2012 Annotated Bibliography Of Research In The Teaching Of English

Annotated Bibliography AB1
Research in the Teaching of English Volume 47, Number 2, November 2012 AB1
Annotated Bibliography of Research
in the Teaching of English
Richard Beach, Martha Bigelow, Beth Brendler,
Kara Coffino, Deborah Dillon, Amy Frederick,
Michelle Gabrielli, Lori Helman, Bic Ngo,
David O’Brien, Adam Rambow, Cassie Scharber,
and Jenna Sethi
University of Minnesota
Martine Braaksma and Tanja Janssen
University of Amsterdam
Amanda Haertling Thein
University of Iowa
Lauren Liang
University of Utah
Amy Stornaiuolo
University of Pennsylvania
Introduction
This November issue of RTE once again contains the Annual Annotated Bibliog-
raphy of Research in the Teaching of English. This bibliography includes abstracts
of selected empirical research studies as well as titles of other related studies and
books published between summer 2011 and summer 2012.
As was the case with the 2010 and 2011 versions of the bibliography, the
bibliography is available solely as a downloadable PDF file at http://www.ncte
.org/journals/rte/issues/v47-2.We appreciate the fact that NCTE has provided free
access to these annual bibliographies going back to 2003 available on the NCTE
website: http://www.ncte.org/journals/rte/biblios.
Readers can search the PDF for relevant research by using the “Find” feature
on Adobe Acrobat to search for particular topics, authors, or journals. To engage
in topic searches, they can also use the tags listed both below and in the beginning
of each section.These tags represent some of the most common topics inductively
Copyright © 2012 by the National Council of Teachers of English. All rights reserved.

AB2 Research in the Teaching of English Volume 47 November 2012
derived from the abstracted studies. While there could be many more tags, we
wanted to limit the tags to a manageable number.
Each abstract has been assigned up to and no more than four tags, beginning
with a section tag, for example, #digital/technologytools, and, in many cases, fol-
lowed by another section tag, for example, #reading. Because many of the stud-
ies in this bibliography fall into multiple categories, readers can search for such
studies by entering in both section tags, for example, #literaryresponse/literature/
narrative #reading.
We hope that this searchable bibliography, which has been edited to select
high-quality research and which includes abstracts created by the editors,continues
to provide a valuable service to the RTE research community.
Tags for Searching Research Study Abstracts
Digital/Technology Tools #digital/technologytools #digitaldivide
#socialnetworking #academictechnologyuse #video #blogs/wikis
#digitalreading #literacydefinitions #onlineeducation #instantmessage
#laptops/mobiledevices #referencing/citations/informationliteracy
#games
Discourse/Cultural Analysis tags: #discourse/culturalanalysis #race #class
#gender #schooling #curriculum #identity #policy #culturaldifference
#pedagogy #politics #sociolinguistics #ethnography
Literacy tags: #literacy #development #identity #linguistic #literacy
assessment #familyliteracy #adultliteracy #communityliteracy #spelling
Literary Response/Literature/Narrative tags: #literaryresponse/literature/
narrative #engagement #instruction #genreknowledge #discussion
#interpretation #culturalvalues/models #storydevelopment #aesthetic
response #adolescentliterature #perspectivetaking #developmental
differences
Media Literacy tags: #medialiteracy #games #films #television
#advertising #music #news #audiences #mediaeffects #representations
#gender #multiliteracies #multitasking
Professional Development/Teacher Education tags: #professional
development/teachereducation #preservice #inservice #mentoring/coaching
#sociocultural/collaborativelearning/inquirygroups/communities #critical/
reflectivepractice #pedagogical/contentknowledge/culturallyrelevant
pedagogy #teacheridentity #teacherbeliefs/assumptions #teacherretention/
turnover #studentteaching #actionresearch/inquirycycles

Reading tags: #reading #comprehension #decoding #vocabulary #fluency
#strategies #readingtests #independentreading #policy #motivation/
engagement #strugglingreaders #contentliteracy
Second Language Literacy tags: #secondlanguageliteracy #bilingual
#immigrant/refugee #secondlanguageassessment #culturaldifference
#vocabulary #metalinguistic #ESLinstruction #foreignlanguageinstruction
#languageacquisition #cognitive
Writing tags: #writing #writinginstruction #argumentation #writing
strategies #revision #feedback #writingquality #writingassessment
#authorialidentity #genre #portfolio #expressivewriting #writing-to-learn
Digital/Technology Tools
Tags:#digital/technologytools #digitaldivide #socialnetworking #academictechnologyuse #video
#blogs/wikis #digitalreading #literacydefinitions #onlineeducation #instantmessage #laptops/
mobiledevices #referencing/citations/informationliteracy #games
Alvermann, D. E., Marshall, J. D., McLean, C.A., Huddleston, A. P., Joaquin, J., & Bishop, J.
(2012).Adolescents’web-based literacies,identity construction,and skill development.Literacy
Research & Instruction, 51(3), 179-195.
Documents how five adolescents used web-based resources to construct online identities.After
collecting daily logs and conducting weekly interviews over eight months, finds that online
identities were constructed via engagement in social networking, gaming and fandom, shop-
ping, remixing music, and pursuing a religious calling. These online identities were tied to their
offline social networks in reciprocal ways. Explores how digital literacy skills developed in the
course of constructing online identities, as some youth used online resources for engaging in
academic assignments, poetry, and entrepreneurship. Suggests that young people’s web litera-
cies are intertwined with literacies used in schools and have relevance for living and working
in the 21st century.
#digital/technologytools #medialiteracy/use #literacydefinitions #academictechnologyuse
Anderson,J.,& Rainie, L. (2012). The future of apps and the web.Washington,DC: Pew Research
Center. Retrieved from http://www.pewinternet.org/Reports/2012/Future-of-Apps-and-Web
.aspx
Queries 1,021 Internet experts and other Internet users regarding their predictions as to the
uses of apps and/or the web in 2020. Some responded that the issue is not an either-or matter in
that apps and the web will be converging in the cloud. Fifty-nine percent believed that in 2020
the web will continue to develop and will be more important than apps, which will function
more as specialized means of acquiring information or for entertainment. Thirty-five percent
believed that in 2020,people will prefer the use of specific apps given their superior quality,ease
of use, and security over uses of the open web, which will become less important and useful.
#digital/technologytools #academictechnologyuse #onlineeducation #socialnetworking
Anderson,J.,& Rainie,L.(2012).The future of gamification.Elon,North Carolina:Elon University
Imagining the Internet Center andWashington,DC: Pew Research Center’s Internet &American
Life Project.Retrieved from http://pewinternet.org/Reports/2012/Future-of-Gamification.aspx
Conducts a non-random online sample survey of 1,021 Internet experts and other Internet
users who were asked to select between two different future scenarios for the development

of gamification, defined as “the use of game mechanics, feedback loops, and rewards to spur
interaction and boost engagement, loyalty, fun and/or learning.”Forty-two percent agreed that
by 2020, there will be little implementation of gamification in most everyday activities, while
53% agreed that there will be significant advances in the adoption and use of gamification in
communications, education, health, and work.
#digital/technologytools #games #academictechnologyuse #onlineeducation
Beach, R., & Doerr-Stevens, C. (2011). Using social networking for online role-plays to develop
students’ argumentative strategies. Journal of Educational Computing Research, 45(2), 165-181.
Examines the development of high school students’argumentative writing strategies as they role-
played about the school’s Internet policies on a Ning social network. Analyzed student-voiced
discourses,especially their hybrid discourses when constructing roles and formulating positions.
Found that tensions between competing discourses helped youth challenge one another’s and
their own ideas, enhanced their awareness of alternative arguments, and increased motivation
to take action. Suggests that social networking can provide opportunities for young people to
engage with competing perspectives and participate in collaborative argumentation,particularly
in regard to civic activity.
#digital/technologytools #writing #socialnetworking #academictechnologyuse
Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive learning online
at public universities: Evidence from randomized trials. New York: Ithaka S+R. Retrieved from
http://tinyurl.com/7j79rls
Compares college student learning in an online/hybrid versus face-to-face statistics course on
six college campuses. Finds no difference in pass rates, final exam scores, and performance on
a standardized assessment of statistical literacy. Cost simulation analyses suggest that hybrid
instruction can reduce costs for large introductory courses in the long run.
Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of
Adolescent & Adult Literacy, 54(8), 557-567.
Explores how preservice and early career teachers engaged in online literature discussion circles.
Analyzes how the virtual learning circles promoted group membership and engaged students
in the reading process. Finds that virtual literature circles promoted collaborative learning and
fostered increased interaction between teachers and students.Argues that the online discussion
threads offer participants the opportunity to revisit archives as a resource for further under-
standing of the literature.
#digital/technologytools #literary response/literature/narrative #academictechnologyuse #digi-
talreading
Chiong, C., Ree, J., & Takeuchi, L. (2012). Print books vs. e-books. New York: The Joan Ganz
Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/Reports-35.html
Examines parents’ and children’s preferences for shared or co-reading of print versus basic e-
books on an iPad versus an enhanced,interactive e-book on an iPad.Thirty-two pairs of parents
along with their 3–6-year-old children were randomly assigned to read both a print book and
an enhanced e-book or an e-book and a print book. The interactivity of the enhanced e-book
provided a different, more challenging co-reading experience than was the case with either the
print or the basic e-book because it prompted more non-content related interactions. Sixty-
three percent of the pairs were just as engaged reading the print book than with either the basic
or enhanced e-books; only 6% of the pairs were more engaged with the e-book than the print
book. In contrast, the children themselves were more engaged with the e-books than the print
books, although most were equally engaged by both print and e-books. They also physically
interacted more with the enhanced e-book than either the print or basic e-book. Children who

