<p> This dissertation examines the reciprocal relationship between text literacy and music literacy through an experimental design. Music teachers and English Language Arts (ELA) teachers often address similar components of literacy, including fluency, comprehension, and symbolic interpretation. The theory of cognitive structuralism maintains that through derivative and correlative subsumption, material that is learned in one context is strengthened when applied in a disparate context. Therefore, ELA and music teachers who work in isolation are missing an opportunity to teach parallel literacy concepts for the common advantage of teachers and students. This study seeks to explain how students enrolled in conventional and literacy-enriched band environments perform better than non-band students on text literacy tests. It also asks if conventional band students differ from literacy-enriched band students on text and musical literacy tests. </p><p> Fourth-grade students were randomly assigned to one of three groups: a control group (<i>n</i> = 11), a conventionally taught beginning band group (<i>n</i> = 11), and a literacy-enriched beginning band group (<i>n</i> = 10). The experimental treatment included 14 small group band lessons and 14 full band rehearsals. Groups were then compared for textual literacy growth using the NWEA Measures of Academic Performance (MAP) and musical growth using the Watkins Farnum Performance Scale (WFPS). ANCOVA planned contrasts showed that literacy-enriched students significantly outperformed conventional band students and control students on the MAP literature reading subtest. The research design allowed for the defense of literacy-enriched band instruction as a generalizable cause of higher literacy scores. </p><p> Additional comparisons between the control group and the two experimental groups revealed no statistically significant differences between the group means on the overall reading scores or the remaining reading subtest scores. The lack of significance suggested that the statistical model was a poor fit for the data. Furthermore, a small sample size and large unexplained variance contributed to a lack of statistical power. Therefore, the application of the cognitive structuralist theory on the remaining MAP reading tests remained inconclusive. </p><p> The conventional and literacy-enriched band groups were also compared against each other on text and music literacy growth. There were no statistically significant differences between the conventional group and literacy-enriched group on the MAP or on the WFPS. This suggested that literacy-enriched instruction in band could benefit a student&rsquo;s textual literacy skills without compromising musical performance goals. It also suggested that more study is needed to determine the extent to which the explicit instruction of ELA reading skills in band may benefit musical ability. </p><p> The overall findings implied that literacy-enriched band instruction caused higher textual literacy scores, and the results may be generalized to similar circumstances. Suggestions for practice included increased collaboration among teachers, enhanced teacher pre-service and in-service opportunities, additional use of student-centered progressive instructional strategies, and the careful reconsideration of eliminating or reducing the availability of band to students. Future research would benefit from the quantitative and qualitative models proposed herein.</p><p>

<p> The Spanish-speaking population in North Carolina has grown exponentially, and education professionals are implementing dual language strategies to promote greater academic proficiency for these English language learners (ELLs) in their schools. Focusing on two-way immersion (TWI) programs in public schools across the state with noted success (Thomas &amp; Collier, 2011), specific practices and strategies being used to accomplish increased literacy proficiency for Spanish-speaking limited-English proficient students (SSLEPs) were identified. This mixed-method study focused on &lsquo;how&rsquo; and &lsquo;what&rsquo; these programs were doing to promote students&rsquo; literacy proficiency. A conceptual framework was used to analyze data focused on socially just education and Latino Critical theory. Four practices for dual language education found in current literature and two emergent instructional strategies were reported to have a high impact on promoting SSLEPs' success in literacy proficiency for this subgroup. Comparisons of Reading EOG assessment scores were conducted for SSLEPs enrolled in TWI to those not enrolled in TWI, and statistically significant increases in score means and proficiency were discovered for the dual language students in two out of three districts. Exit rates for LEP students were likewise higher in one district and significantly higher in the second district. A strong, positive relationship was found between the use of TWI pedagogy and increased literacy proficiency for SSLEPs.</p><p>

