Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students’ concepts of literacy and of themselves as literate people, and to capitalized on students’ multiliteracies by using visual art to teach students how to notice main ideas in nonfiction texts. Statistical analyses indicate that English language learners made significant gains in reading comprehension. However, analyses of students’ written reflections and of stimulated recall interviews illustrate that, although students practiced literacies in diverse and powerful ways outside of school, they maintained generally low self-concepts and highly schoolish conceptions of literacy. / Teaching & Learning
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3220 |
| Date | January 2017 |
| Creators | Mabry, Megeara Glah |
| Contributors | Smith, Michael W. (Michael William), 1954-, Swavely, Jill M., Sullivan, Francis J., Rymes, Betsy |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 115 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3202, Theses and Dissertations |
Page generated in 0.0019 seconds