Building Literacy Communities. The Thirty-Second Yearbook: A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers

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Sonst. Personen	Szabo, Susan (Hrsg.); Morrison, Timothy (Hrsg.); Martin, Linda (Hrsg.); Boggs, Merry (Hrsg.); Raine, I. LaVerne (Hrsg.)
Institution	Association of Literacy Educators and Researchers
Titel	Building Literacy Communities. The Thirty-Second Yearbook: A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers
Quelle	(2010), (256 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8836-0416-8
Schlagwörter	Tagungsbericht; Literacy Education; Influence of Technology; Reading Comprehension; Reading Instruction; Writing Instruction; Kindergarten; English (Second Language); Second Language Learning; Reading Skills; Fiction; History; Adolescent Literature; Social Studies; Instructional Materials; College Freshmen; Teaching Methods; Reading Strategies; Remedial Reading; Barriers; Needs; Reading Teachers; Self Esteem; Access to Education; Alternative Teacher Certification; Elementary School Teachers; Case Studies; Grade 3; Best Practices; Children; Poverty; Teacher Effectiveness; Academically Gifted; Grade 6; Group Activities; Comparative Analysis; Publications; Readability; Questioning Techniques; Mass Media Use; Middle School Students; Student Attitudes; Self Efficacy; Emergent Literacy + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Fiktion; Geschichte; Geschichtsdarstellung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Gemeinschaftskunde; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Leseförderung; Grundbedürfnis; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Self-esteem; Selbstaufmerksamkeit; Education; Access; Bildung; Zugang; Bildungszugang; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Case study; Fallstudie; Case Study; School year 03; 3. Schuljahr; Schuljahr 03; Child; Kind; Kinder; Armut; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 06; 6. Schuljahr; Schuljahr 06; Gruppenaktivität; Lesbarkeit; Befragungstechnik; Fragetechnik; Mediennutzung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Frühleseunterricht
Abstract	For its 53rd annual meeting, the Association of Educators and Researchers met in Charlotte, North Carolina at the Marriott Charlotte City Center. This year's conference theme was "Building Literacy Communities", which was also used as the title for this year's Yearbook, Volume 32. This organization has long been the home of some of the nation's most notable literacy experts. At the North Carolina conference, these literacy professionals once again engaged individuals in dialogue of the utmost importance through their presentations and informal conversations throughout the conference. The articles included in this volume are representative of these dialogues that can lead to transformation, possibilities, and risk. The articles included in this yearbook are: (1) Kid-Watching, Negotiating, and Podcasting: Imagining Literacy Instruction for the 21st Century (Vivian Vasquez and Jerome C. Harste); (2) What Comes Before Matters in the End! (Mario C. Alvarez and Victoria J. Risko); (3) An Investigation of Writing Instruction and Kindergarten English Learners' Acquisition of Early Reading Skills (Cindy D'On Jones); (4) Bridging Fact and Story: Using Historical Fiction in Middle School Social Studies (Daniel Allbery); (5) College Students' Strategic Reading: Examining Two Teaching Approaches for Summarization Expertise (Bettina P. Murray); (6) Listening to Teachers: Self-Efficacy and Instructional Barriers, Supports, and Needs (Sara R. Helfrich and Paul B. Jantz); (7) Increasing Accessibility to an Alternative Teacher Certification Program: Transitional Needs of Working Adults (Adriana L. Medina and Paloa Pilonieta); (8) Adaptive Teaching: A Case Study of One Third-Grade Teacher's Literacy Instruction (Seth A. Parsons); (9) Best Literacy Practices for Children of Poverty: Implications for Schools, Teachers, and Teacher Preparation Programs (Connie Briggs, J. Helen Perkins and Doris Walker-Dalhouse); (10) An Investigation of Literature Circles and Critical Literacy: Five Zones of Opportunity for High-Ability Students (Lina B. Soares); (11) Reading Demands: A Comparison of Narrative, Expository, and Popular Press Texts (Mary F. Roe, Janine Darragh, HyunGyung Lee, and Sherry Sanden); (12) Teaching Questioning with Media Texts in Middle School Language Arts (Roberta Linder); and (13) Middle School Students' Perceptions: What Teachers Can Do to Support Reading Self-Efficacy (Jeanne Swafford and Vance A. Durrington). A presidential address, "U Can't C What U Don't Know: Crossing Boundaries in Early Literacy Learning" by Mona W. Matthews, is presented. Individual papers contain tables, figures, references and appendices. [For the 2010 yearbook, see ED510148.] (ERIC).
Anmerkungen	Association of Literacy Educators and Researchers. Web site: http://www.aleronline.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10