Children's Choice Program

My final research article blog post was on children book selection.  This is a topic that interest me and as a future teacher wanted to know more about the process.  I think this article gives great insight into children choice program.  The article is set in Vermont.  The article is "A Children's Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity" by Valerie Bang-Jensen.

The article focuses on the Dorthy Canfield Fisher (DCF) program or list.  This is a list for Vermont children's choice award.  Each year a list is compiled by eight experts that meet to compile a list.  There is 30 books selected for the list out of about 300 titles.  This list is used as support for student selection.  It can be overwhelming for students, parents, teachers and even librarians in book choice.  Each year about 10,000 children books are published.  This list is an example which many states have as a tool to help guide students to good children literature.

Each year there is student volunteers that read books from the list and vote to choose their favorite.  In April the votes are collected and the winner is announced in May.

Further than this list the article talks about other factors in book selection.  There was 12 students interviewed for this article.  Many of the students liked reading the books on the list.  They trusted the choices of the committee that created the list.  Many books were from different genres of interest to students.  One student even mentioned choosing books from the list because of a favorite author he sees on the list.

Social aspect and relationships are built through reading.  Many students mentioned that they choose books off of peers referral.  They also liked reading the same books as their friends.  Being able to converse about a book was something groups of friends liked to do.  Friends also know what their friends like so they are a trusted resource.  Coming from this social aspect would be books discussions, literature/book circles and book clubs.  These all are great ways to let students use book selection with friends to find books of quality and interest.

Being aware of their own interest is essential for a student to find books.  If a student has no interest in the book they will not gain as much from it.

Leveling is also a very negative thing to do in a classroom.  It also takes away from the book selection.  If Level N box has nothing of interest to the student they will not like it.  Being in a level can also be embarrassing for a student.  That is why lists like Dorothy Canfield Fisher is good because it gives suggestions off quality and genre rather than a level.

It is essential for teachers and librarians to stay on top of children's literature.  Working together as a team to provide suggestions is important.  Children book choice will happen in my classroom and it should happen everywhere.  Let the students read what they like at the same time something challenging.  Guidance is needed but student choice is needed too.  Balance is great as lists like the Dorothy Canfield Fisher provide.

A Children's Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity

Valerie Bang-Jensen

Language Arts, Vol. 87, No. 3, Who Is Reading? What Is Being Read? (January 2010), pp. 169-176

Playshop Video

When assigned this play shop assignment I was extremely excited.  I love movies and the idea of having a second grade student create a movie was great.  Though I didn't get to actually work with Sergey to make the movie it was his idea.  Sergey is a huge star wars fan, which was something we have in common.  I am also a huge star wars fan, so this made the experience that much better. 

Sergey told me he wanted a Star Wars movie that involved a surprise ending.  He mentioned that he sees that type of ending in lots of shows.  He wanted to surprise people watching it.  He also wanted there to be space ships and a light saber battle.  This was all easily done since I already had the Star Wars toys at home. 

I embarked on making this movie that Sergey laid out for me.  I filmed it in my kitchen by myself.  It was really fun and great entertainment.  I felt like a kid again myself playing with toys.  I filmed all the scenes using my phone and it was much easier than expected. 

After I finished the movie, I was very proud of how it turned out.  I think that it was a great success.  Sergey was laughing the entire time after I showed him the movie.  He thought it was the greatest thing ever made.  He had to watch it three times.  This is something that is simple and gives students a chance to use their creativity.  Students also get to show off their interests to classmates.  This is something I will use in the future. 

Volunteer Read-Aloud Programs

The idea of a volunteer read aloud program that benefits struggling readers sounds great.  In the article I recently read this was the topic researched by Erika Thulin Dawes.  The article was titled Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program.  This article was great and I think more programs like this should be implemented.  If done correctly and given the right amount of attention they could be greatly beneficial for young readers. 

This study was based on a program called Books at Noon.  It was a volunteer program, where local community members would come read with struggling students for an hour during lunch.  They would do this once a week throughout the school year.  There was three main sessions that was observed in this article.  All three had volunteers taking different approaches to assist the students. 

The first set was Garland and Marissa.  The approach that Marissa took when working with Garland was much of a traditional teacher.  Their usual routine included reading the chapter, writing a brief summary, and to identify, define and record vocabulary words.  They maintained a journal that they recorded in every week.  The model was Marissa was an educator and Garland was the student to gain knowledge. 

The second group was Tyrone and Miles.  Miles took a much different approach then Marissa.  Miles made many connections to their own experiences with animals.  This was the topic of the encyclopedia that they were reading.  They would use their background knowledge they acquired through text, media and other sources.  Tyrone placed an equal amount on text and talk. 

