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House built on ashes : a memoir
\"Told through a series of vignettes, Rodrâiguez recalls his family's migration from La Sierrita, Mexico to McAllen, Texas and his search for belonging, both as a resident alien and as a young man marked by childhood trauma and poverty struggling with the societal condemnation of his burgeoning homosexuality.\"--provided by publisher.
Book
Confronting the Digital Divide: Debunking Brave New World Discourses
There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have‐nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a “brave new world,” some digital divide approaches and frameworks require debunking and are strongly associated with first‐world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures.
Journal Article
Becoming Me in Third Space
In this study, the authors explored curricular practices of media education for North Korean refugee youths resettled in South Korea, and investigated the impacts of the media education program on their identity construction. Guided by third space theory and framed within a qualitative research paradigm, this media education program was developed by a group of North and South Korean teaching artists. Multimodal data collected throughout the first year were analyzed thematically with a focus on the discursive construction of identities of North Korean youth participants. The participants were invited to reconsider their identities and address multiple dimensions of lived challenges in a safe media education space.
Journal Article
\Impossible Is Nothing\: Expressing Difficult Knowledge Through Digital Storytelling
The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhanced opportunities for the student to explore and make visible complex and facets of his life and identity, particularly as they relate to difficult past experiences.
Journal Article
Digging Struggling Students Out of the Summer Reading Slump
The authors examined the results of a three-year summer intervention, Dig Into Reading, for pre-first-grade through pre-third-grade students. This partnership among university professors, public school Title I teachers, and primary classroom teachers resulted in the development of research-based, copyright-free, replicable summer reading intervention materials. The four-year study involved collecting baseline data in year 1, then implementing the program, which progressed from sending 100 bags home with struggling pre-first-grade readers in year 2 to adding 100 bags for pre-second graders in year 3 (100 pre-first-grade and 100 pre-second-grade bags) and adding pre-third graders in year 4 (100 pre-first-grade, 100 pre-second-grade, and 100 pre-third-grade bags). The results of the Dig Into Reading intervention showed that participating students retained at least 30%–67% more reading ability based on reading level than did students in the baseline group who did not participate.
Journal Article
Dismantling the Developmental Education Pipeline: Potent Pedagogies and Promising Practices That Address the College Readiness Gap
This commentary explores pedagogical, societal, and political aspects of the college/career readiness reform movement as it impacts students in secondary classrooms. The authors begin with a snapshot of the students often left in the shadows of educational reform efforts, leaving them academically underprepared and destined for college developmental education. Then, the authors share their perspective related to the potential of the Common Core State Standards to raise student achievement and close achievement gaps. Finally, they highlight college preparation programs that seek to address this gap, along with promising practices supporting the aspirations of these students to pursue educational opportunities beyond secondary school.
Journal Article
The Workplace as a Context for Adult Literacy and Numeracy Learning
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.
Journal Article
Authentic Choice
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels.
Journal Article
Powering Up Students to Challenge Their Own Deficit Views
Intervention programs designed to improve literacy skills also produce unintended outcomes that sustain a deficit view around some students. The purpose of this study was to examine the perceptions about learning of a group of 12–14‐year‐old Australian students assigned to a reading intervention class. The article reports on data collected from students over a six‐month period through interviews, including illustrated responses, and classroom observations. Thematic analysis was used to interpret the data. Findings suggested that the ecology of the classroom was instrumental in how these adolescents determined an economy of effort, oscillated power and control, and positioned themselves as learners. Further research about how to position students as decision makers within the intervention programs to which they are assigned is required to counter the deficit views that surround and are sustained by some adolescents.
Journal Article
Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers
The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word‐reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word‐reading skills. Results from word‐reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.
Journal Article