Literacy can act as a barrier to learning science for young adults. One in ten Irish primary school children cannot read or write properly, increasing the likelihood they will not progress to higher levels of science. The Science IDEAS model integrated science, reading, and writing lessons and found students significantly outperformed peers in science and reading achievement. Several studies found that learning the language used in science, through reading, writing, and discussion, is important for understanding concepts and developing scientific literacy. Observations of teachers showed some acknowledge difficulties students may face and allow time for note-taking and questions.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
I have always used Thematic and Integrated planning in
teaching students from K-3 because it’s simple, and it
allows for me to plan for all subject areas and focus on the
Curriculum and School requirements to meet the varying
educational needs and abilities of my students. This
approach can be utilised in all year levels and provides
valuable time for assessment scheduling.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
I have always used Thematic and Integrated planning in
teaching students from K-3 because it’s simple, and it
allows for me to plan for all subject areas and focus on the
Curriculum and School requirements to meet the varying
educational needs and abilities of my students. This
approach can be utilised in all year levels and provides
valuable time for assessment scheduling.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
CHAPTER 14Psychology of Literacy and Literacy InstructionEstelaJeffery653
CHAPTER 14
Psychology of Literacy and Literacy Instruction
MICHAEL PRESSLEY
333
EMERGENT LITERACY DURING
THE PRESCHOOL YEARS 334
Emergent Literacy 334
Phonemic Awareness 336
FIRST GRADE AND THE PRIMARY YEARS 337
Word Recognition 337
Teaching Primary-Level Students to
Sound Out Words 338
Reading Recovery 339
Studies of Exceptional Primary-Level Teachers 340
Summary 342
COMPREHENSION 343
Fluent Word Recognition 343
Vocabulary 343
Comprehension Strategies 343
Summary 344
WRITING 344
ENCOURAGING ADULT LITERACY 346
Basic, Word-Level Difficulties 346
Comprehension Difficulties 346
Writing Difficulties 347
Summary 348
CLOSING COMMENTS 348
REFERENCES 348
When first asked whether I could prepare a chapter summa-
rizing literacy research, my initial response was that the
request was impossible. What came to mind immediately
were the three volumes of the Handbook of Reading Re-
search (Barr, Kamil, Mosenthal, & Pearson, 1991; Kamil,
Mosenthal, Pearson, & Barr, 2000; Pearson, Barr, Kamil, &
Mosenthal, 1984), the most prominent compendiums of read-
ing research, which collectively include 3,000 pages to sum-
marize just reading research (although some writing research
found its way into those volumes).
Even more daunting than just the volume of research, how-
ever, is its diversity. From a methodological perspective, there
are experimental and correlational traditions in literacy studies.
In recent years, however, such traditional and quantitative ap-
proaches have been supplanted largely by more qualitative
methods, including ethnographies (Florio-Ruane & McVee,
2000), verbal protocol analyses (Afflerbach, 2000; Pressley &
Afflerbach, 1995), narrative approaches (Alvermann, 2000),
and single-subject designs (Neuman & McCormick, 2000).
Conceptually, literacy at one time was primarily seen from
a behavioral perspective, with such behaviorism yielding to
cognitivism in the 1970s and 1980s. Although there is still
much cognitive study of reading, sociocultural emphasis in
the field has been increasing, beginning in the 1990s and mov-
ing into the twenty-first century (Gaffney & Anderson, 2000).
Literacy is also a decidedly international field of study;
exciting ideas have come from Australia and New Zealand
(Wilkinson, Freebody, & Elkins, 2000), the United Kingdom
(Harrison, 2000), Latin America (Santana, 2000), and in-
creasingly from former Iron Curtain countries (Meredith &
Steele, 2000). Although much of literacy instruction has
been and remains focused on kindergarten through Grade 12
instruction, in recent decades a great deal of work has been
done on literacy development during the preschool years
(Yaden, Rowe, & McGillivray, 2000) as well as research ex-
tending into the college years (Flippo & Caverly, 2000) and
beyond (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Also,
there has been a clear shift away from thinking about literacy
as a development that occurs purely in the schools; it is now
conceived as more an acquisition that o ...