The third group was my favorite William and Joseph.  Joseph would read six books during their session.  They would act out the text.  They would use a form of oral and physical dramatization with each book. 

“These Books at Noon partners considered text, talk, personal experience, interpretive abilities, observation, and physical expression to be sources of knowledge.” (16)  Though all three sessions went differently I think it was best for that particular kid.  It is mentioned that there is not just one experience that can cover all students.  Finding the right method to fit a student is essential for success. 

There was no statistics about test results before and after the program.  This could be done as a tool to keep getting funding and showing improvement.  Thought Dawes does mention that test results can’t reveal fully what each child takes from the program.  This program also shows different processes and purposes for reading.  I think it’s great. 

There were two questions that needed to be posed to maximize student benefit. 

1.       What expectations, goals, and perceptions of students and learning do volunteers bring to the experience?

2.       How can we prepare volunteers to read and talk with students in ways that help students to perceive themselves as successful readers and foster a broad definition of the purposes and processes of reading?

I really think programs like this can be so beneficial to students.  One hour a week of one on one reading instruction is great.   I think that schools and teachers need to get behind similar programs.  Teachers should assist the volunteers in any way possible.  This needs to be done in more schools.  The program for its benefits cost the schools virtually nothing. 

 

Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program

Erika Thulin Dawes
Language Arts, Vol. 85, No. 1, Expanded Spaces of Learning (September 2007), pp. 10-19
Published by: National Council of Teachers of English
Article Stable URL: http://www.jstor.org/stable/41962239

Literacy 2.0 Worlds and Literacy 1.0 Schools

I have recently read an article from Language Arts, it was titled "A is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools".  This article was written by Karen Wohlwend and was very intriguing.  It shed light on changing times with technology in our society and how our schools have fallen behind.  This article also gives suggestions and shows how literacy 2.0 can be applied in classrooms. 

Today children are learning and being more knowledgeable because of our advancements in technology.  Children are also entertained now more by video games, electronics and television.  in a typical day about eight our of ten (0-6 year old children) use screen media.  This is the same proportion that read and listen to music.  Also more than half of the world now owns and cell phone and children under 12 in the fastest growing segment.  Today children learn more from images on a screen then print on a page. 

This is why its shocking how little schools have done to keep up with the times.  There is a need for schools to have more technology available for students and have it updated with new software.  Also teachers need to be trained on technology.  Teachers need to stop being novices when it comes to technology. 

Literacy 1.0 is what everyone grew up learning to this point.  These are analog ways of writing and is done with a single writer working alone.  This needs to change.  Writing is so essential because it is very easily tested.  There can be benchmarks easily set for each grade level.  Literacy 1.0 is something that can be tweaked and added upon to keep up with changing times.  A balance and acceptance of technology and digital entertainment can help students of this generation grow. 

Literacy 2.0 is a system that moves away from the individual interacting with print text.  It now integrates Web 2.0 interaction.  This wants students to interact and includes social networking, fan-fiction sites, wikis, multi-player video games, YouTube, and music.  As I am doing now this also includes participating through blogging, recording, remixing, uploading, and downloading.  Including play is also essential in Literacy 2.0. 

In the article there is an example of two young boys playing a video game with paper.  During this play they create the video game by drawing and writing in on the paper.  They create rules as they go and even have common seen items on video games.  These included health bars, characters, names, scene of where they fight and attacks from characters.  The boys work together and make up powers so each will be happy during play.  This is something that is a learning experience and can't be replicated under the traditional Literacy 1.0. 

Including play is something that needs to change.  If the children learn and know these video games, characters, and shows.  Why can't teachers use these to their advantage and include them into their curriculum.  We need to start creating videos and video boards.  Including comic and pop culture characters.  Let the children have those experiences like the boys creating the video game.  This is integrating today's technology to benefit the students.  I think this is a great way to push into a new technology era.  This will help students if done correctly and with practice. 

Focus on Policy: A Is for Avatar: Young Children in Literacy 2.0 Worlds and Literacy 1.0 Schools

Karen E. Wohlwend

Language Arts, Vol. 88, No. 2, From the Beginning... (November 2010), pp. 144-152

Published by: National Council of Teachers of English

Article Stable URL: http://www.jstor.org/stable/41804242

 

 

Digital, Hybrid, and Multilingual Literacies in Early Childhood

Technology is changing education and the way children learn.  This is especially true with the way children learn to read.  The article Digital, Hybrid, and Multilingual Literacies in Early Childhood by Aria Razfar and Eunah Yang starts to take a look at this topic.  As someone entering the teaching world, I have begun to wonder how technology will ultimately affect my profession.  I think if used correctly technology can be a teacher’s best friend and a great aid in a students learning experience.  In this article I read it, it focused on sociocultural literature on early literacy development over the last decade. 