read the enhanced e-books had lower recall of story events than children who read the print
version of the same story.Suggests that enhanced e-books should be designed to provide parents
with settings to customize their co-reading experiences with children.
#digital/technologytools #reading #literaryresponse/literature/narrative #digitalreading
Coiro,J.(2012).Understanding dispositions toward reading on the Internet.Journal of Adolescent
& Adult Literacy, 55(7), 645-648.
Addresses four questions in regard to adolescents’ beliefs and attitudes about online reading.
Why are positive dispositions toward reading on the Internet important? How can we measure
students’ dispositions toward online reading for school-related informational purposes? What
do these measures reveal about adolescents? Is it possible to foster more positive dispositions
toward online reading? After linking positive dispositions toward reading on the Internet with
increased motivation and performance,reviews three instruments to measure adolescents’online
reading beliefs and attitudes.Mixed methods instruments offer a complex picture of adolescents’
online reading attitudes that offer teachers guidance.Suggests that teachers can support personal
reading dispositions through increased discussion about reader beliefs and goals.
#digital/technologytools #reading #referencing/citations/informationliteracy #digitalreading
Coiro,J.,Castek,J.,& Guzniczak,L.(2011).Uncovering online reading comprehension processes:
Two adolescents reading independently and collaboratively on the Internet. In P. L. Dunston,
L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles, & C. C. Bates (Eds.), 60th
Yearbook of the Literacy Research Association (pp. 354-369). Oak Creek, WI: Literacy Research
Association.
Examines shared online reading by pairs of students on their collaborative construction of
knowledge acquired from reading and discussing online texts.Drawing from a larger study popu-
lation,conducts a case-study analysis of two 7th-grade female students’shared reading processes
in addressing inquiry questions. Finds that while reading and responding independently, one
student focused more on acquiring specific information as the “thoughtful gatherer,” while the
other student focused more on summarizing information as the“aesthetic summarizer.”When
the two students were engaged in shared reading, the “aesthetic summarizer” student modeled
summarizing processes for the other student,who then began to employ more summarizing and
reflection processes. Suggests the value of having students engage in shared reading for online
searches so that they model different reading processes for each other.
#digital/technologytools #reading #digitalreading #referencing/citations/informationliteracy
Colwell, J., Hutchison,A., & Reinking, D. (2012). Using blogs to promote literary response dur-
ing professional development. Language Arts, 84(4), 232-255.
Examines preservice elementary language arts teachers’ uses of blogging within a Ning social
networking class site for formulating and sharing literary responses. Analysis of the blog posts
and interview data indicates that the blogging created a collective audience for shared inter-
textual repository of responses, social interaction with peers to acquire alternative perspectives
on a text, and an opportunity to employ a tool that they would then use in their own teaching.
#digital/technologytools #professionaldevelopment/teachereducation #blogs/wikis #socialnet-
working
Common Sense Media. (2012). Social media, social life: How teens view their digital lives. San
Francisco:Common Sense Media.Retrieved from http://www.commonsensemedia.org/research/
social-media-social-life
Surveys 1,030 13- to 17-year-olds in winter 2012 regarding their uses and perceptions of social
networking—texting, Facebook, and Twitter. They spend an average of five hours for all online
activities, with 70% determining ways to avoid parental monitoring. Ninety percent engage in
social networking; 75% maintain their own site largely on Facebook; 51% check their sites daily.

Thirty-three percent prefer texting and 68% text daily; 7% prefer use of a social network site;
and 4% prefer talking on the phone. Forty-nine percent prefer face-to-face conversations for
communication with peers because they perceive these conversations as more fun and they can
better understand the meaning of their peers’talk.Fifty-two percent perceived social networking
as enhancing their social relationships,particularly with friends they don’t see regularly.Thirty-
four percent perceive social networking as deterring them from face-to-face communication.
Forty-one percent describe themselves as“addicted”to their cell phones and 43% wish that they
could “unplug” from their devices.
#digital/technologytools #socialnetworking #instantmessage
Gasser, U., Cortesi, S. C., Malik, M., & Lee, A. (2012). Youth and digital media: From credibility
to information quality (Research Publication No. 2012-1). Cambridge, MA: Harvard University
Berkman Center. Retrieved from http://ssrn.com/abstract=2005272
Analyzes adolescents’use of online search strategies to acquire information.Finds that the ability
to employ effective search strategies influences the quality of information obtained.Adolescents
vary in their ability to employ cues and heuristics to evaluate quality,especially visual and inter-
active elements.They also transfer their experiences in employing information search strategies
for personal and social activities to use for academic purposes.
Gil-Flores, J., Torres-Gordillo, J. J., & Perera-Rodríguez, V. H. (2012). The role of online reader
experience in explaining students’ performance in digital reading. Computers & Education,
59(2), 653-660.
Analyzes the relationships between extracurricular online experience and digital reading perfor-
mances. Surveys 4,748 Spanish students’ use of online reading experiences; students also took
a digital reading test. Digital reading performance is better predicted by online information
searching; online social activities are less relevant to digital reading performance.
Goddard, A. (2011).“Type you soon!”A stylistic approach to language use in a virtual learning
environment. Language & Literature, 20(3), 184-200.
Brings together interactionist approaches with insights from stylistics in order to analyze a spe-
cific aspect of synchronous written language use within a virtual learning environment (VLE),
drawing on “response cries” (Goffman, 1981). Draws from the field of Mediated Discourse
Theory, specifically the central concept of discourse as a “nexus of practice” (Scollon, 1998,
2011).Contends that although new communication technologies have become an integral part of
much educational practice, the nature of virtual learning environments (VLEs) remains under-
researched,particularly in terms of the language skills required of participants.Offers a number
of pedagogical implications, including the need to build a more sophisticated understanding of
the nature of VLEs in order to assess participant performance accurately.
#digital/technologytools #writing #onlineeducation #academictechnologyuse
Greenhow, C., & Burton, L. (2011). Help from my“friends”: Social capital in the social network
sites of low-income students. Journal of Educational Computing Research, 45(2), 223-245.
Examines the degree to which low-income high school students’ social networking participa-
tion serves to enhance their social capital related to enhancing their educational attainment,
achievement, and psychosocial factors. Conducts a regression analysis of 607 low-income high
school students’ survey responses regarding their online social networking, social capital, and
measures of psychological well-being. Finds positive relationships between two forms of social
capital—their bonding and their bridging social capital—in terms of providing them with ac-
cess to personal information and expertise,their emotional sharing,reception of peer feedback,
and reinforcement of their identities. Suggests the value of social networking opportunities for
low-income students.

#digital/technologytools #discourse/culturalanalysis #socialnetworking #academictechnologyuse
Grimley,M.(2012).Digital leisure-time activities,cognition,learning behaviour and information
literacy: What are our children learning? E-Learning and Digital Media, 9(1), 13-28.
Examines 10–12 year olds’ information literacy practices according to high versus low leisure-
time digital immersion and gender, as well as their cognitive attention and reasoning ability.
Finds that all students had low information literacy skills. High digital leisure-time immersion
students had higher levels of attentional inconsistency; high digital consumption behavior
had lower literacy levels. Low digital immersion females and high immersion males had lower
information literacy skills.
#digital/technologytools #literacy #referencing/citations/informationliteracy #socialnetworking
Heinrich, P. (2012). The iPad as a tool for education: A study of the introduction of iPads at
Longfield Academy, Kent. Nottingham, UK: NAACE. Retrieved from http://www.naace.co.uk/
publications/longfieldipadresearch
Examines students’and teachers’uses of iPads in a British school for students ages 11–18 in which
students had their own personal iPads. Analyzes survey results and interview data obtained in
Spring 2012 from 310 students and 71 teachers. Finds that 80% of teachers employed the iPads
in at least one lesson; student interviews indicate that only a small minority of teachers made
extensive use of iPads.Most frequent use of iPads occurred in English,math,science,geography,
music, and art in that order of frequency. Most frequent type of use as reported by students was
for online research,mind-mapping,presentations,group work,poster design,video production,
use of subject-matter apps,and reading materials.Students indicate that they wanted teachers to
make more use of iPads for creating wikis, writing, reading, taking tests, creating music, editing
photos, designing and playing games, and communicating with teachers. Seventy-one percent
of students used iPads outside of school for completing homework, 87% for social networking
and playing games, 47% for online research, and 39% for design and creative activities. Sixty-
nine percent of students and 67% of teachers indicate that students were more motivated to
learn given use of iPads; 55% of students and 56% of teachers indicate that students can work
more collaboratively using the iPads. Suggests an overall positive perception of the use of iPads
to foster learning.
#digital/technologytools #academictechnologyuse #laptops/mobiledevices #referencing/cita-
tions/informationliteracy
Hungerford-Kresser, H.,Wiggins, J., & Amaro-Jimenez, C. (2012). Learning from our mistakes:
What matters when incorporating blogging in the content area literacy classroom. Journal of
Adolescent & Adult Literacy, 55(4), 326-335.
Examines preservice secondary teachers’ perceptions about blogging by analyzing qualitative
data about the students’blogging in their content literacy classes over two and a half years.Finds
that the students perceive blogging to be unproductive,as just another task to complete.Suggests
that teachers provide more guidance, offer prompts, include different forms of responses, and
integrate blogs into classroom interactions.
#digital/technologytools #writing #blogs/wikis #academictechnologyuse
Hutchison,A. (2012). Literacy teachers’perceptions of professional development that increases
integration of technology into literacy instruction. Technology, Pedagogy and Education, 21(1),
37-56.
Reports results of a national survey of 1,441 literacy teachers in the US conducted to better
understand the integration of digital technology into instruction. Reports results from open-
ended questions from the survey aimed at determining teachers’ perceptions about how to
improve professional development in the area of technology integration. Results indicated that
respondents identified four factors that they believe would contribute effectively to their own

professional development: (a) time to explore,practice,and prepare for literacy instruction into
which they integrate technology; (b) access to equipment during and after professional develop-
ment; (c) access to higher level knowledge, knowledgeable presenters, and relevant background
knowledge; and (d) ongoing,follow-up,and small group support.Discusses implications for the
improvement of literacy teachers’ professional development and student learning.
#digital/technologytools #professional development/teacher education #academictechnologyuse
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and
communication technologies into literacy instruction: A national survey in the United States.
Reading Research Quarterly, 46(4), 312-333.
Reports on a national survey of 1,441 literacy teachers in the U.S. about their perceptions of in-
tegrating information and communication technologies (ICTs) into literacy education.Analyzes
survey data using descriptive statistics, exploratory factor analysis, and path analysis. Finds that
teachers reported low levels of curricular integration and low levels of access to technologies
that would facilitate integration. Teachers reported they did not regularly engage in activities
associated with 21st-century literacies despite thinking them important (except for new genres
of reading and writing, such as blogs and wikis, which teachers rated as less important). The
majority of teachers defined integration of ICTs using a technological rather than curricular
framework and saw ICTs as supplementary to their instruction.Path analysis revealed that beliefs
about the importance of technology were related to levels of ICT integration in instruction.
#digital/technologytools #medialiteracy/use #professional development/teacher education
#academictechnologyuse
Janicki,E.,& Chandler-Olcott,K.(2012).Secondary English teachers’perspectives on the design
and use of classroom websites. Contemporary Issues in Technology and Teacher Education, 12(2).
Retrieved from http://www.citejournal.org/vol12/iss1/languagearts/article1.cfm
Examines 20 secondary English teachers from five different districts who have developed websites
for use in the classrooms. Uses interviews and document analysis to determine their perspec-
tives on how they designed and used these websites. Finds a range of different types of websites
from those that simply provide online versions of existing in-class resources and materials to
those that serve to foster opportunities for student interaction beyond class.Teachers voiced five
reasons for use of their websites: to conform to school or district expectations; communicate
with parents; assist students by providing online information to help them catch up on in-class
information and assignments; provide students with information and resources for postsecond-
ary success; and respond to external pressures to have a class website, particularly from peers
and district administrators.
#digital/technologytools #academictechnologyuse #socialnetworking #onlineeducation
Jewitt,C.,Clark,W.,& Hadjithoma-Garstka,C.(2011).The use of learning platforms to organise
learning in English primary and secondary schools.Learning,Media &Technology,36(4),335-348.
Reports on how learning platform technologies organize learning in English primary and
secondary schools. Draws on case studies of 12 schools and finds that learning platforms can
enhance access to a range of resources, increase opportunities for individualized learning, sup-
port collaborative learning, and improve student reflection and assessment practices. Suggests
that learning platforms help connect students,parents,and teachers in ongoing discussions and
that the archived material may provide increased opportunity for learning but may also“follow”
students in positive or negative ways.
#digital/technologytools #medialiteracy/use #academictechnologyuse #socialnetworking
Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher
Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://www
.nmc.org/publications/horizon-report-2012-higher-ed-edition

