story, she believes that her teaching career will undoubtedly help others in learning the value of reading and writing.
From the Paper
"The story reflects on how many other students, parents and the teacher herself were touched by Jamie and her writing. This book will have several impacts on my teaching career. First, it provided numerous real-life examples of teaching activities that can be implemented in the classroom, to instill a true love of reading in the classroom. I also like the journal idea, where the children immediately recorded their thoughts on paper after reading a book or story. This is something that I plan to implement in my teaching career as well."
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Early Childhood Literacy, 2006.
This paper discusses the role of family literacy in early childhood literacy as based on an observation of an Asian family.
770 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
This paper explains that more and more administrators and social theorists are recognizing that culture influences literacy as do societal changes that dictate what knowledge is and how it should be acquired. The author points out that literacy is much more than reading including early experiences such as playing with other children, shopping and even changing the channel on the television. The paper relates that the key is that parents actively engage their children during activities, asking them questions about their activity and encouraging children to communicate their interpretations, feelings and attitudes about various events.
Table of Contents
Observations of Family and Home
Literacy as a Social Practice
Contexts for Learning
Interpretations
From the Paper
"Studies suggest that literacy is a multi-dimensional function and that children who are more literate are more likely to experience multiple forms of literacy in their homes and communicate frequently with members of their household in various ways. Other studies suggest that literacy draws from social practice suggesting that critical literacy is influenced by socio-cultural factors, and that children learn or acquire their literacy ability as they take part in every day social activities and practices including playing, commuting, viewing TV, and engaging in other activities with their families."
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Literacy Perspectives From Jefferson To Now, 2008.
A look at how literacy skills have developed.
1,865 words (approx. 7.5 pages), 24 sources, APA, $ 59.95
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Abstract
This paper discusses the importance of developing literacy skills, as apart from facilitating reading and writing, literacy allows us to make choices and participate fully in society. It provides an overview of the work of educationalists through the years and concludes that due to the importance of this subject literary studies should continue to be carried out.
Outline:
Jefferson, Education and Literacy
Freire, Education and Literacy
Lankshear, Education and Literacy
Henry Giroux, Education and Literacy
Perspectives on Literacy
Conclusion
From the Paper
"Fundamental to the advocacy of literacy as an element of free and democratic societies is Thomas Jefferson's. According to him, there is direct relationship between good governance, responsible citizenship and literacy (Kozol, 1985) This implies that without literacy, governments can not claim that it is effective and neither can its citizens be able to fully participate and become active in society. Literacy is seen as critical to well-being and the ability to become productive. Similar to Socratic views on knowledge, learning and virtue, an illiterate person is not able to develop the knowledge that can bring his enlightenment so that he can live a moral and just life (Freeman & Kassebaum, 1956). Such a view also suggests that literacy is an agent of social progress and the vehicle for social justice, liberty and democracy."
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