There is three significant focuses that Razfar and Eunah have discovered; the use of electronic and digital media as mediational tools, the use of hybrid languages as mediational tools, and the use of multiple languages, literacies, and discourses, especially of immigrant and non-dominate communities.  This article discusses the future for the “Web 2.0” generation.  The way early literacy is taught and leaned is going to change. 

There are three aspects of human development that are touched on; the interpersonal, intrapersonal and experiences transferred to general life-course development. Semiotic mediation connects the internal and external and also the social and the individual.

Imaginative play is crucial for any child growing up.  Being able to create and imagine items are different things.  In the article it mentions a broom stick being a horse.  I personally always used the broomstick as a hockey stick or baseball bat.  The digital age is changing imaginative play.  Technology now can also not only be the source of entertainment but can be the object of play.  There are four groups of study in this article.  All focus on early literacy development through play.  The first group includes playing with digital tools and famous media characters.  The second group focuses on digital media and its impact on narrative activity at home.  The third and fourth groups are hybrid practices using media character and multilingual interpenetrated interactions. 

A boy named James spent a year between 2.5-3.5 years old learning how to use the CD-ROM storybook.  He became interested in the hypertext feature and would play a game with his father.  He would tell his dad to click him, once he did he would start singing a song or doing something funny.  He was learning the technology and seeing how it worked.  This engaged his creativity and that is how he stated to use that in his play.  A group of kindergarten and first grade children used pretend play, paper items to represent modern technology like an iPod and also popular media characters.  The students would sing songs they knew when holding the paper iPod.  This has changed their pretend play.  Though not a real iPod they knew its function and how it worked.  

Using e-books was another section in the article.  An immigrant family from South Korea moving to Canada was the example.  The mother and son would read together with a traditional book and an e-book.  The traditional book was easier to control and was easier to pace the reading with.  The more students use new technology though the more effective it will become for them.  James from the CD-ROM story became more knowledgeable on how to use the computer.  With more independence James could better use the technology.  He would use other interactive features that would enrich is experience reading with a CD-ROM. 

In the article it also talks about how struggling readers especially can be helped by technology.  Using popular culture can help these students.  One student Noah combined characters from Donkey Kong and Little Bear to create a new story.  These characters made it easier and more enjoyable for him to write.  Another student Sol would create new Pokémon and write about them.  This really engaged his creativity.  Finally Devon who was categorized as a struggling reader would use popular media and video games to help him with reading.  A specific example was spelling Tiger he emphasized the “g” connecting it with his favorite show Yu-GI-Oh.

This was a great article.  I learned a lot from this and look forward to the future with technology.  Popular media and technology in my opinion are crucial for all students.  They are great resources and an easy way to engage a student.  I had never thought of how easy it is now with technology to learn in a multilingual fashion.  This can only better a student.  The different mediation in this article is great resources.  I think all can be and should be used with young literacy learners.  

Here is a link to the article if you would like to check it out:

http://www.jstor.org/stable/41804239?seq=7&Search=yes&searchText=of&searchText=Early&searchText=Journal&searchText=Childhood&searchText=Literacy&list=hide&searchUri=%2Faction%2FdoBasicResults%3FQuery%3DJournal%2Bof%2BEarly%2BChildhood%2BLiteracy%26amp%3Bacc%3Don%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bvf%3Djo&prevSearch=&resultsServiceName=null

Phonologically Based Intervention

I recently read an article from the Journal of Literacy Research.  The article was titled "A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement"  It was by Michaela J. Ritter, Jungjun Park, Terrill F. Saxon and Karen A. Colson.  This article was originally published in the 30 September 2013 edition.

This article was extremely insightful and interesting.  It covered a topic I had not much prior knowledge of.  The basis of the article and the research done in the article was about children with language impairment and there higher risk for experiencing problems in reading.  Children with language impairment are as much as six times more likely to have difficulties to learn to read then typical children.  Phonological Awareness is essential component for children to learn to read.  So, phonological awareness intervention was to be used with children with language impairment grades k-3.

Studies in the past have shown that students receiving phonological awareness intervention are more successful developing reading skills then those who go without.  Overall the study is to further research to prove the benefits of phonological awareness intervention is a good and effective practice.

The two main questions from this articles study to be answered was:
1. Do school-age children (grades 1-3) with LI who receive explicit PAI over a 12-week period differ significantly in performance improvement on measures of PA, word-level reading and passage comprehension tasks in comparison with grade-matched children with LI who do not receive the intervention?
2. Is there a difference in magnitude of treatment gains of PAI across different grade levels (e.g. equivalent, increase, or decrease)? That is, does the clinical advantage of PAI persist into school grades that are later than kindergarten?