Queries experts regarding future trends in technology uses and rank-orders them in terms of
significance for immediate versus long-term impact on people’s lives and higher education.
Finds that for the next year, it is predicted that mobile apps and tablets will continue to play an
increasingly important role in everyday life and schools.For two to three years out,it is predicted
that game-based learning will grow in their use in the workplace and schools, while learning
analytics could provide useful data on student engagement,performance,and academic progress.
For the next four to five years, it is predicted that gesture-based computing—involving use of
touch,movement,voice,and facial expression as well as“The Internet of Things,”based on use of
smart objects that can capture and yield certain measurement data,for example,environmental
data such as temperature or humidity—will grow in use.
#digital/technologytools #academictechnologyuse #onlineeducation #games
Kadavy,C.,& Chuppa-Cornell,K.(2011).Personal touch: Embedding library faculty into online
English 102. Teaching English in the Two-Year College, 39(1), 63-77.
Examines the effects on students’ research of embedding a “Personal Librarian” in an online
English composition course. Librarians developed curriculum materials and videos on aca-
demic research methods for use in the course. Develops questionnaire to determine students’
perceptions of the materials/videos as well as analyzes the students’ final research papers. Finds
that students responded positively to the material/videos and that these resources helped them
navigate library databases, evaluate sources, and incorporate those sources into their writing,
resulting in students’ improvement in meeting source quality requirements from 70.9% before
work with the librarians to 94.4% after their work.
#digital/technologytools #writing #onlineeducation #referencing/citations/informationliteracy
Koutsogiannis, D., & Adampa, V. (2012). Girls, identities, and agency in adolescents’ digital
literacy practices. Journal of Writing Research, 3(3), 217-247.
Analyzes high school females’uses of digital tools for writing and communication and conducts
a discourse analysis of their beliefs about these uses. Finds that uses of these tools in the home
transfers to school use. Females were more likely to use word-processing and presentation soft-
ware than males, choices related to adopting the discourses of being“diligent students.”Partici-
pants also employed digital tools in their own unique ways consistent with their identity needs.
#digital/technologytools #writing #discourse/culturalanalysis #academictechnologyuse
Lenhart, A. (2012). Teens, smartphones & texting. Washington, DC: Pew Internet & American
Life Project.Retrieved from http://pewinternet.org/Reports/2012/Teens-and-smartphones.aspx
Surveys teens’ (ages 12–17) use of texting in 2011. Texting is up markedly while voice calling is
down,particularly for females 14–17; 63% text daily versus 39% calling cell phones,35% social-
izing face-to-face, 29% sending messages through social-networking sites, 22% IMing, and 6%
emailing. One in four teens say they own smartphones. The median number of texts sent daily
was 60. The heaviest texters (more than 100 texts a day) are also the heaviest talkers; 69% of
heavy texters talk daily on their cell phones versus 46% of medium texters (those exchanging
21–100 texts a day) and 43% of light texters (those exchanging 0–20 texts a day).
#digital/technologytools #instantmessage #socialnetworking #literacydefinitions
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., & Rainie, L. (2011). Teens, kind-
ness and cruelty on social network sites. Washington, DC: Pew Internet and Family Life Project.
Retrieved from http://pewinternet.org/Reports/2011/Teens-and-social-media.aspx
Surveys adolescents’ uses of social networking and texting related to establishing positive and
negative peer relationships.Finds that while most adolescents had positive Internet experiences,
some, particularly girls ages 12–13, did experience instances of mean, unkind experiences to
a greater degree than was the case in a survey of adults. Contrary to the Children’s Online

Privacy ProtectionAct (COPPA) requiring that users of social networking sites be at least 13 years
old, 44% of adolescents admitting lying about their age to access these sites. At the same time,
adolescents are increasingly aware of the dangers of posting material about themselves online;
55% noted that they did not post something online given concerns about potential negative
perceptions by others, and most have private profiles visible only to “friends.” While few have
engaged in “sexting,” 1 in 6 indicate that they have received “sexting” messages.
#digital/technologytools #socialnetworking #instantmessage #academictechnologyuse
Levine, M., & Millstone, J. (2012). Teacher attitudes about digital games in the classroom. New
York:Joan Ganz Cooney Center at SesameWorkshop.Retrieved from http://tinyurl.com/6t9jv2m
Surveys 505 K–8 teachers on their attitudes toward use of digital games in the classroom. Finds
that teachers who identify as very or moderately comfortable in using digital games in the class-
room use games more frequently with their students than teachers who are less comfortable.
Thirty-two percent of these teachers use games 2–4 days per week while 18% use them every
day; these teachers also spend $50 a year or more on games or subscriptions. Seventy percent of
all teachers agree that using digital games increases motivation and engagement with content/
curriculum; 60% say that using digital games helps personalize instruction and collect data on
student learning. Forty-six percent report that access to technology resources remains a barrier
to use of digital games.
#digital/technologytools #games #academictechnologyuse #literacydefinitions
Lin,H-S.,Hong,Z-R.,& Lawrenz,F.(2012).Promoting and scaffolding argumentation through
reflective asynchronous discussions. Computers & Education, 59(2), 378–384.
Examines the impact of asynchronous online discussion on college students’ arguments. Each
of three different student cohorts were randomly assigned to an asynchronous online com-
munication group or a paper–pencil group for formulating arguments about socio-scientific
issues. Students in the asynchronous group had slightly higher mean quality level of arguments
(effect sizes ranged from 0.25 to 0.35) and frequency of rebuttals.
Miranda, T., Williams-Rossi, D., Johnson, K. A., & McKenzie, N. (2011). Reluctant readers in
middle school: Successful engagement with text using the e-reader. International Journal of Ap-
plied Science and Technology, 1(6), 81-91.
Examines students engaged with e-readers. One hundred ninety-nine middle school students
read one to four books on Kindle e-readers over a two-month period. Middle school boys who
are reluctant readers value reading more after using e-readers while girls’attitudes declined; boys
had a higher self-concept of their reading skill than girls, who preferred print books.
#digital/technologytools #reading #literaryresponse/literature/narrative #digitalreading
Mills, K. A., & Chandra, V. (2011). Microblogging as a literacy practice for educational com-
munities. Journal of Adolescent & Adult Literacy, 55(1), 35-45.
Examines how 166 preservice teachers used “micro-blogging” with the Edmodo platform for a
required technology course.Composing a collaborative narrative in a relay writing task,partici-
pants posted short (140 character) contributions to the group narrative over several weeks and
also completed a reflective blog entry. Finds that microblogging blurs the distinctions between
authors and readers,transforms elements of the writing process via increased interactivity,creates
a supportive virtual learning community,and promotes self-initiated learning practices.Suggests
that microblogging,as one kind of new textual practice found on social networking sites,allows
for dynamic and interactive dialogue characteristic of new global communications environments.
#digital/technologytools #writing #blogs/wikis #academictechnologyuse

Nielsen. (2012). State of the media: Mobile media report Q3 2011. New York: Nielsen. Retrieved
from http://tinyurl.com/8yf8xdr
Surveys 65,000 users of mobile devices in the third quarter of 2011.The number of smartphone
subscribers who access mobile Internet grew 45 percent since a previous 2010 survey; 26.3 mil-
lion of these users viewed mobile video and 62% have downloaded apps, with games being the
top download category. Analysis of 13–17-year-olds’ monthly cell phone bills found that they
consumed an average of 320 MB of data per month,an increase of 256% over 2010.The monthly
average of text messages was 3,417—about seven messages an hour. Teens indicated a prefer-
ence for texting over voice calling because it is faster (22%), easier (21%), and more fun (18%).
#digital/technologytools #instantmessage #games #video
Ponce, H. R., López, M. J., & Mayer, R. E. (2012). Instructional effectiveness of a computer-
supported program for teaching reading comprehension strategies. Computers & Education,
59(4), 1170-1183.
Examines the effects of a computer-based comprehension strategies instructional program (e-
PELS) designed to help students highlight and outline expository passages in terms of different
text structures and to have students paraphrase, self-question, and summarize texts. Analyzes
the use of the e-PELS program versus traditional reading instruction with 1,041 fourth-grade
elementary students in 21 schools in Chile.Students using the program had significantly higher
reading comprehension gain scores than did students receiving the traditional instruction,
particularly for lower-achieving students. Suggests the value of use of computer-based reading
instruction.
#digital/technologytools #reading #digitalreading #onlineeducation
Rainie,L.,Zickuhr,K.,Purcell,K.,Madden,M.,& Brenner,J.(2012). The rise of e-reading. Wash-
ington, DC: Pew Internet & American Life Project. Retrieved from http://libraries.pewinternet
.org/2012/04/04/the-rise-of-e-reading/
Shares the results of a survey focused on e-reading and people’s habits and preferences given to
2,986 Americans ages 16 and older in 2011. Twenty-one percent (one-fifth) of American adults
report they have read an e-book during the past year.In addition,while e-book reading is gaining
popularity,print books are still the dominant form of text.Print books are preferred for reading
to children and e-books are preferred for their portability.E-book readers tend to be avid readers
in all formats (88% of those who have read e-books during the past year also read print books).
#digital/technologytools #reading #digitalreading #laptops/mobiledevices
Reich, J., Murnane, R., & Willett, J. (2012). The state of wiki usage in U.S. K–12 schools: Lever-
aging web 2.0 data warehouses to assess quality and equity in online learning environments.
Educational Researcher, 41(1), 7-15.
Analyzes a representative sample drawn from a population of nearly 180,000 classroom wikis in
terms of use of expert thinking, complex communication, and new media literacy. Finds four
types of wiki usage: trial wikis and teacher resource-sharing sites (40%),teacher content-delivery
sites (34%), individual student assignments and portfolios (25%), and collaborative student
presentations and workspaces (1%).Wikis created in schools serving low-income students have
fewer opportunities for 21st-century skill development and shorter lifetimes than wikis from
schools serving affluent students.
#digital/technologytools #writing #blogs/wikis #digitalreading
Ruday, S. (2011). Expanding the possibilities of discussion: A strategic approach to using online
discussion boards in the middle and high school English classroom. Contemporary Issues in
Technology & Teacher Education, 11(4), 350-361.
Reviews the benefits and drawbacks of using online discussion boards in secondary English
classrooms. Benefits include the use of discussion boards to promote thoughtful responses,

