Literacy Annotations from Dr. Lofflin: 2014

Using formative assessment to improve presentation skills

Patel, P. (2014). Using formative assessment to improve presentation skills. Voices from the Middle, 22(1), 22-29.

How and how not to prepare students for the new tests

Shanahan, T. (2014). How and how not to prepare students for the new tests. The Reading Teacher, 68(3), 184-188.

Uncovering substance: Teaching revision in high school classrooms

Early, J.S., & Saidy, C. (2014). Uncovering substance: Teaching revision in high school classrooms. Journal of Adolescent & Adult Literacy, 58(3), 209-218.

Searching for “truth”: Using children’s nonfiction for social justice and Common Core goals

Enriquez, G., & Shulman-Kumin, A. (2014). Searching for “truth”: Using children’s nonfiction for social justice and Common Core goals. Journal of Children’s Literature, 40(2), 16-25.

A review of the literature on teaching academic English to English Language Learners

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English Language Learners. Review of Educational Research, 84(3), 446-482.

Stories from the past: Using the language experience approach in correctional education ESL

Gardner, S. (2014). Stories from the past: Using the language experience approach in correctional education ESL. Talking Points, 25(1), 19-25.

Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents

Guthrie, J., & Klauda, S.L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.

Common structural design features of rubrics that may represent a threat to validity

Humphry, S. M., & Heldsinger, S. A. (2014). Common structural design features of rubrics that may represent a threat to validity. Educational Researcher, 43(5), 253-263.

Teaching adolescent ELs to write academic-style persuasive essays

Ramos, K. (2014). Teaching adolescent ELs to write academic-style persuasive essays. Journal of Adolescent & Adult Literacy, 57(8), 655-665.

An examination of preservice teachers’ intentions to pursue careers in special education

Zhang, D., Wang, Q., Losinski, M., & Katsiyannis, A. (2014). An examination of preservice teachers’ intentions to pursue careers in special education. Journal of Teacher Education, 65(2), 156-171.

Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving

Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving. Journal of Literacy Research, 46(1), 68-89.

The expanding role of philanthropy in education politics

Reckhouse, S., & Snyder, J.W. (2014). The expanding role of philanthropy in education politics. Educational Researcher, 43(4), 186-195.

Rereading Columbus: Critical multicultural analysis of multiple historical storylines

Botelho, M.J., Young, S.L., & Napp, T. (2014). Rereading Columbus: Critical multicultural analysis of multiple historical storylines. Journal of Children’s Literature, 40(1), 41-51.

Evidence for prosody in silent reading

Gross, J., Millett, A.L., Bartek, B., Bredell, K.H., Winegard, B. (2014). Evidence for prosody in silent reading. Reading Research Quarterly, 49(2), 189-208.

Cooperating teacher participation in teacher education: A review of the literature

Clarke, A., Triggs, V., & Nielsen, Wendy. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202.

How important is teaching phonemic awareness to children learning to read in Spanish?

Goldenberg, C., Tolar, T.D., Reese, L., Francis, D. J. Bazan, A.R., & Mejia-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51(3), 604-633.

Content area vocabulary learning

Fisher, D., & Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67(8), 594-599.

Scaffolding high school students’ reading of complex texts using linked text sets

Elish-Piper, L., Wold, L.S., & Schwingendorf, K. (2014). Scaffolding high school students’ reading of complex texts using linked text sets. Journal of Adolescent and Adult Literacy, 57(7), 565-574.

“Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk

Tolentino, E.P. (2013). “Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk. Language Arts, 91(1), 10-22.

Grade school children’s social collaborative skills: Links with partner preference and achievement

Ladd, G.W., Kochenderfer-Ladd, B., Visconti, K.J., Ettekal, I., Sechler, C. M., & Cortes, K. I. (2014). Grade school children’s social collaborative skills: Links with partner preference and achievement. American Educational Research Journal, 51(1), 152-183.

Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English

Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111.

Words, words, everywhere, but which ones do we teach?

Graves, M.F., Baumann, J.F., Blachowicz, C.L.Z., Manyak, P., Bates, A., Cieply, C., Davis, J.R., & Von Gunten, H. (2014). Words, words, everywhere, but which ones do we teach? The Reading Teacher, 67(5), 333-346.

The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones

Martinez-Roldan, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions

Arya, P., Christ, T., & Chiu, M. (2014). Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions. Journal of Teacher Education, 65(2), 111-127.

Close reading as an intervention for struggling middle school readers

Fisher, D., & Frey, N. (2014). Close reading as an intervention for struggling middle school readers. Journal of Adolescent and Adult Literacy, 57(5), 367-376.

Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education

Thompson, K.D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education. Review of Educational Research, 50(6), pp. 1249-1278.

Educational accommodations for students with behavioral challenges: A systematic review of the literature

Harrison, J.R., Bunford, N., Evans, S.W., & Owens, J. S. (2013). Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research, 83(4), 551-597.

Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5

Silverman, R., Proctor, C. P., Harring, J.R., Doyle, B., Mitchell, M.A., & Meyer, A.G. Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31-55.

Literacy Annotations from Dr. Lofflin

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