The study was done with three similar elementary schools.  The demographics (income, ethnic groups, credential and etc) were the same throughout the schools.  The schools were not told whether they were a experimental group or a control group.  The study was done with a quasi-experimental pre- and post-group design.  This would be a gauge on improvement over the 12 weeks of work.

One thing I found interesting when reading the article was the breakdown on the students.  I noticed in the article that there was only 17 females compared to 58 males participating.  It mentioned that it is common for an unbalanced gender distribution in language impairment.  I never knew this, and was surprised at such a vast difference.  I wonder why males have more issues typically then female students.

The work was done with students for 12 weeks.  There was two 15 minute sessions per week with explicit PAI training.  This was the only difference between the control group and the experimental group.  Both groups continued their normal routines throughout the day.  After the work was done over the three weeks and the pre and post tests were given the results were great.  The improvement in the PAI students compared to the control group was amazing.  The analysis was done in tow ways first was the groups were compared on post-test measures.  The second was the experimental groups results were categorized by grade.

Table 2. Group Performances on the Five Dependent Variables at Pre- and
Postintervention Assessments.
                                                    CA (n = 30)                              PAI (n = 34)
                                               Pre                 Post                     Pre                    Post
Measure                                M (SD)           M (SD)                 M (SD)            M (SD)
Blending words                    7.77 (2.48)       8.00 (2.31)           7.66 (2.40)        9.88 (2.04)
Blending non-words             7.55 (2.87)       7.81 (1.83)           7.44 (1.81)        9.76 (1.94)
Letter-word identification    84.80 (13.53)    85.07 (10.85)       85.97 (11.02)    94.07 (12.89)
Word attack                       83.33 (12.21)    85.63 (12.32)       86.60 (11.31)    93.99 (11.73)
Passage comprehension      78.07 (10.09)     80.47 (8.16)        79.88 (9.76)      86.87 (9.42)
Note. CA = age-matched controls, PAI = experimental group who received phonological awareness
intervention. The grade range of the two groups was first to third grade.
Phonological awareness subtests taken from the Comprehensive Test of Phonological Processing (Wagner,
Torgesen, & Rashotte, 1999).
Reading sub-tests taken from the Woodcock Diagnostic Reading Battery–Revised (WDRB-R; Woodcock,1997)

As we can see from this graph from the article the leap from pre to post for PAI is great in every category.  I was amazed especially with the growth in blending of words and non-words.  That was the area that saw the greatest improvement.  Each area worked on though, saw vast improvement.  The improvement gap was larger in each category for PAI compared to control group.  That is great.  They also saw from their research that the lower the grade the greater the success for PAI.  This could be for a number of reasons.  I think this means though that PAI should be implemented in pre-school through second grade.

Overall this was a great insightful article.  I learned so much from researching it.  I feel that this will help especially if I teach those emergent reading grades.  I think having tools to help students in need that struggle with reading and language is essential.  As well as Phonological Awareness intervention did, I think it should be applied to all elementary schools.  The research should continue, though it seems to be very effective.  Great article and look forward to sharing more.

Here is a link to the article:
http://jlr.sagepub.com.ezproxy.lib.indiana.edu/content/45/4/356.full.pdf+html

High Stakes Testing

This week I listened to another podcast from Voice of Literacy.  The podcast was centered around high stakes testing and the negatives that goes along with it.  The guest was Dr. Caitlin Dooley, a professor at Georgia State University.  She primarily performs studies on teachers beliefs on literacy instruction in the time of high stakes testing.  This is a hot topic today in the education world.  Everything is based on the standardized test. 

In the article Dr. Dooley even mentions teachers pay and job security is based on the standardized test.  These standardized test not only determine students individual future but also other major decisions.  The scores directly effect the teachers and on a larger scale the school districts funding.  I think its ridiculous that funding is determined by test scores.  This could be a key component into why low income school tend to score low.  If those schools don't have resources how do we expect them to succeed. 

In her recent study she worked in two contexts, an urban school historically low scores and a suburban school with historically high scores.  She worked with a group that was struggling at both schools.  She realized that the more the school and teachers emphasized test scores and solely focused on them the scores dropped.  I don't think this is a coincidence. 

No Child Left Behind was created to help low income areas and struggling students.  Dr. Dooley believes that it does the exact opposite.  She believes soon when reauthorization is allowed to NCLB that it needs to happen.  The scores indicate that our success is bout where it was in the early 80's.  If this program is not advancing these students it shouldn't be done.  NCLB has created a larger gap between the test takers.  I think that we need to have tests but only have them be one tool to judge a student.  If we can't create fair opportunities for all students then something needs to happen that allows that.  NCLB is a great idea but it needs to be tweaked along with the testing system.  I think with some work both can be great and benefit not only students but teachers.  I look forward to taking on challenges like this in the future as a classroom teacher.