establishauthenticaudiences,utilizeWeb2.0technologies,andimplementformativeassessments.
Cautions to attend to include the potential for miscommunication, variability in access, and a
high time investment. Calls for more research on adolescents’ uses of online discussion boards,
including analysis of discussion quality, comparison between face-to-face and online discus-
sions, and evaluation of classrooms implementing best practices with online discussion boards.
#digital/technologytools #medialiteracy/use #academictechnologyuse #blogs/wikis
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of technology
immersion on middle school students’ learning opportunities and achievement. Journal of
Educational Research, 104(5), 299-315.
Investigates the effects of a 1-to-1 laptop program on students’ academic achievement by
comparing 21 middle schools assigned to this treatment with 21 middle schools that served as
controls. Measures include a technology proficiency and activity survey, records of attendance
and disciplinary actions, and state standardized reading and mathematic assessment scores.
Hierarchical linear modeling revealed that 1) individual laptops and digital resources allowed
middle school students to develop greater technical proficiency and reduced their disciplinary
problems in classes,but they attended school somewhat less regularly; 2) the infusion of technol-
ogy resources changed the nature of classroom activities; and 3) the effect of technology immer-
sion on students’ reading or mathematics achievement was not statistically significant, but the
direction of predicted effects was consistently positive and was replicated across student cohorts.
#digital/technologytools #reading #laptops/mobiledevices #academictechnologyuse
Smith, A., & Brenner, J. (2012). Twitter use 2012. Washington, DC: Pew Internet and American
Life Project. Retrieved from http://pewinternet.org/Reports/2012/Twitter-Use-2012.aspx
Examines adults’uses of Twitter from 2010 to February 2012. Finds that by February 2012, 15%
of online adults use Twitter with 8% using it daily, double the use from May 2011, possibly due
to the increased use of smartphones. Twenty-six percent of Internet users ages 18–29 use Twit-
ter, double the rate of users 30–49. Twitter use by 18–24-year-olds increased by 18% between
May 2011 and February 2012.
#digital/technologytools #socialnetworking #referencing/citations/informationliteracy
Sormunen, E., & Lehtio, L. (2011). Authoring Wikipedia articles as an information literacy
assignment: Copy-pasting or expressing new understanding in one’s own words? Information
Research: An International Electronic Journal, 16(4). Retrieved from http://informationr.net/
ir/16-4/paper503.html
Analyzes students’ uses of different online versus print sources and citation practices in au-
thoring Wikipedia articles. Examines 17–18-year-old students’ creations of Wikipedia entries
in a geography and biology course. Conducts content analysis of the extent to which students
plagiarized materials based on five categories,ranging from“copy-paste”to“synthesizing across
sources.”Finds that students relied almost solely on online source material.The content analysis
indicated that about one-third of the entry material consisted of copy-paste verbatim or slightly
edited sentences. About 30% of the sources employed were not cited.
#digital/technologytools #writing #academictechnologyuse #referencing/citations/informa-
tionliteracy
Speak Up 2011. (2012). Mapping a personalized learning journey: K–12 students and parents
connect the dots with digital learning. Irvine, CA: Project Tomorrow. Retrieved from http://
tinyurl.com/cq7lrvq
Surveys students and parents about uses of digital tools for learning. Finds that students are
adopting tools to support their learning. Ten percent of high school students have posted a
tweet about an academic topic. Forty-six percent of students have used Facebook for collabo-
rating with peers to complete assignments. Sixty-four percent of parents indicate that they

would purchase a mobile device for their child’s academic use at school. In math and science
classes in which technology is being used, students are more likely to express an interest in a
STEM career than in math/science classes without technology use. Students also may not find
adequate learning opportunities in school so that 12% of high school students have taken an
online class on their own.
Speak Up 2011. (2012). Speak Up 2011 national findings K–12 educators: Personalizing the class-
room experience: Teachers, librarians, and administrators connect the dots with digital learning.
Irvine, CA: Project Tomorrow. Retrieved from http://tinyurl.com/ckc6vbz
Surveys administrators, teachers, and librarians regarding their technology uses related to
education. Compared to survey data regarding the public’s technology use, finds that educators
are more likely than the general public to use technology tools such as smartphones and tablet
computers; 55% of administrators employ tablets compared to 10% of the public. Fifty-two
percent of teachers and principals and 65% of district administrators have taken an online class
for training purposes compared to 21% of teachers in 2007.Forty percent of teachers and 50% of
principals use online professional learning communities.Seventy-four percent of administrators
posit that digital tools increases student engagement; 50% indicate that it helps to personalize
instruction; and 27% are considering adopting a BYOD (bring-your-own-device) policy.
Steinkuehler, C., Alagoz, E., King, E., & Martin, C. (2012). A cross case analysis of two out-
of-school programs based on virtual worlds. International Journal of Gaming and Computer-
Mediated Simulations, 4(1), 25-54.
Examines student learning in two out-of-school virtual programs,one based on the Teen Second
Life and one based on the Games, Learning & Society Program’s “Casual Learning Lab” using
World of Warcraft.Employs ethnographic analysis of in-game and face-to-face contexts,coding
the data based on eleven a priori themes related to the goals of each program. Finds differences
between the two programs in terms of how the virtual world designs resulted in students’ dif-
ferent use of argumentation, problem-solving, information literacy, and workplace skills.
#digital/technologytools #games #socialnetworking #academictechnologyuse
USC Dornsife/Los Angeles Times Poll. (2012). 86 percent of e-reader owners still read books in
print. Los Angeles: University of Southern California Dornsife College of Letters, Arts, and Sci-
ences. Retrieved from http://tinyurl.com/d89weom
Surveys a sample of California readers regarding their reading of e-books.Finds that of the 21%
of Californians who own e-readers,86% still read print books,including 54% who still read print
books most of the time. Only 10% have stopped reading print books. Twenty-two percent of
those surveyed read more than ten hours a week. There was also little support for the assump-
tion that young adults no longer read; 65% of respondents ages 18 to 29 read for pleasure three
or more hours a week, and an equivalent amount was reported for respondents ages 50 to 64.
#digital/technologytools #reading #laptops/mobiledevices #digitalreading
Wake,D.G.,& Modla,V.B.(2012).Using wikis with teacher candidates: Promoting collaborative
practice and contextual analysis.Journal of Research on Technology in Education, 44(3),243-265.
Examines the collaboration between two groups of teacher candidates from separate institu-
tions that implemented digital stories with K–4 elementary students and contributed to joint
wikis to examine their processes and products.The study investigated the ways in which teacher
candidates used the wikis to discuss their learners’ needs, the contexts of their teaching prac-
tices, and the pedagogical strategies necessary to support students’ literacy development. Using
grounded theory,the researchers examined the wiki postings and final evaluations of the degree
to which the wiki promoted candidates’ understanding of their experiences. Results show that

the use of wikis effectively promoted collaboration,critical thinking,understanding of learners’
development and diversity, and understanding of literacy-based pedagogical strategies. Results
also illustrate that teacher candidates need support in considering contexts of instructional
practice, including community, school, and classroom factors.
#digital/technologytools #professionaldevelopment/teachereducation #blogs/wikis #aca-
demictechnologyuse
Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral
information. Computers & Education, 59(2), 260-273.
Examines the degree to which oral information is retained when presented with slides versus
information presented orally without slides, as well as conditions contributing to use of slides
that limit information retention and slides associated with cognitive overload. Analyzes 209
university students’ processing of information with an oral presentation accompanied either
with no slides or with regular or concise PowerPoint slides. Finds that the use of regular versus
concise slides negatively influenced retention of oral information, a“speech suppression effect”
explained not by cognitive overload but rather by dysfunctional allocation of attention avoided
by the use of concise slides.
#digital/technologytools #reading #digitalreading #academictechnologyuse
Wilson, A. A., Chavez, K., & Anders, P. L. (2012). “From the Koran and Family Guy”: Expres-
sions of identity in English learners’ digital podcasts. Journal of Adolescent & Adult Literacy,
55(5), 374-384.
Examines six student podcasts made by eighth-graders in a reading/writing class for English
learners created over a five-month unit on student identity. Analyzes the podcasts in relation
to other student assignments in the unit and student interviews. Finds that podcasts promoted
language development and enabled students to use varied cultural and communicative resources
to express hybrid identities. Argues that podcasts enabled young people to express multiple
identities in distinctive ways, providing expanded opportunities to represent important aspects
of self and to do so in pleasurable ways. Suggests that including multilingual and multimodal
assignments can provide students with a sense of communicative competence while promoting
English language development.
#digital/technologytools #secondlanguageliteracy #multiliteracies #academictechnologyuse
Xu,Y.,Park,H.,& Baek,Y.(2011).A new approach toward digital storytelling:An activity focused
on writing self-efficacy in a virtual learning environment. Journal of Educational Technology &
Society, 14(4), 181-191.
Analyzes the effects of engaging in digital storytelling in a virtual environment on writing self-
efficacy and flow. Looks at how 64 undergraduates in South Korea created digital stories. One
class of 32 created digital stories for one section of a media course and the other class section
of the same course created digital stories in Second Life. The two groups’ independent sample
t-tests were employed to compare writing self-efficacy and flow. Finds that digital storytelling
in a virtual learning environment is more effective than digital storytelling off-line. Suggests
that learning in virtual worlds offers open-ended environments that promote different kinds
of interaction and imagination conducive to writing.
#digital/technologytools#writing#literaryresponse/literature/narrative#academictechnologyuse
Yang, Y. T. C. (2012). Digital storytelling for enhancing student academic achievement, critical
thinking, and learning motivation: A year-long experimental study. Computers & Education,
59(2), 339-352.
Examines the effects of 10th graders’ use of digital storytelling over a one-year period on their
academic achievement, critical thinking, and learning motivation in an English as a foreign
language class versus a control group class employing lecture-style methods.Finds that students

engaged in the digital storytelling activity performed significantly better than students in the
lecture-type class on English achievement,critical thinking,and motivation.Interview data indi-
cates that the digital storytelling enhanced students’content understanding and critical thinking.
#digital/technologytools#writing#literaryresponse/literature/narrative#academictechnologyuse
Zickuhr, K., Rainie, L., Purcell, K., Madden, M., & Brenner, J. (2012). Libraries, patrons, and
e-books. Washington, DC: Pew Research Center. Retrieved from http://libraries.pewinternet
.org/2012/06/22/libraries-patrons-and-e-books/
Surveys 3,000 respondents in Fall 2011 regarding their library e-book borrowing practices.Finds
that 12% of e-book readers borrowed an e-book from the library in the past year.However,many
were deterred from using their library’s e-book borrowing service: 62% did not know whether
or not e-books were available from their local library even though more than 75% of libraries
lend e-books.Thirty-two percent indicated that the e-book selection at their library was“good,”
while 23% indicated that it was “fair.” Fifty-six percent indicated that the e-book they were
seeking was not available at their library. Given that 20% did not own an e-reader device and
were therefore not borrowing e-books, 46% indicated that they would be“very”or“somewhat”
likely to borrow an e-reading device loaded with a book they wanted to read. Fifty-five percent
of e-book readers who also had library cards preferred to buy their e-books while 36% said they
preferred to borrow them from friends or libraries. Seventy-one percent of e-book borrowers
say they get book recommendations from online bookstores and websites while 42% say they
get recommendations from librarians. Suggests that the increased use of e-books is a positive
development for libraries and that libraries need to redefine their future functions.
#digital/technologytools #reading #digitalreading #laptops/mobiledevices
Other Related Research
Alvey, T. L., Phillips, N. C., Bigelow, E. C., Smith, B. E., Pfaff, E., Colt, W., & Ma, J. A. (2011).
From I-Search to iSearch 2.0. English Teaching: Practice and Critique, 10(4), 130-148. Retrieved
from http://education.waikato.ac.nz/research/files/etpc/files/2011v10n4nar1.pdf
Barab, S., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou, M. (2012). Game-based curriculum
and transformational play: Designing to meaningfully positioning person,content,and context.
Computers & Education, 58(1), 518-533.
Barnes,S.B.(2012).Socializing the classroom: Social networks and online learning.Lanham,MD:
Lexington Books.
Barry, S. (2012). A video recording and viewing protocol for student group presentations: As-
sisting self-assessment through a Wiki environment. Computers & Education, 59(3), 855-860.
Bellanca, J. A., & Stirling, T. (2011). Classrooms without borders: Using Internet projects to teach
communication and collaboration. New York: Teachers College Press.
Caine, R. N., & Caine, G. (2011). Natural learning for a connected world. New York: Teachers
College Press.
Cartelli, A. (Ed.). (2012). Current trends and future practices for digital literacy and competence.
Hershey, PA: Information Science Reference.
Cecile, C. (2012). Activity theory and qualitative research in digital domains. Theory Into Prac-
tice, 51(2), 83-90.
Chen, Y-C., Hwing, R-H., & Wang, C-Y. (2012). Development and evaluation of a Web 2.0
annotation system as a learning tool in an e-learning environment. Computers & Education,
58(4), 1094-1105.
Cilliers, C. B. (2012). Student perception of academic writing skills activities in a traditional
programming course. Computers & Education, 58(4), 1028-1041.