<p> Stagnant growth on national standardized tests in mathematics and reading and a focus on disciplinary literacy in the Common Core State Standards in ELA, history/social studies, science, and technical subjects has prompted a resurgence in utilizing literacy strategies in the content areas in high school. While literacy standards in mathematics are not explicitly identified in the Common Core State Standards, there may be a place for the use of literacy strategies in high school mathematics. This study explored the relationships between students&rsquo; mathematics and reading achievement scores at a small, suburban high school and the implementation of a school wide literacy program to inform curriculum development and instructional strategies. </p><p> The reading and mathematics achievement of students in ninth through eleventh grade was retroactively analyzed to identify changes in student achievement over a two-year period. In the first year, the ninth grade cohort showed statistically significant improvement on both measures of mathematics achievement. Within this ninth grade cohort, students who qualified for free lunches also saw statistically significant improvement in mathematics. None of the other groups showed improvement on both measures of mathematics achievement or reading achievement. In the second year, both the ninth and tenth grade cohorts showed statistically significant increases on both mathematics and reading achievement. Within each of these grade level cohorts, females and white students also saw statistically significant increases in both mathematics and reading. The eleventh grade cohort did not have any significant increases on either measure. On the state top-to-bottom ranking, this high school has moved from the 4^th percentile to the 25^th percentile during the implementation of the school wide literacy program. </p><p> While national standardized tests have shown little to no improvement over the last several administrations, this small, suburban high school has seen continued growth over the last several years. Though the results of this study cannot be used to determine a causal relationship between the implementation of literacy strategies and the academic achievement of students in either mathematics or reading, it does provide a case for further investigation into such a relationship.</p><p>

<p> This case study explored dog-assisted reading with three middle-school special education students in a self-contained alternative school. Data collection conducted over a 15-month period included observations, interviews, and artifacts. In this study, reading with therapy dogs and their handlers, helped three adolescent readers with their reading motivation, engagement, and literacy processes/behaviors. The students&rsquo; engagement with the dog, the role of the dog handler, and the role of the context all impacted students in different and multiple ways. </p><p> The students read to the dogs and liked engaging with them&mdash;this calmed and interested each student and created a purpose for reading. Concurrently, through the handler&rsquo;s vocabulary supports, questions, comments, and book choices, the students also became more attentive to their own reading performance. Students began to self-monitor, self-correct, and discuss stories. As the study transitioned from an office setting to the classroom, the dog and handler continued as reading partners, now with a growing audience of additional students and staff. Students talked and interacted with books in a way that bypassed reading level, behavior issues and computer-based comprehension questions, ultimately forming a community of readers. </p><p> Recommendations encourage school personnel to intentionally structure and integrate dog-assisted reading teams for literacy learning, with training sessions for handlers to learn how to engage with books, listen carefully to readers, and notice when students need additional support. Professional development can help classroom teams better integrate dog-assisted reading and literature-based instructional approaches. Importantly, providing a wide range of reading materials during dog-assisted time can support students to engage as readers in multiple ways.</p><p>

Many adult literacy and adult basic education learners struggle with various forms of negative emotions. Self-doubts are often a result of resistance to earlier schooling experiences and how they processed those experiences. Adults need to shed emotions that interfere with progress and develop the self-confidence needed to persist with academic work. There is a need for a strategy to help learners become more self-confident, persistent, and self-directed. The purpose of this study was to develop, pre-test, field-test, post-test, and refine a training program designed to help students move closer to self-directed learning. The data was collected through formative and summative evaluation strategies that revolved around a series of critical dialogues with learners. Findings related to the unlearning process revealed movement by the participants towards several enabling outcomes. These outcomes included unlearning the "blaming-the-victim" mentality; working through the shame issue of returning to school as an adult; resisting the self-fulfilling prophecy that they are incapable of academic work; giving themselves credit for overcoming barriers; and moving towards developing a stronger sense of critical awareness. This study also found that: (1) learners can benefit from reflecting on their earlier schooling experiences and surrounding circumstances; (2) learners want their critical voices heard; and (3) critical reflection and critical pedagogy are important processes in helping learners overcome negative emotions and getting at those voices. In conducting the evaluation, several problems in the design were easily rectified, but others were left unsolved. Empowerment and participatory practices are not easy, and program staff may find some of the results too critical, difficult to deal with, and unpleasant. What characteristics make for a good facilitator? Should a practitioner from the learning center be present during the critical dialogues? The participants not only endorsed the program, but had recommendations for practitioners who might consider participating in a similar program designed specifically for them.

