Explore the vast range of titles available.

In the 21 st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI) Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.

A Synthetic Model of Analysis has been proposed to address the complexities of advancing critical literacy through the teaching of narrative literary texts. This five-level model was designed as an assemblage of the Multiliteracies Model and Four Resources Model, which also combined systemic functional grammar, visual design grammar, and narrative discourse grammar with the dialogicality of language and reception theory approaches. In the light of new theory advancements in multiliteracies, we revisit our design to explore meaning transpositions across meaning forms and between meaning functions in literary narrative reading from an in-between standpoint. The complex transposition iterations charted are intended to inform discussions on transpositional grammar and online learning.

In this meta-analysis, the authors synthesize results from 44 (quasi-) experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization (g = 0.57), recall (g = 0.37), and knowledge about text structure (g = 0.38). However, students who received text structure instruction no longer outperformed control groups at delayed posttests. Content-related features, such as a focus on paragraph-level structure, active construction of graphic organizers, and teaching rule-based summarization techniques, moderated the effectiveness of text structure instruction, but these effects also varied across outcome measures. Instructional features moderated delayed effects: Interventions with opportunities for individual student practice resulted in higher delayed effects for comprehension questions. The authors argue that text structure instruction deserves a place in the primary school curriculum so the positive effects on reading will be maintained.

We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment condition implemented a 19-week set of read aloud lessons during whole-class read aloud time. Read alouds included the systematic use of narrative and expository texts, before-, during-, and after-reading components, the use of teacher-facilitated text-based discourse, and explicit comprehension instruction. Results indicated main effects of treatment on vocabulary knowledge. Exploratory findings indicated a significant interaction effect of treatment and recommended features of read aloud instruction on all outcomes. Specifically, students of teachers in the treatment condition who were rated higher on adhering to recommended features of read aloud instruction had better outcomes on vocabulary, comprehension, and language outcomes on expository and narrative text than treatment teachers who closely followed intervention materials without dynamically adjusting to student responses. We discuss these findings in the context of other read aloud studies, including a previous study that used the same intervention in a different setting and with a less diverse sample of students.

This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their classrooms that promote student learning across a broad variety of text types and tap into higher levels of thinking. Teachers can then help students apply what they learn from multimodal scaffolding to address increasingly complex texts as outlined in the new Common Core State Standards (CCSS). This article identifies and demonstrates ways to help students develop as readers as well as helping teachers use specific multimodal instructional strategies to target text complexity. Free author podcast

This study examines the endings of one hundred cancer patient survivor narratives featured on the websites of three leading US teaching hospitals as the “final words,” signifying closure and shaping readers’ lasting impression of the experiences described. These narratives, posted between 2019 and 2021, appear as blog posts included as part of the corresponding hospitals’ websites promotional material. The one hundred cancer survivor story endings, positioned at the point of resolution within the story arc, are examined for their function within the narrative structure. In addition, endings are analyzed as rhetorical devices, intended to shape the readers’ perception of events by suggesting the conflict (cancer) is no longer a significant threat to the story’s subject (cancer patient). Thus, the central research question is: How do cancer survivor story endings serve to frame the patient’s experience with cancer as the narrative’s complicating event that, within the traditional storytelling formula employed, requires resolution? This analysis also includes implications for ethical practices in creating promotional content by teaching hospitals that advocate a scientific, evidentiary based approach to cancer treatment. Initial findings reveal that of the one hundred cancer survivor narrative endings, ninety-three are direct quotes—known, in journalistic terms as “kicker quotes”—while the remaining are non-quote summations. Therefore, attention is given to the significance of ending narrative testimonials with quotes, the majority of which are in the featured patient’s voice. Endings are examined using qualitative textual analysis, documenting common themes and tropes, in addition to using grounded theory as the basis for conducting emergent qualitative research.

Purpose: This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method: The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results: Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring and vocabulary, with effect sizes ranging from 0.55 to 1.98. A small effect in understanding text (narrative) was found in 3rd grade only. Multilevel path analyses were then conducted to examine if the intervention had a positive impact on reading comprehension through the influence of proximal language outcomes. In all 3 grades, instruction impacted reading comprehension via the mediation of vocabulary, with sizable effects (1.89-2.26); no other indirect pathways were significant. Conclusions: This study provides evidence that a language-focused intervention can positively impact students' performance on language measures that are closely aligned with the intervention, with indirect, large effects on distal reading comprehension measures. Theoretically, this study provides causally interpretable support for the language bases of reading comprehension. [This article was co-written by members of the Language and Reading Research Consortium (LARRC).]

This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students' narrative writing achievements and is a result of six teachers' action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students' narrative writing or increase the text length of their writings.

In this digital era, technological advancements have transformed many aspects of education, including the way learning materials are delivered. One of the innovations emerging from technological progress is digital textbooks, which offer ease of access and interactivity in learning. In the context of language learning, digital textbooks hold great potential for supporting the development of writing skills, including narrative writing. This research aims to determine whether digital textbooks have an impact on the narrative writing skills of Primary School Teacher Education students. This study employs a quantitative research approach, using an experimental method. The population in this study consists of 57 students from the Faculty of Teacher Training and Education, specifically from the Primary School Teacher Education program, comprising 30 students from semester III A and 27 students from semester III B. The sampling technique used in this study is a type of nonprobability sampling, specifically saturated sampling. Data collection in this research is conducted through testing. The validity test in this study uses content validity. The results of the hypothesis testing, conducted through an Independent Samples t-Test, show a significance value of 0.001 < 0.05 and a calculated t-value of 3.472 > t-table value of 2.0024. This means that Ho is rejected and Ha is accepted, thus it can be concluded that there is an influence of digital textbooks on the narrative writing skills of Primary School Teacher Education students.

Our purpose in this study was to more deeply understand the ways in which text-based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds (N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been shown to have advantages over traditional expository texts (i.e., those that present information without attending to the discovery process) in fostering comprehension of targeted conceptual information. Interviews were conducted and analyzed using a sociocognitive framework that positioned participants as reviewers of text quality. Findings suggest that the personal and sociohistorical elements of science discovery narratives were effective in engaging readers’ interest and helped highlight the culturally situated nature of knowledge and the nature and processes of scientific inquiry. We conclude by arguing that in the development and instructional use of texts, educators would do well to consider the ways in which foregrounding sociohistorical considerations can foster engagement and, hence, greater comprehension in readers from diverse backgrounds.