Connolly, E. M. (2011). The incorporation of multimedia and multimodal learning tools into the
teaching of research: A case study of digital storytelling in a high school English class. Lewiston,
NY: Edwin Mellen Press.
Davies, J. (2012). Facework on Facebook as a new literacy practice. Computers & Education,
59(1), 19-29.
Desrochers,M.N.,Shelnutt,J.M.(2012).Effect of answer format and review method on college
students’ learning. Computers & Education, 59(3), 946-951.
Doerr-Stevens,C.(2011).Building fictional ethos:Analysing the rhetorical strategies of persona
design for online role play. Learning and Digital Media, 8(4), 327-342.
Freeman, W., & Brett, C. (2012). Prompting authentic blogging practice in an online graduate
course. Computers & Education, 59(3), 1032-1041.
Fromme, J., & Unger, A. (Eds.). (2012). Computer games and new media cultures: A handbook of
digital games studies. New York: Springer.
Gilje,O.(2011).Working in tandem with editing tools: Iterative meaning-making in filmmaking
practices. Visual Communication, 10(1), 45-62.
Graydon, B., Urbach-Buholz, B., & Kohen, C. (2011). A study of four textbook distribution
models. Educause Quarterly, 34(4). Retrieved from http://tinyurl.com/7tfgxz3
Hartshorne, R., VanFossen, P. J., & Friedman, A. (2012). MMORPG roles, civic participation
and leadership among Generation Y. International Journal of Gaming and Computer-Mediated
Simulations, 4(1), 55-67.
Hayes,E.R.,& Duncan,S.C.(2012).Learning in video game affinity spaces.NewYork: Peter Lang.
Hirumi, A. (Ed.). (2011). Playing games in school: Video games and simulations for primary and
secondary education. Washington, DC: International Society for Technology in Education.
Kahne, J., Middaugh, E., Lee, N., & Feezell, J. T. (2012). Youth online activity and exposure to
diverse perspectives. New Media & Society, 14(3), 492-512.
Kim, P., Hagashi, T., Carillo, L., Gonzales, I., Makany, T., Lee, B., & Gàrate, A. (2011). Socioeco-
nomic strata,mobile technology,and education:A comparative analysis.Educational Technology
Research & Development, 59(4), 465-486.
Luehmann, A., & Borasi, R. (Eds.). (2011). Blogging as change. New York: Peter Lang.
Mahiri, J. (2011). Digital tools in urban schools: Mediating a remix of learning. University of
Michigan Press.
Merchant, G., Gillen, J., Marsh, J., & Davies, J. (Eds.). (2012). Virtual literacies: Interactive spaces
for children and young people. New York: Routledge.
Merkel, L., & Sanford, K. (2011). Complexities of gaming cultures: Adolescent gamers adapting
and transforming learning. Learning and Digital Media, 8(4), 397-407.
Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A
meta-analysis of research findings. Reading and Writing, 25(3), 641-678.
Pascoe, C. J. (2012). Studying young people’s new media use: Methodological shifts and educa-
tional innovations. Theory Into Practice, 51(2), 76-82.
Paul, C. A. (2012). Wordplay and the discourse of video games: Analyzing words, design, and play.
New York: Routledge.
Paus, E., Werner, C. S., & Jucks, R. (2012). Learning through online peer discourse: Structural
equation modeling points to the role of discourse activities in individual understanding. Com-
puters & Education, 58(4), 1127-1137.
Reid, J. (2011).“We don’t Twitter, we Facebook”: An alternative pedagogical space that enables
critical practices in relation to writing. English Teaching: Practice and Critique, 10(1), 58-80.

Robinson, H. M. (2012). Emergent computer literacy: A developmental perspective. New York:
Routledge.
Schradie, J. (2011). The digital production gap: The digital divide and Web 2.0 collide. Poetics,
39, 145-168.
Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age.
New York: Teachers College Press.
Steinkuehler, C., Squire, K., & Barab, S. A. (Eds.). (2012). Games, learning, and society: Learning
and meaning in the digital age. New York: Cambridge University Press.
Sugumaran,V., & Gulla, J. A. (Eds.). (2012). Applied semantic web technologies. Boca Raton, FL:
Taylor & Francis.
Timmis, S. (2012). Constant companions: Instant messaging conversations as sustainable sup-
portive study structures amongst undergraduate peers. Computers & Education, 59(1), 3-18.
Unal, Z., Bodur, Y., & Unal, A. (2012). Choosing or designing the perfect webquest for your
learners using a reliable rubric.Contemporary Issues in Technology and Teacher Education, 12(2).
Retrieved from http://www.citejournal.org/vol12/iss1/general/article1.cfm
Watulak, S., Laster, B. P., Liu, X., & LERN [Literacy Educators Research Network]. (2011). Tech-
nology stalled: Exploring the new digital divide in one urban school. Journal of Language and
Literacy Education, 7(2), 1-21. Retrieved from http://www.coe.uga.edu/jolle/2011_2/watulak
_laster_liu.pdf
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., . . .Yukhymenko, M. (2012).
Our princess is in another castle: A review of trends in serious gaming for education. Review of
Yus,F.(2012).Cyberpragmatics: Internet-mediated communication in context.Philadelphia: John
Benjamins.
Discourse/Cultural Analysis
Tags: #discourse/culturalanalysis #race #class #gender #schooling #curriculum #identity #policy
#culturaldifference #pedagogy #politics #sociolinguistics #ethnography
Atkinson, B. M. (2012). Target practice: Reader response theory and teachers’interpretations of
students’ SAT 10 scores in data-based professional development. Journal of Teacher Education,
63(3), 201-213.
Analyzes teachers’responses to their students’SAT 10 test scores by drawing on reader-response
theories to frame those responses as interpretations of the scores as a text. Finds that their inter-
pretations were shaped by unexamined assumptions and political interests that were themselves
shaped by discourses of accountability constituting“official,”“objective”framing analysis of the
results operating in their schools. Suggests that these discourses shape how teachers construct
the meaning of their students’ scores.
#discourse/culturalanalysis #literaryresponse/literature/narrative #schooling #policy
Bedard, C., Horn, L. V., & Garcia, V. M. (2011). The impact of culture on literacy. Educational
Forum, 75(3), 244-258.
Explores how preservice teachers perceive the role of their personal culture in shaping what
they read and write. Data consist of open-ended surveys and analysis reveals three major cat-
egories of themes: family influence,self-exploration through literacy,and the cultural politics of
literacy. Finds evidence that, through talk, individuals discover their own thinking. Concludes
that creating an environment that encourages conversation, and sharing of students’ literacy
history, makes it possible for teachers to reframe their daily instruction based on student voice.
#discourse/culturalanalysis #pedagogy #identity #schooling

Brown,K.D.,& Brown,A.L.(2012).Useful and dangerous discourse: Deconstructing racialized
knowledge about African-American students. Educational Foundations, 26(1), 11-25.
Evaluates the impact of oppositional culture and cultural difference discourses on the education
of AfricanAmerican students.Examines the double conceptual meanings of oppositional culture
theory and cultural difference theory. Explores myths held by teachers about African American
students. Discusses potential of counter-discourses in homogenizing African Americans in a
social discourse of specific intervention.
#discourse/culturalanalysis #culturaldifference #race #identity
Chisholm, J. S., & Godley, A. J. (2011). Learning about language through inquiry-based discus-
sion: Three bidialectal high school students talk about dialect variation, identity, and power.
Journal of Literacy Research, 43(4), 430-468.
Describes how three bidialecticalAfricanAmerican high school students learned about language
variation,identity,and power through their participation in a small-group,inquiry-based discus-
sion. Utilizes a design-based approach to analyze transcribed audio recordings and field notes
from in-class discussions and individual interviews with participants throughout an academic
year in a public high school. Finds evidence that inquiry-based discussions can engage students
in authentic and powerful disciplinary learning when discussions are driven by students and
careful attention is paid to the wording of questions.
#discourse/culturalanalysis #race #sociolinguistics #identity
Hunter,J.(2012).Language and literacy on the ground: Disconnects between government policy
and employer perspectives.Discourse: Studies in the Cultural Politics of Education, 33(2),299-311
Examines New Zealand employers’ perceptions of immigrant workers through interviews with
employers. Finds that employers were accepting of immigrant workers’ linguistic diversity and
judged them in complex ways given the need for building relationships and engaging in com-
munication in the workplace. However, employers also voiced negative judgments of workers
by drawing on deficit policy discourses and popular images of migrants as Others.
#discourse/culturalanalysis #literacy #policy #politics
Jones, S. (2012). Making sense of injustices in a classed world: Working-poor girls’ discursive
practices and critical literacies. Pedagogies: An International Journal, 7(1), 16-32.
Utilizes data from a larger ethnographic study to examine two fourth-grade, White, working-
poor girls’ narratives about their community through the use of post-structuralist theories of
language and critical feminist theory. Argues the important role young people play as social
theorists. Concludes that participants fulfill the role of intellectual workers who construct
theories for social change.
#discourse/culturalanalysis #class #gender #ethnography
Jones, S. (2012). Critical literacies in the making: Social class and identities in the early reading
classroom. Journal of Early Childhood Literacy. doi: 10.1177/1468798411430102
Analyzes second-graders’ literacy practices within and outside of school related to conflicting
discourses between their reading instruction and the use of critical inquiry approaches in their
classroom.Finds that the use of early-reading instruction that focuses on making autobiographi-
cal connections with texts serves to align them with the practices and ideological stances of texts
as opposed to fostering critiques of those practices and stances, particularly for mainstream
children’s literature that portrays class-privileged lives as the norm. Suggests that marginalized
students need to perceive themselves as having the agency to adopt critical stances so that they
can challenge the ideological stances in these mainstream children’s literature texts.
#discourse/culturalanalysis #reading #literaryresponse/literature/narrative #class