Adult literacy has become more important today. Nearly half of the millions who lack a high school education are non-English speaking adults in urban communities. Understanding the problems these adults confront in learning English is crucial to providing quality literacy services. Adult learners come to the learning tasks with fully developed cognitive capacity and life experiences. Learners' perception of the learning task affects the teaching and learning process. Despite many studies in L2 acquisition, very little is known about how adult L2 learners think about the process, particularly learners at the low literacy levels. In an attempt to find some commonality among Chinese adult ESOL learners, a survey was conducted in an urban community school. The study examined the perceptions of Chinese adult learners on the key issue in L2 learning, namely, L1 influence in learning L2 literacy skills. The study found that adult Chinese learners perceived L1 influence in learning English. Learners indicated positive L1 influence in some categories, but perceived significant negative L1 influence in more categories. Learners explained their perceptions in terms of similarities and differences between Chinese and English, the existence and non-existence of certain features in Chinese, their L1 learning experience and their learning philosophy. Their explanations also show different learner strategies and reflect the form of L1 education learners received. Learners also indicated preferred instructional approaches in their responses to the open-ended question. It is also indicated that learners perceive more L1 influence in superasegmental structures than in the segmental elements of the L2, even in places where L1 clearly affects the learning of the L2 segments. Among the four basic literacy skills, learning to speak English is the most difficult task as perceived by the Chinese adult learners. Listening is very difficult for most of the respondents. Writing is difficult for a significant number of learners while reading is perceived the least difficult by all learners. Areas for future research were pointed out. It is hoped that data from this study will serve as baseline information for future practitioner research in the adult literacy field.

This dissertation, based on an ethnographic study, seeks to identify and understand the gendered subject positionings of six working class girls enrolled in the Computer Shop of a rural vocational high school in the Northeastern United States. Since local law and Federal law clearly state that no person can be discriminated against in either schooling or employment, a continued lack of gender balance within the trades is puzzling to parents, educators, and researchers. This study contributes to a paucity of research focused upon gender and vocational education. Theoretical perspectives of feminist poststructuralism informed the collection, analysis, and reporting of data for this study. Data for this study included structured ethnographic interviews, feminist poststructuralist analysis of salient texts, and four school terms of participant observation. Analysis of the interrelatedness of these discrete strands of data yielded multiple, often contradictory, layers of gendered subject positionings. Discourses related to gendered positionings in personal relationships and schooling/career were fundamental. Feminine discourses related to nurturing were primary in analyzed texts. In the girls' lives, caring for others competed with schooling. Most of the girls worked long hours in minimum wage jobs and skipped school to meet the needs of boyfriends and children. For some of the girls, pervasive discourses of beauty meant a battle with anorexia. Discourses of heterosexual romance imbued the girls' textual preferences. In ways befitting characters in the soap operas, books, and films they loved, the girls commonly jeopardized their safety to find and keep boyfriends. At school, the girls navigated an environment that privileged boys and men through gendered shop selections, sexist texts, and male authority. Excessive regulatory practices contributed to three of the girls not graduating with her class. Understanding the multiple subjectivities of adolescent girls challenges educators and researchers to move beyond simplistic solutions in equity issues. Through multi-layered research, the impacts and synergy of gendered discourses become visible, and thus subject to interruption.