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
English as a Second Language A Reflective Review of Policiesijtsrd
The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL English for Speakers of Other Languages students in the United States has been the subject of a lot of research, although its typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classrooms most fundamental limitations Educators may primarily work in small groups, emphasising word knowledge as well as oral reading classic educational discourse patterns may well be incompatible with common home discourse patterns and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient. Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/52772/english-as-a-second-language-a-reflective-review-of-policies/dr-dinesh-kumar
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
CHAPTER 14Psychology of Literacy and Literacy InstructionEstelaJeffery653
CHAPTER 14
Psychology of Literacy and Literacy Instruction
MICHAEL PRESSLEY
333
EMERGENT LITERACY DURING
THE PRESCHOOL YEARS 334
Emergent Literacy 334
Phonemic Awareness 336
FIRST GRADE AND THE PRIMARY YEARS 337
Word Recognition 337
Teaching Primary-Level Students to
Sound Out Words 338
Reading Recovery 339
Studies of Exceptional Primary-Level Teachers 340
Summary 342
COMPREHENSION 343
Fluent Word Recognition 343
Vocabulary 343
Comprehension Strategies 343
Summary 344
WRITING 344
ENCOURAGING ADULT LITERACY 346
Basic, Word-Level Difficulties 346
Comprehension Difficulties 346
Writing Difficulties 347
Summary 348
CLOSING COMMENTS 348
REFERENCES 348
When first asked whether I could prepare a chapter summa-
rizing literacy research, my initial response was that the
request was impossible. What came to mind immediately
were the three volumes of the Handbook of Reading Re-
search (Barr, Kamil, Mosenthal, & Pearson, 1991; Kamil,
Mosenthal, Pearson, & Barr, 2000; Pearson, Barr, Kamil, &
Mosenthal, 1984), the most prominent compendiums of read-
ing research, which collectively include 3,000 pages to sum-
marize just reading research (although some writing research
found its way into those volumes).
Even more daunting than just the volume of research, how-
ever, is its diversity. From a methodological perspective, there
are experimental and correlational traditions in literacy studies.
In recent years, however, such traditional and quantitative ap-
proaches have been supplanted largely by more qualitative
methods, including ethnographies (Florio-Ruane & McVee,
2000), verbal protocol analyses (Afflerbach, 2000; Pressley &
Afflerbach, 1995), narrative approaches (Alvermann, 2000),
and single-subject designs (Neuman & McCormick, 2000).
Conceptually, literacy at one time was primarily seen from
a behavioral perspective, with such behaviorism yielding to
cognitivism in the 1970s and 1980s. Although there is still
much cognitive study of reading, sociocultural emphasis in
the field has been increasing, beginning in the 1990s and mov-
ing into the twenty-first century (Gaffney & Anderson, 2000).
Literacy is also a decidedly international field of study;
exciting ideas have come from Australia and New Zealand
(Wilkinson, Freebody, & Elkins, 2000), the United Kingdom
(Harrison, 2000), Latin America (Santana, 2000), and in-
creasingly from former Iron Curtain countries (Meredith &
Steele, 2000). Although much of literacy instruction has
been and remains focused on kindergarten through Grade 12
instruction, in recent decades a great deal of work has been
done on literacy development during the preschool years
(Yaden, Rowe, & McGillivray, 2000) as well as research ex-
tending into the college years (Flippo & Caverly, 2000) and
beyond (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Also,
there has been a clear shift away from thinking about literacy
as a development that occurs purely in the schools; it is now
conceived as more an acquisition that o ...
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
English as a Second Language A Reflective Review of Policiesijtsrd
The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL English for Speakers of Other Languages students in the United States has been the subject of a lot of research, although its typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classrooms most fundamental limitations Educators may primarily work in small groups, emphasising word knowledge as well as oral reading classic educational discourse patterns may well be incompatible with common home discourse patterns and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient. Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/52772/english-as-a-second-language-a-reflective-review-of-policies/dr-dinesh-kumar
1. Literacy as a Barrier to Science Learning
Introduction
I have chosen to research how literacy can act as a barrier towards young adults learning
science. Literacy, as defined by the Oxford English Dictionary, is the ability to read and write.
One in ten children in Ireland leave primary school without being able to read or write
properly with this number increasing to one in three in disadvantaged areas (11). Thus the
likelihood of these children progressing to a high science level in secondary school is
unlikely. Ireland has no national level literacy policy (11) and in 2009 the Children’s Rights
Alliance submitted a document outlining the lack of this policy and how literacy is the key
aspect to the underachievement seen in second level (11). The department of education has
outlined a national strategy to improve literacy and numeracy starting early and running
right through until the end of second level. It depends on schools setting goals and
monitoring the progress of their students achievements as well as input and help from
parents (12).
Singer (2003) provides us with another definition of literacy as ‘the ability to
participate in a conversation with a level of competence and confidence’ (9). This definition
of literacy incorporates speech. This in itself could be considered another barrier.
