Explore the vast range of titles available.

Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as metacognitive readers of digital, academic texts in online asynchronous contexts. In the most recent iteration of this research, the authors designed asynchronous instruction on metacognitive reading using the gradual release of responsibility (GRR) framework. This paper provides rich descriptions of instructors’ instructional moves to scaffold and support students as metacognitive readers of digital, academic texts in asynchronous online classes. Future research should explore the efficacy of GRR as a pedagogical approach used online.

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher's role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students' confidence in writing. Some mentioned the need for explicit instruction such as developing students' writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.

Writing pedagogy is too often missing from US K-12 teacher preparation programs, with one study finding that only one-fourth of programs surveyed had a writing methods course. In the study presented in this article, researchers developed a theoretical understanding of K-12 writing teacher education by examining the instructional models and practices of 15 exemplary teacher educators. Participants were diverse, US teacher educators in university-based teacher preparation programs, identified through purposive, snowball sampling and a screening survey. Data were drawn from semi-structured, individual and focus-group interviews, analyzed using constructivist grounded theory methods. Our findings include five thematic assertions, presented with descriptions of the related patterns of practice: Exemplary writing methods teacher educators design their curricula with experiential, constructivist, and critical approaches as the foundation of all learning engagements, and they implement a writing process approach with their teacher candidates. They teach writing as a tool of empowerment, convey complex conceptions of writing assessment that are grounded in analysis of student work, and are intentional and deliberate about building and maintaining connections to K-12 classrooms for themselves and their candidates. This study provides writing teacher educators with a data-driven model for developing a writing-intensive methods course curriculum.

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned the need for explicit instruction such as developing students’ writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed.

Students who can use a term conversantly in academic environments know how to use it precisely in their writing and in their interactions with others; they can be said to deeply know, not just the word term in alphabetic or spoken forms, but the connections to ideas the term embodies. When students are intrigued by words and ideas, they want to dig more intensely. Traditionally, word learning tasks in schools do not mirror the way that words are learned beyond school walls. Vocabulary self‐collection strategy plus (VSS+) is an instructional routine using multimodal and online tools to promote engaged word learning in an authentic way. Generative technologies, such as those employed in VSS+, use the affordances of technology to combine reading and writing skills with genuine inquiry for learning content within learning communities.

Students who can use a term conversantly in academic environments know how to use it precisely in their writing and in their interactions with others; they can be said to deeply know, not just the word term in alphabetic or spoken forms, but the connections to ideas the term embodies. When students are intrigued by words and ideas, they want to dig more intensely. Traditionally, word learning tasks in schools do not mirror the way that words are learned beyond school walls. Vocabulary self‐collection strategy plus ( VSS +) is an instructional routine using multimodal and online tools to promote engaged word learning in an authentic way. Generative technologies, such as those employed in VSS +, use the affordances of technology to combine reading and writing skills with genuine inquiry for learning content within learning communities.

This article examines the discourses of writing evident in teacher candidates’ memories of writing and considers implications for teacher preparation. Data sources were written memories from 120 teacher candidates from six institutions across the United States. Grounded in a discourses of writing framework, data were investigated using thematic and discourse analysis. Findings indicate that language associated with a skills discourse of writing, emphasizing structure and correctness, was prevalent in the memories of how teacher candidates were taught to write. More dominant in these memories, however, was language related to negativity and absence, indicating that teacher candidates were critical of their K–12 writing education and that these experiences were limited across multiple dimensions (i.e., writing pedagogy, processes, products, purposes, audiences, writer agency). In contrast, when teacher candidates wrote about their most memorable writing experiences, the majority were replete with language related to positive affect, and discourses of agency and purpose were widespread. These memories suggest that despite their dominant narratives of absence, teacher candidates possess access to broader discourses of writing that might inform their teaching, especially those associated with social practice. Implications include three ways that teacher educators might position future educators to disrupt narrow discourses of writing in schools.

The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in the RTI intervention program. In addition, graphic novels were used to develop students' vocabulary and comprehension skills and resulted in increased progress for students' fluency as measured by DIBELS. Since graphic novels are not grade level specific, they are appropriate for readers across grades. As a genre, graphic novels can also provide a scaffold for students in the development of literacy skills.

