A Formative Experiment Investigating Literacy Engagement among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English

Autor/inn/en	Ivey, Gay; Broaddus, Karen
Titel	A Formative Experiment Investigating Literacy Engagement among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English
Quelle	In: Reading Research Quarterly, 42 (2007) 4, S.512-545 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.42.4.4
Schlagwörter	Reading Materials; Intervention; English (Second Language); Reading Instruction; Hispanic American Students; Spanish Speaking; Second Language Learning; Adolescents; Teaching Methods; Reading Motivation; Educational Environment; Culturally Relevant Education; Teacher Qualifications; Grade 7; Grade 8; Writing Instruction; Formative Evaluation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Lesemotivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrqualifikation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schreibunterricht
Abstract	The overarching pedagogical goal of this formative experiment was to facilitate engaged reading and writing in a language arts classroom of seventh- and eighth-grade native Spanish speakers who were assigned to a team composed solely of second-language learners for the entire school year. Fourteen students participated in the study. An intervention was designed to emphasize (a) self-selected reading and (b) whole-class and small-group teacher-directed reading and writing on high-interest topics. Initial assessments of literacy and the use of accessible and culturally diverse reading materials were keys to the instruction. Modifications to the intervention for the whole class are explained and highlighted through the experiences of students. Changes in the instructional environment were noted, and unanticipated effects related to student compliance are described. The results and discussion address the challenges of assessing literacy among second-language learners and the importance of teacher expertise. (Contains 4 tables.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10