Johnson, J. D. (2012). “A rainforest in front of a bulldozer”: The literacy practices of teacher
candidates committed to social justice. English Education, 44(2), 147-179.
Analyzes two English education teacher candidates’ uses of “testimonial literacies” to foster
social justice during their student teaching, particularly in terms of operating both within and
against deficit models of students in their low-income, troubled high school. Employs critical
discourse analysis of pre-and-post student teaching interviews, weekly reflections, lesson plans,
class forums, observations, inquiry projects, and program assessments. Finds expressions of
pessimism and distrust regarding the school’s culture and perceptions of other teachers’ nega-
tive attitudes as well as tensions between their own and their cooperating teachers’ methods.
While candidates expressed beliefs in their students’abilities,despite deficit perceptions of those
abilities, they also experienced resistance from students to their high expectations. Suggests
the need for English education programs to better prepare candidates to recognize that their
own and their students’ literacies may be different, as opposed to being superior/inferior; to
provide candidates with perspectives on a school’s culture; and to help candidates identify and
acknowledge the emotional aspects of teaching.
#discourse/culturalanalysis #professionaldevelopment/teachereducation #culturaldifference
#pedagogy
King, K.A., & Punti, G. (2012). On the margins: Undocumented students’narrated experiences
of (il)legality. Linguistics and Education, 23(3), 235–249.
Analyzes the narratives of 15 undocumented Latino youth regarding their experiences coping
with legal and social challenges. Finds that their identity status is framed primarily in terms of
racial discourses.Their experiences serve to constitute their identity development and how they
interpret the contradictions they face in their daily lives.
#discourse/culturalanalysis #race #identity #policy
Leaper, C., Farkas, T., & Brown, C. (2012). Adolescent girls’ experiences and gender-related
beliefs in relation to their motivation in math/science and English. Journal of Youth & Adoles-
cence, 41(3), 268-282.
Utilizes the survey responses of 579 adolescent girls to examine the social and personal factors
that shape motivation in science,engineering,technology,and math (STEM) versus non-STEM
(English) subjects. Finds evidence that girls’ motivation was positively associated with moth-
ers’ math and science support, peer math and science support, gender-egalitarian beliefs, and
exposure to feminism. STEM motivation was negatively associated with peer English support.
Concludes that social and personal factors may influence student motivation in specific areas.
Highlights possible ways to increase girls’ motivation in math and science.
#discourse/culturalanalysis #gender #schooling #identity
Leonardo, Z., & Broderick, A. A. (2011). Smartness as property: A critical exploration of inter-
sections between Whiteness and disability studies. Teachers College Record, 113(10), 2206-2232.
Explores “smartness” as an ideological system, particularly the ways in which it intersects with
Whiteness as ideology. Argues smartness works as a form of property, with all the advantages
that come with membership in the group. Suggests smartness is false and oppressive. Finds
that attempts to theoretically rearticulate or rehabilitate smartness ultimately fail to dissolve
the normative center of schooling.
#discourse/culturalanalysis #schooling #curriculum #politics
Liasidou,A.(2011).Unequal power relations and inclusive education policy making:A discursive
analytic approach. Educational Policy, 25(6), 887-907.
Provides alternative, liberating theorizations of special education.Aims to use critical discourse
analysis (CDA) to expose the ways in which children with presumed special educational needs
are disempowered by the policy framework of a particular sociopolitical context. Exposes and

critically examines the ways that power manifests itself through language.Identifies and demys-
tifies the interplay of unequal power relationships that give rise to and perpetuate discursive
fabrications of “normality” and “special educational needs.”
#discourse/culturalanalysis #schooling #politics #sociolinguistics
Lico, S., & Luttrell, W. (2011). An important part of me: A dialogue about difference. Harvard
Educational Review, 81(4), 667-686.
Illustrates an experiment in writing about and across differences. Seeks to open up dialogue
between adults and young people in childhood and youth studies research.Draws from research
of the second author on the roles that gender, race, and immigrant status play in how young
people represent themselves and their social worlds.Discusses understandings of the first author’s
immigration experiences and how her identity has changed from age ten to fifteen as she has
navigated her bicultural and bilingual worlds.
#discourse/culturalanalysis #race #class #gender
Lopez, G. E., & Nastasi, A. W. (2012). Writing the divide: High school students crossing urban-
suburban contexts. Equity & Excellence in Education, 45(1), 138-158.
Analyzes students’ written survey perceptions of participation in a university-high school col-
laboration—an Intergroup Dialogue Program between a Northeastern university and two local
high schools—one with a population of largely students of color and one with a largely White
population. Finds that students expressed an increasing awareness of inequalities between and
across the different schools and the university as well as their own sense of agency and engage-
ment through their participation in the collaboration.
#discourse/culturalanalysis #writing #class #race
Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the multi in multilingualism and
multiliteracies: Undergraduate students in Vancouver, Canada. Canadian Modern Language
Review, 68(1), 28-53.
Examines the language and literacy practices of a group of eight multilingual undergraduate
students in higher education.Employs qualitative analysis of formal and informal writing samples
as well as individual interviews focusing on participants’ multilingualism and multiliteracies in
order to illustrate the wide range of mono- and multilingual literacies,both formal and informal,
that participants perform.Finds evidence of participants selectively using their multilingual and
multiliterate competencies based on the formality or high-stakes nature of the context.Contends
that, in contrast to the widespread beliefs that approach multilingual learners from a deficit
perspective,participants’ability to navigate within their multilingualism provides evidence that
they are highly reflexive, knowledgeable, and skilled multilingual learners.
#discourse/culturalanalysis #sociolinguistics #identity #culturaldifference
Mosley,M.,& Rogers,R.(2011).Inhabiting the“tragic gap”: Preservice teachers practicing racial
literacy. Teaching Education, 22(3), 303-324.
Explores what three White preservice teachers talk about and what discursive tools they use
when they are engaged in book club discussions of children’s literature that provides an open
space, and enables them, to talk about race, racism, and anti-racism. Discourse analysis of
book club discussions indicates that racial literacy involves both what is spoken and unspoken.
Additionally, analysis reveals that participants held two main questions: 1) What constitutes
racism? and, 2) What makes a person a White ally? Finds that the teachers addressed the topics
of what constitutes racism and adoption of a White ally identify, but without firm resolution
in the form and function of their talk. Points to the importance of focusing on how teachers
adopt stances on issues of race in the space of indeterminacy leading to adopting new stances
and identity discourses.
#discourse/culturalanalysis #professionaldevelopment/teachereducatoin #race #identity

Pang,V.O.,Han,P.P.,& Pang,J.M.(2011).AsianAmerican and Pacific Islander students: Equity
and the achievement gap. Educational Researcher, 40(8), 378-389.
Analyzes 1 million Asian American and Pacific Islander (AAPI) and White seventh graders’
reading test scores from the statewide California testing program between 2003 and 2008.Finds
significant achievement gaps between White Americans and AAPI students in reading,data that
indicate a wide diversity of performance within the AAPI group and that challenge the Asian
model minority myth.
#discourse/culturalanalysis #reading #race #identity
Reddick, R. J., Welton, A. D., Alsandor, D. J., Denyszyn, J. L., & Platt, C. S. (2011). Stories of
success: High minority, high poverty public school graduate narratives on accessing higher
education. Journal of Advanced Academics, 22(4), 594-618.
Studies how the learning environment of an urban high minority, high poverty (HMHP) high
school affects the attitude and motivation of students of color and examines how this popula-
tion utilized different forms of capital in order to achieve their post-secondary goals. Utilizing
qualitative analysis techniques, findings reveal the following as key contributors to student sup-
port: teachers,counselors,community members,and peers.Students also encountered resistance
from members of these groups. Contends that the focus of this study is increasingly important
given residential segregation and the increasing majority-minority state of states and schools
across the country. Offers recommendations to researchers, educators, and parents working to
ensure that students in HMHP high schools access college.
#discourse/culturalanalysis #race #class #motivation/engagement
Rogers, R. (2011). The sounds of silence in educational tracking: A longitudinal, ethnographic
case study. Critical Discourse Studies, 8(4), 239-252.
Employs longitudinal, ethnographic methods to conduct a case study analysis over a ten-year
period of an African-American young woman labeled a special education student who is at-
tempting to obtain a high school diploma. Also employs critical discourse analysis to analyze
neoliberal education policies that reinforce educational and social inequalities related to special
education tracking in elementary, middle, and high school. Finds that official records and nar-
ratives associated with educational tracking are shaped by “textual silences” that work against
special education students’ learning and development.
#discourse/culturalanalysis #race #policy #schooling
Rogers, R., & Elias, M. (2012). Storied selves: A critical discourse analysis of young children’s
literate identifications. Journal of Early Literacy Research, 12(3), 259-292.
Analyzes first and second graders’ perceptions of their literacy practices across both home and
school and the identities they enact through use of these literacy practices.Interviews students in
a literacy clinic located in an urban school regarding their uses of literacy practices in their home
and school. Conducts a critical discourse analysis of students’social languages, cultural models,
discourses, relationships, and situated identities. Finds that they employ a mix of discourses
to construct their identities through their literacy practices. Despite their need for support in
reading, students have a positive concept of their reading ability and their identities as readers.
They also perceive conflicts between their literary practices and identities between their home
and school worlds, suggesting the need for educators and researchers to address the alignments
between home and school literacy practices.
#discourse/culturalanalysis #literacy #race #policy
Sepúlveda, E. (2011). Toward a pedagogy of acompañamiento: Mexican migrant youth writing
from the underside of modernity. Harvard Educational Review, 81(3), 550-573.
Analyzes the autobiographical and poetry writing of largely undocumented Mexican students in
a California high school from anthropological,cultural studies,and critical literacy frameworks

to demonstrate the value of a pedagogy of acompañamiento. Demonstrates how this pedagogy
that focuses on critical analysis of status quo institutions related to issues of borderland negotia-
tions results in enhancing the quality of student writing and student agency.
#discourse/culturalanalysis #writing #pedagogy #race
Smagorinsky,P.,Anglin,J.L.,& O’Donnell-Allen,C.(2012).Identity,meaning,and engagement
with school: A Native American student’s composition of a life map in a senior English class.
Journal of American Indian Education, 51(1), 22-44.
Analyzes a Native American high school senior’s life map completed in his English class. Identi-
fies topics and themes in the map as well as think-aloud data. Finds that the life map served to
evoke his specific, elaborated memories of past events as well as the cultural forces operating in
his Native American context. Suggests the value of employing visual, nonverbal tasks to foster
student reflections.
#discourse/culturalanalysis #race #identity #pedagogy
Stevens,E.Y.,& Brown,R.(2011).Lessons learned from the Holocaust: Blogging to teach critical
multicultural literacy. Journal of Research on Technology in Education, 44(1), 31-51.
Utilizes the grounded theory approach to draw on case study data examining the integration
of a blog as a tool to promote technology use in a graduate course. Data sources include inter-
views, blog postings, and surveys. Argues that the use of blogging in university coursework has
the potential to deepen and strengthen preservice teachers’ understandings of the various ways
technology can be used to promote critical multicultural literacy instruction. Recommends
that teacher preparation programs provide teacher candidates with manifold opportunities to
practice using technological tools, such as blogging, in coursework that also focuses on multi-
cultural literacy instruction.
#discourse/culturalanalysis #writing #curriculum #pedagogy
Stewart,T.T.(2012).Extending the conversation: English teachers,administrators,and dialogue:
Transcending the asymmetry of power in the discourse of educational policy.English Education,
44(4), 375-393.
Analyzes six English teachers’ perceptions of the dialogue employed by principals and superin-
tendents to communicate policy mandates in their schools.Conducts a critical discourse analysis
of the uses of administrators’ monologic, authoritative discourse. Finds that their uses of this
discourse limit and silence teachers’ ability to engage in dialogue with policy/testing mandates
or documents or to deviate from prescribed, mandated instructional methods defined by these
mandates or documents, contrary to the need to tailor instruction to meet students’ needs.
Teachers also voiced pessimism regarding contentious relationships between themselves and
administrators. Suggests that administrators need to employ less adversarial leadership styles
and that teachers need to assume a stronger role in creating and implementing policies.
#discourse/culturalanalysis #policy #curriculum #schooling
Thomas,S.(2011).Teachers and public engagement:An argument for rethinking teacher profes-
sionalism to challenge deficit discourses in the public sphere. Discourse: Studies in the Cultural
Politics of Education, 32(3), 371-382.
Conducts a critical discourse analysis of how teachers in Australia are constructed in the media
and policy statements.Finds that teachers are constructed on a television sitcom through deficit,
“commonsense”discourses for the public in ways that influence government policies on teacher
evaluations. Suggests the need for teachers to challenge these deficit discourses through active
engagement in public debates on education.
#discourse/culturalanalysis #medialiterary #policy #politics