Many people believe folk and fairy tales convey a set of universal truths and beliefs; however, scholars, researchers, and folklorists have questioned or challenged this supposition. There are many versions of traditional tales and reworked tales that provide different points of view. Tale Type 500: The Name of the Helper, classified by Aarne-Thompson, is one tale that has a number of counter perspectives. While there are many variations of this tale, the Grimms' Rumpelstiltskin is the most well known. There is a lack of scholarly investigation of both the original tale and its manifestations and reconstructions. Reconstructed versions of Tale Type 500 provide more information about characters' motives with the intent of providing a different ideology. The methodology of this dissertation applies a critical multicultural analysis (Rudman & Botelho, forthcoming) to examine power in adaptations of Tale Type 500 written for children and young adults. Critical multicultural analysis is an approach that helps readers identify and analyze power relations in literature. Specifically, this study examines the fluidity of the power that characters exercise on a continuum: domination, collusion, resistance, and agency. First, this study examines characters' actions regarding how power is exercised by identifying the power on a continuum of domination through agency. Second, this study examines which characters benefit from the power exercised, and how they benefit. Third, this study identifies which characters are disadvantaged from power and how. Following each analysis is a discussion about the implications for children in America's society today. The findings of this study, indicate that power relationships are a prominent theme in the reconstructed versions of Tale Type 500. Three general themes emerged in this study: (1) readers can look at power relations in children's literature and see how the texts reflect critical theory about power relations, (2) some authors of children's literature consciously apply critical literacy practices, and (3) few texts portray characters exercising the power of agency. By identifying social implications of text ideologies and questioning the issues of power in children's literature, critical readers can consider how texts counteract, maintain, or promote alternative systemic power structures.

The purpose of this study was to explore the relationship between culturally matched and unmatched materials on the reading comprehension of African-American students in grades 3 through 5. The study also sought to explore potential relationships amongst variables such as background knowledge, academic self-concept, and comprehension. The results obtained suggest that after adjusting for background knowledge, oral reading fluency and reading comprehension scores did not vary as a function of reading culturally matched and unmatched materials. In other words, reading passage content did not facilitate fluency and reading comprehension for African-American students enrolled in grades 3 through 5. In addition, academic self-concept scores did not vary as a function of reading culturally matched and unmatched materials. Therefore, the results obtained fail to support the cultural model's hypothesis of reading achievement in the African-American community.

The growing Latino/a population is generating an influx of students with different educational needs into U.S. public schools. As a result, educators are faced with the challenge of teaching basic skills to second-language learners (SLL) while simultaneously promoting the development of their second language. Despite the fact that SLL from Spanish-speaking backgrounds are about twice as likely as non-Hispanic whites to be reading below average for their age (Moss & Puma, 1995), research on second-language children's reading is limited in scope and quantity. The limited research has indicated that the reading rate of SLL might be slower than that of native-English speakers (Geva, Wade-Woolley, & Shaney, 1997; Mace-Matluck, 1979). This study was conducted with the purpose of (a) examining SLL weekly rates of growth (slopes) in reading, (b) comparing these rates to those demonstrated by of native-English speakers in a study conducted by Fuchs, Fuchs, Hamlett, Walz, and Germann (1993), and (c) understanding whether certain factors typically discussed in the educational literature on SLL contribute to positive slopes in reading. The sample was composed of SLL in second through fourth grade (n = 69) attending two urban elementary schools in Western Massachusetts. Grade-level Curriculum-Based Measurement (CBM) English reading probes were administered to children once a week for 12-weeks. A z-test for independent samples was used to compare slopes found in the present study and those found by Fuchs et al. A hierarchical multiple regression analysis was conducted to determine the degree of influence of proficiency in English and/or Spanish, age, Spanish reading fluency, and language(s) used for reading instruction on weekly outcomes in reading. Both descriptive and correlational research methods were used to answer these questions. The pattern of reading growth across grades identified in the present study suggests that SLL make the most dramatic reading growth in the later grades (i.e., fourth grade). Proficiency in English and/or Spanish, age, Spanish reading fluency, and language(s) used for reading instruction together explained only 18% of the variance of the slopes. Hypothesis regarding explanations for these results, limitations to the study and future research directions are discussed.