Furthermore The American Association for the Advancement of Science (AAAS) defines
scientific literacy as the required “understandings and habits of mind that enable citizens….
to make some sense of how the natural and designed worlds work, to think critically and
independently…” (9).
Research
When researching literacy in science I found there was a much greater focus at primary level
and mainly in the UK and America. It was much more difficult to find specific research for
second level. However I feel a lot of this could be transferred to junior cycle second level
especially for first years seeing how they are just out of primary school. At primary school if
children present with literacy difficulties they are usually helped with extra reading/writing
lessons, but in my experience of teaching so far this is less so at second level.
Romance and Vitale came up with the science IDEAS model. This model was
designed to accelerate student achievement in science, reading comprehension and writing.
The paper I reviewed deals with this science IDEAS model in America for children aged
between 8-11 years. In school the children would have normally received 30 minutes 2-3
times a week of science. In science IDEAS these children now get 1 ½ - 2 hours daily for
science but this is integrated with reading and writing. The Science IDEAS model includes a
set of six complementary instructional elements consisting of: hands-on experiments,
reading comprehension, propositional concept mapping, journaling/writing and application
2. activities, in which the teacher sequences across focused, multi-day lessons to support
student understanding of the science concepts being taught (3). This model would not be
viable in an Irish secondary school today, but with the implementation of the new
framework for junior cycle in the coming years, it may be beneficial. From the results of one
of their studies Romance and Vitale found that Science IDEAS students outperformed
comparison students by approximately one year’s grade equivalent (GE) in science
achievement (+.93 GE) and one-third of a GE in reading achievement (+.33 GE) (3).
A review of science and literacy by Pearson et al. discusses how we as teachers are
pressed for time and feel a need to give a more lecture style class to get content covered,
which impedes on the student finding things out of their own accord by inquiry. Then
moving swiftly onto practical work but not emphasising the importance of background
knowledge before beginning an investigation. As scientists we don’t just focus on the
practical side, we need to start by reading and build on the work of others to enhance and
find out new possibilities which we in turn then write about. They compare science and
literacy saying how they use many of the same reasoning processes. For example, setting
purposes, asking questions, clarifying ambiguities, drawing inferences from incomplete
evidence, and making evidence-based arguments (2). Pearson et al. review a number of
ways to improve literacy including the science IDEAS model. Another one I really like is
called “Seeds of Science – Roots of Reading”. The program is based on the fundamental
principle that literacy is best enacted as a set of learning tools that support knowledge
acquisition rather than as a set of independent curriculum goals (2). The seeds and roots
method is ‘Do it, Talk it, Read it, Write it’.
Cassels and Johnstone (1985) (5a) found that it was not so much the new science
terminology i.e. the technical language, but rather the way in which the vocabulary and use
of the normal English language was presented in a science context. These are words such as
volatile, constituent and relative. These words could be interpreted by students in different
ways. Learning the language of science is a major part of science education. Every science
lesson is a language lesson. For many students the greatest obstacle in learning science- and
also the most important achievement - is to learn its language (5). The Bullock report (1975)
is a report of language in general for all age groups including how teachers are trained. It
advocates that all teachers should see themselves as teachers of language (Bullock, 2006) .
So from this far back it has been known that language and literacy are important features in
all subjects, not just language classes but also in science. Students should learn the language
of science so that they can read critically and develop an interest in reading about science.
They should be able to distinguish a hypothesis from a conclusion (5c). Wellington and
Osborne deal with reading in science. From my own experience in the classroom so far, not
much reading takes place. A lot is practical work or interaction and discussion which is of
course extremely valuable but as Lesley Bulman points out “working scientists read journals
alone for about five hours per week. If we wish to give our pupils a taste of being a real
scientist then reading should play an important part in our science lessons.” (5b). Reading is
3. a scientific activity. To be capable of reading carefully, critically and with a healthy
scepticism is a vital component of being a scientist and is a key element of scientific literacy.
For the majority of students who will not become scientists they will far more likely read
about science than do it (5).
Observations, Planning and Implementation to lessen Literacy Barrier
From my observations teachers do acknowledge the difficulties students may have in
understanding new concepts and terminologies in science. A senior biology teacher when
introducing the term cohesion asked a student their understanding of it firstly then
discussed in greater detail. This teacher also allowed students some time in class to make
their own notes on the topic when the chapter was completed enabling them time to read
over the book, assess what they thought was important and ask questions if needs be.