Vagle,M.& Jones,S.(2012).The precarious nature of social class-sensitivity in literacy:A social,
autobiographic, and pedagogical project. Curriculum Inquiry, 42(3), 318–339.
Examines the influence of social class differences on literacy learning through author and student
narrative,phenomenological self-reflections about their own teacher education instruction and
students. Posits that sensitivity to class differences involves both social as well as autographical
and pedagogical work; that middle-class normality serves as an unacknowledged norm shaping
the classroom; that poor, working-class children are positioned in deficit, subordinate ways in
the classroom. Cites examples of students’recognizing how they began to interrogate their own
class-based assumptions or frames shaping their perceptions of social hierarchies of everyday
events, as well as instances of disrupting those hierarchies or reframing one’s perceptions. Sug-
gests the need for teachers to appreciate the precarious realities working-class students bring to
the classroom and to avoid labeling these students or their families as the problem.
#discourse/culturalanalysis #professionaldevelopment/teachereducation #class #identity
Wickstrom, C., Araujo, J., & Patterson, L. (2012). Teachers prepare students for career and col-
lege: “I see you,” therefore I can teach you. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K.
Fullerton, P. M. Stecker, V. R. Gilles & C. C. Bates (Eds.), 60th yearbook of the Literacy Research
Association (pp. 113-125). Oak Creek, WI: Literacy Research Association.
Observes and analyzes two high school English teachers’ implementation of a “culturally-me-
diated writing instruction” approach in working with ELL students in two Texas high schools,
an approach that emphasizes the importance of empathetic, responsive relationships with
students, connections between texts and experiences, authentic tasks, a critical inquiry stance,
and supportive feedback.Attributes the success of their students’literacy development to factors
such as the teachers’passion for academic achievement,fostering of student agency,risk-taking,
recognition of the need to operate in the students’ ZPD, use of students experiences outside of
school, and design of authentic learning tasks.
#discourse/culturalanalysis #secondlanguageliteracy #writing #pedagogy
Young, E.Y. (2011). The four personae of racism: Educators’ (mis)understanding of individual
vs. systemic racism. Urban Education, 46(6), 1433-1460.
Uses critical race theory (CRT) to engage educators in critical discourse regarding the persis-
tence of racism in urban schooling. Draws on action research and critical case study of a group
of educators learning about race consciousness through antiracist training. Reveals conflicting
views of racism as an individual pathology versus a systemic problem. Explicates four personae
of racism: the conscious perpetrators, the unconscious perpetrators, the deceived perpetrators/
activists, and the enlightened perpetrators/activists. Finds participants were largely deceived by
social activism and could not recognize their perpetuation of racism through practice.
#discourse/culturalanalysis #race #politics #sociolinguistics
Barnes, T. J., & Duncan, J. S. (Eds.). (2011). Writing worlds: Discourse, text and metaphor in the
representation of landscape. New York: Routledge.
Bataller,S.M.,& Clavel-Arroitia,B.(2011).Multiple voices in academic and professional discourse:
Current issues in specialised language research, teaching and new technologies. Newcastle upon
Tyne, UK: Cambridge Scholars Publishing.
Blanchette,J.(2012).Participant interaction in asynchronous learning environments: Evaluating
interaction analysis methods. Linguistics and Education, 23(1), 77-87.
Burkholder,Z.(2011).Color in the classroom: How American schools taught race, 1900-1954.New
York: Oxford University Press.

Compton-Lilly, C., Rogers, R., & Lewis, T. Y. (2012). Analyzing epistemological considerations
related to diversity: An integrative critical literature review of family literacy scholarship. Read-
ing Research Quarterly, 47(1), 33-60.
Curtis-Boles, H., Adams, D. M., & Jenkins-Monroe,V. (2012). Making our voices heard: Women
of color in academia. Hauppauge, NY: Nova Science Publishers.
Dace, K. L. (Ed.). (2012). Unlikely allies in the academy: Women of color and white women in
conversation. New York: Routledge.
Dancygier, B., Sanders, J., & Vandelanotte, L. (2012). Textual choices in discourse: A view from
cognitive linguistics. Philadelphia: John Benjamins.
DePalma, M-J. (2011). Re-envisioning religious discourses as rhetorical resources in composi-
tion teaching: A pragmatic response to the challenge of belief. College Composition and Com-
munication, 63(2), 219-242.
DeVogelaer,G.,& Seiler,G.(2012). The dialect laboratory: Dialects as a testing ground for theories
of language change. Philadelphia: John Benjamins.
Ernst-Slavit, G., & Mason, M. (2011).“Words that hold us up:” Teacher talk and academic lan-
guage in five upper elementary classrooms. Linguistics and Education, 22, 430-440.
Filipović,L.,& Jaszczolt,K.M.(Eds.).(2012).Space and time in languages and cultures: Language,
culture, and cognition. Philadelphia: John Benjamins.
Francis, B., Read, B., & Skelton, C. (2012). The identities and practices of high achieving pupils:
Negotiating achievement and peer cultures. New York: Continuum.
Friedel, T. (2012). Racial discourse and cosmopolitanism in twentieth-century African American
writing. New York: Routledge.
Frio, D. (2012). Classroom voices on education and race: Students speak from inside the belly of the
beast. Lanham, MD: Rowman & Littlefield Publishers.
Gallagher-Geurtsen, T. (2012). (Un)knowing diversity. New York: Peter Lang.
Gee, J. P., & Handford, M. (Eds.). (2012). The Routledge handbook of discourse analysis. New
York: Routledge.
Ghiso, M. P. (2011). Playing with/through non-fiction texts: Young children authoring their
relationships with history. Journal of Early Childhood Literacy. doi: 10.1177/1468798411430093
Gildersleeve, R. E. (2011). Fracturing opportunity: Mexican migrant students and college-going
literacy. New York: Peter Lang.
Gonçalves, S., & Carpenter, M. A. (Eds.). (2012). Diversity, intercultural encounters, and educa-
tion. New York: Routledge.
Grenfell, B., Bloome, D., Hardy, C., Pahl, K., Rowsell, J., & Street, B.V. (2011). Language, ethnog-
raphy, and education: Bridging new literacy studies and Bourdieu. New York: Routledge.
Hart, C. (Ed.). (2012). Critical discourse studies in context and cognition. Philadelphia: John
Benjamins.
Hasrati, M., & Mohammadzadeh, M. (2012). Exam papers as social spaces for control and ma-
nipulation:“Dear Dr X,please I need to pass this course.”Critical Discourse Studies,9(2),177-190.
Hill,T.(2011).Every closed eye ain’t asleep: African American perspectives on the achievement gap.
Lanham, MD: Rowman & Littlefield Publishers.
Hjörne, E., van der Aalsvoort, G., & de Abreu, G. (Eds.) (2012). Learning, social interaction and
diversity: Exploring identities in school practices. Rotterdam: Netherlands: Sense Publishers.
Horner, B., NeCamp, S., & Donahue, C. (2011). Toward a multilingual composition scholar-
ship: From English Only to a translingual norm. College Composition & Communication, 63(2),
269-300.

Johnson,D.C.(2011).Critical discourse analysis and the ethnography of language policy. Criti-
cal Discourse Studies, 8(4), 267-279.
Johnson,L.R.,& Rosario-Ramos,E.(2012).The role of educational institutions in the develop-
ment of critical literacy and transformative action. Theory into Practice, 51(1), 49-56.
Journet,D.,Boehm,B.,& Britt,C.A.(2011).Narrative acts: Rhetoric, race and identity, knowledge.
New York: Hampton Press.
Kinloch, V. (2012). Crossing boundaries: Teaching and learning with urban youth. New York:
Teachers College Press.
Kirshner,B.,& Pozzoboni,K.M.(2011).Student interpretations of a school closure: implications
for student voice in equity-based school reform. Teachers College Record, 113(8), 1633-1667.
Kramer-Dahl, A., & Chia, A. (2011). Enriching the space of learning through weaving: How a
teacher builds her students’ understanding of (a) genre over time. Pedagogies: An International
Journal, 7(1), 72-94.
Kynard, C. (2011). “This the ConscienceRebel”: Class solidarity, congregational capital, and
discourse as activism in the writing of black female college students. Teaching Education, 22(3),
217-238.
Lee,J.H.(2011).Interracial encounters: Reciprocal representations in African and Asian American
Literatures, 1896-1937. New York: New York University Press.
Lensmire, A. (2012). White urban teachers: Stories of fear, violence, and desire. Lanham, MD:
Rowman & Littlefield Publishers.
Luczak, E. B., Wierzchowska, J., & Ziarkowska, J. (Eds.). (2012). In other words: Dialogizing
postcoloniality, race, and ethnicity. New York: Peter Lang.
MacArthur,F.,Oncins-Martínez,J.,L.,Sánchez-García,M.,& Piquer-Píriz,A.M.(Eds.).(2012).
Metaphor in Use: Context, culture, and communication. Philadelphia: John Benjamins.
Matus, C., & Infante, M. (2011). Undoing diversity: Knowledge and neoliberal discourses in
colleges of education. Discourse: Studies in the Cultural Politics of Education, 32(3), 293-307.
Matusov, E. (2012). Radical experiment in dialogic pedagogy in higher education and its centauric
failure: Chronotopic analysis. Hauppauge, NY: Nova Science Publishers.
McMahon, B. J., & Portelli, J. P. (Eds.). (2012). Student engagement in urban schools: Beyond
neoliberal discourses. Charlotte, NC: Information Age Publishers.
Mizock, L., & Harkins, D. (2012). Researcher race: Social constructions in the research process.
Charlotte, NC: Information Age Publishers.
Mutua, K., & Swadener, B. B. (2012). Decolonizing research in cross-cultural contexts: Critical
personal narratives. Albany, NY: SUNY Press.
Neuhaus, M. (2011). That’s raven talk: Holophrastic readings of contemporary indigenous litera-
tures. Regina: CPRC Press.
Olinger, A. R. (2011). Constructing identities through “discourse”: Stance and interaction in
collaborative college writing. Linguistics and Education, 22(3), 273–286.
O’Quinn, E. (2012). Girls’ literacy experiences in and out of school: Learning and composing gen-
dered identities. New York, Routledge.
Paris, D. (2011). Language across difference: Ethnicity, communication, and youth identities in
changing urban schools. New York: Cambridge University Press.
Prins, E. (2011). On becoming an educated person: Salvadoran adult learners’ cultural model
of educación/education. Teachers College Record, 113(7), 1477-1505.
Razfar,A.(2012).Narrating beliefs:A language ideologies approach to teacher beliefs. Anthropol-
ogy & Education Quarterly, 43(1), 61-81.