Two high school teachers of Deaf students and two teacher educators present this article about the use of graphic novels as an important genre for teaching literacy and academic skills in the high school classroom. During a summer session for failing Deaf students at a state‐sponsored school, two English teachers taught and documented their students' experiences in reading and responding to selected graphic novels. They collaborated with two teacher educators in reviewing the literature on the usefulness of graphic novels in motivating and engaging struggling readers. The article provides a description of the project, a rationale for the use of graphic novels, and examples from students' work from the summer session. Resources are included for teachers interested using graphic novels with any group of students. يقدم معلما طلاب طرش وأستاذا معلمين في مدرسة ثانوية هذه المقالة بشأن استخدام مجلات مصورة كجنس هام لتعليم معرفة القراءة والكتابة والمهارات الدراسية في صف المدرسة الثانوية. وفي أثناء فصل صيفي خاص بطلاب طرش فاشلين في مدرسة مدعومة من الحكومة قد علّم معلما اللغة الإنكليزية ودوّنا تجارب طلابهم في القراءة والمجاوبة على مجلات مصورة مختارة. وهما تعاونا مع أستاذي معلمين في مراجعة الأدب من حيث فائدة مجلات مصورة في دفع القراء المواجهين صعوبات في القراءة وإشغالهم فيها. إذ توفر المقالة وصفاً للمشروع وعرضاً لسبب استخدام المجلات المصورة وتقدم كذلك أمثلة من واجبات الطلاب من فصل الصيف الدراسي. وتضم المقالة موارد للمعلمين المهتمين باستخدام مجلات مصورة مع أي مجموعة من الطلاب. 在本文中，两位高中聋生教师与两位教师教育工作者，报告他们在中学课堂里使用图画小说作为一种重要体裁来教导读写文化及学术技能的教学方法。在一所国家资助学校里为成绩不合格的聋生而设的暑期班中，两位英语教师教导学生阅读及对选读的图画小说作回应，并记录学生对该学习的体验。这两位教师与两位教师教育工作者共同协作，研究相关文献，探讨图画小说在激发及令有阅读困难的学生投入学习的用处。本文描述该项研究计划，说明使用图画小说的理论依据，并提供该暑期班学生习作的实例。本文亦提供一些教学资源，以供有兴趣利用图画小说于任何组别学生的教师参考。 Deux enseignants de sourds du secondaire et deux formateurs de maîtres présentent cet article qui traite de l'utilisation des bandes dessinées comme genre important pour enseigner la littératie et les savoir faire académiques qui sont nécessaires à un élève du second degré. Pendant une session d'été pour étudiants sourds en difficulté d'une école d'Etat, deux professeurs d'anglais ont enseigné et enrichi l'expérience de leurs élèves en leur lisant et en réagissant à certaines bandes dessinées. Ils ont travaillé en collaboration avec deux formateurs de maîtres en passant en revue la littérature relative à l'utilité des bandes dessinées pour motiver et inciter à s'investir les lecteurs en difficulté. L'article apporte une description du projet, un rationnel en vue de l'utilisation des bandes dessinées, et des exemples du travail des élèves au cours de la session d'été. On présente également des outils pédagogiques pour les enseignants intéressés par l'utilisation de bandes dessinées avec n'importe quels élèves. Два учителя старших классов в школе для глухих и два преподавателя педагогического университета, пишут об использовании графических романов – важного для старшеклассников жанра – при обучении грамотности и становлении академических навыков. Во время летнего семестра, организованного для слабоуспевающих глухих учащихся при спонсорской помощи штата, учителя работали с графическими романами, фиксируя опыт подростков, связанный с чтением и обсуждением предложенных книг. В сотрудничестве с учеными они ознакомились с научными источниками, посвященными графическим романам как инструменту мотивации академически отстающих школьников. В статье описан сам проект, доводы в пользу применения графических романов и примеры ученических работ, сделанных летом в рамках проекта. Приводится список книг, пригодных для чтения с учениками различных возрастных групп. Dos maestros de estudiantes sordos de escuela superior y dos educadores de maestros presentan este artículo sobre el uso de novelas gráficas como un género importante para la enseñanza de competencias y destrezas académicas en el salón de clase de escuela superior. Durante una sesión de verano para estudiantes sordos que estaban suspendiendo cursos en una escuela estatal, dos maestros de inglés les enseñaron a los estudiantes y documentaron las experiencias de los estudiantes al leer y al responder a unas novelas gráficas que habían escogido. Colaboraron con dos educadores de maestros en la reseña de literatura sobre la utilidad de novelas gráficas para motivar e interesar a los lectores con dificultades. El artículo describe el proyecto, la razón por el uso de las novelas gráficas, y ejemplos del trabajo de los estudiantes durante la sesión de verano. Se incluyen recursos para los maestros que estén interesados en usar novelas gráficas con cualquier grupo de estudiantes.

The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in the RTI intervention program. In addition, graphic novels were used to develop students' vocabulary and comprehension skills and resulted in increased progress for students' fluency as measured by DIBELS. Since graphic novels are not grade level specific, they are appropriate for readers across grades. As a genre, graphic novels can also provide a scaffold for students in the development of literacy skills. [PUBLICATION ABSTRACT]