Reyes, A. (2012). The other Asian: Language, identity, and stereotype among Southeast Asian
American youth. New York: Routledge.
Ringrose,J.,& Renold,E.(2012).Teen girls,working-class femininity and resistance:Retheorising
fantasy and desire in educational contexts of heterosexualised violence. International Journal of
Inclusive Education, 16(4), 461-477.
Rodriguez, T. L. (2011). Stories of self, stories of practice: Enacting a vision of socially just
pedagogy for Latino youth. Teaching Education, 22(3), 239-254.
Ross, C. (2012). Genre in discourse, discourse in genre: A new approach to the study of literate
practice. Journal of Literacy Research, 44(1), 76-96.
Ryden, W., & Marshall, I. (2011). Reading, writing, and the rhetorics of Whiteness. New York:
Routledge.
Shephard, M. A. (2012). A quantitative discourse analysis of student-initiated checks of under-
standing during teacher-fronted lessons. Linguistics and Education, 23(1), 145-159.
Skidmore, D., & Murakami, K. (2012). Claiming our own space: Polyphony in teacher–student
dialogue. Linguistics and Education, 23(2), 200-210.
Smitherman, G., & Alim, H. S. (2012). Articulate while Black: Barack Obama, language, and race
in the U.S. New York: Oxford University Press.
Thirolf, K. Q. (2012). The faculty identities of community college adjuncts teaching in the hu-
manities: A discourse analysis study. Community College Journal of Research & Practice, 36(4),
269-278.
Turvey,A.(2012).Researching the complexity of classrooms.Changing English: Studies in Culture
and Education, 19(1), 57-65.
Ullman, C. (2012).“Before I didn’t understand anything about White people, but now, I speak
English”: Negotiating globally mediated discourses of race, language, and nation. Discourse:
Studies in the Cultural Politics of Education, 33(2), 251-266.
Ullucci, K. (2012). Knowing we are White: Narrative as critical praxis. Teaching Education,
23(1), 89-107.
Unsworth, L. (Ed.). (2011). Multimodal semiotics: Functional analysis in contexts of education.
New York: Continuum.
Van Do Mieroop,D.(2011).Identity negotiations in narrative accounts about poverty.Discourse
& Society, 22(5), 565-591.
Xiong, T., & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A
critical discourse analysis. Asia Pacific Journal of Education, 32(1), 75-92.
Zion, S., & Blanchett, W. (2011). [Re]conceptualizing inclusion: Can critical race theory and
interest convergence be utilized to achieve inclusion and equity for African American students?
Teachers College Record, 113(10), 2186-2205.
Literacy
Tags: #literacy #development #identity #linguistic #literacyassessment #familyliteracy #adultlit-
eracy #communityliteracy #spelling #contentliteracy #bilingual
Auerbach, S., & Collier, S. (2012). Bringing high stakes from the classroom to the parent center:
Lessons from an intervention program for immigrant families. Teachers College Record, 114(3),
1-40.
Part of a larger investigation, this study explores how educators and immigrant parents under-
stand and make meaning of a parent education program with high stakes accountability pres-
sures. Using qualitative methods and a multiple case study approach, examines various aspects

of the program including processes; interactions; program design and related interpretation by
participants; implementation; and perceived outcomes for both families and educators. Data
sources collected from four low-performing LosAngeles elementary schools with a high percent-
age of low-income,Latino,English learner populations include staff interviews,bilingual parent
focus groups,extensive workshop observations,questionnaires,and document review.Suggests
that,although well-intended,the rigid program with its narrow scope and limited consideration
for the needs of the parents did not influence student achievement; however, it did strengthen
family-school relationships.Concludes that finding common ground and building relationships
with marginalized families is essential, though often overlooked in an era of high-stakes testing.
#literacy #familyliteracy #literacy assessment #communityliteracy
Bean,R.,& Lillenstein,J.(2012).Response to intervention and the changing roles of schoolwide
personnel. The Reading Teacher, 65(7), 491–501.
Examines adoption of a Response to Instruction and Intervention framework in five schools
to determine how the framework shaped changes in teachers’ role-expectations and functions,
perceptions about their changed roles, and needed instructional methods to enhance literacy
instruction.Finds that changes in role-expectations were an essential component,particularly in
terms of shared leadership throughout a school. Identifies important instructional methods for
improving literacy as enhanced understanding of literacy assessment,differentiation,use of data
for decision-making,collaboration and reflective dialogue,and commitment to life-long learning.
#literacy #professionaldevelopment/teachereducation #identity #literacyassessment
Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact
of an integrated approach to science and literacy in elementary school classrooms. Journal of
Research in Science Teaching, 49(5), 631-658.
Evaluates the efficacy of a curriculum-based approach to science-literacy integration that engages
students in reading text, writing notes and reports, conducting firsthand investigations, and
discussing key concepts and processes.Uses HLM to assess its impact on learning in comparison
with a “business-as-usual” approach in 94 fourth grade classrooms. Results show promising,
occasionally robust,trends in science and literacy outcomes.Suggests that integrated approaches
not only benefit student science learning outcomes but also support literacy development.
#literacy #contentarealiteracy #vocabulary #writing
Cohen, D. J., White, S., & Cohen, S. B. (2012). Mind the gap: The Black-White literacy gap in
the National Assessment of Adult Literacy and its implications. Journal of Literacy Research,
44(2), 123-148.
Analyzes the Black-White literacy gap from the 1992 National Assessment of Literacy Survey
and the 2003 National Assessment of Adult Literacy. Finds that the adult Black-White literacy
gap decreased between 1992 and 2003, and there is little evidence of a reduction in Black-White
literacy gaps within educational attainment levels.Between 1992 and 2003,more Blacks achieved
higher levels of schooling; both Blacks and Whites benefit economically from gains in school-
ing. Suggests that Blacks’ achievement of higher levels of educational attainment resulted in a
decrease of the overall Black-White literacy gap, although it remained sizable in 2003.
#literacy #discourse/culturalanalysis #literacyassessment #development
D’warte, J. (2012). Talking about texts: Middle school students’ engagement in metalinguistic
talk. Linguistics & Education, 23(1), 123-134.
Looking through a sociocultural lens, analyzes teacher- and researcher-mediated talk that en-
gages students in exploring their linguistic skills through an examination of voice and register
in multiple settings. Applies ethnographic and discourse analysis methods to interview and
observational data from two middle school classrooms using a curriculum designed to leverage
students’ language brokering skills and facilitate discussion about languages (Orellana, 2009).

Finds evidence of the facilitation of students’emerging metalinguistic awareness and discursive
consciousness.
#literacy #discourse/culturalanalysis #bilingual #linguistic
Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support
literacy. The Reading Teacher, 65(7), 461–470.
Examines the effects of the use of four strategies for morphological instruction drawn from 30
different studies.Finds that children receiving morphological instruction performed significantly
better on measures of literacy achievement, particularly in phonological and morphological
awareness, decoding, spelling, and vocabulary skills. Suggests the value of segmenting and
building with morphemes, teaching affix and root meanings, using morphemes to improve
spelling, segmenting and combining compound words, and identifying cognates to support
ELLs to enhance morphological knowledge.
#literacy #reading #spelling #linguistic
Grieshaber, S., Shield, P., Luke, A., & Macdonald, S. (2012). Family literacy practices and home
literacy resources:An Australian pilot study. Journal of Early Childhood Literacy,12(2),113-138.
Examines the effects of differences in social class, cultural background and experience on first-
year Australian children’s literacy achievement, particularly given deficit models associated
with social class employed to explain low-income students’ low literacy achievement based
on conventional and/or standardized measures. Employing more nonconventional measures,
finds that income is not necessarily related directly to home literacy resources or uses of those
resources; analysis of the level of print resources in the home may not be a valid indicator of the
level of use of those print resources. Suggests the need for more nuanced, complex measures of
family literacy resources related to family literacy practices.
#literacy #discourse/culturalanalysis #literacyassessment #familyliteracy
Gross, M., & Latham, D. (2012). What’s skill got to do with it?: Information literacy skills and
self-views of ability among first-year college students. Journal of the American Society for Infor-
mation Science & Technology, 63(3), 574-583.
Replicates an earlier study that found students who score as below proficient in information
literacy (IL) have a miscalibrated self-view of their ability. Participants included approximately
600 first-year community college students whose formal assessment in informational literacy
was compared to self-perception results from surveys conducted pre- and post-assessment.
Finds that many students come to college without the necessary skills to recognize when infor-
mation is needed and have the ability to locate, evaluate, and effectively use the information.
Below-proficient students significantly overestimated their performance both before and after
taking an objective skills test. Implications for future research include the need for diagnostics
to determine whether users are information literate given that they may not be identified from
self-evaluation data, and how to best respond to the needs of people who have below-proficient
IL skills who are unlikely to self-identify or to believe that they lack this skill set.
#literacy #digital/technologytools #literacyassessment #adultliteracy
Hargreaves, E. (2012). Teachers’ classroom feedback: Still trying to get it right. Pedagogies: An
International Journal, 7(1), 1-15.
Examines 27 9- to 10-year olds’ perceptions of their teachers’ feedback in their UK primary
school classroom,as well as the nature of the feedback provided.Finds that the feedback focuses
primarily on acquisition and retrieval of prescribed knowledge. Students perceive the teachers’
feedback as requiring them to conform to school-dictated learning, as opposed to considering
their own interests or purposes for learning. Suggests that such feedback limits students’ social
and literacy development. Also cites example of feedback related to students’ own inquiry,
suggesting the value of feedback based on negotiated learning between teachers and students.

#literacy #literacyassessment #development #identity
Ives, D. (2011). Spotting foolbirds: Literacies hiding in plain sight in an urban English language
arts classroom. Journal of Literacy Research, 43(3), 250-274.
Conducts a case study in an English language arts classroom exploring students’hidden literacy
practices during instruction. Presents results through vignettes highlighting the hidden literacy
practices of three focal students who engage in actively hiding literacies. Findings illuminate
the “hiding” of literacies through three different means: covering up, lying low, and blend-
ing in. Suggests that focusing on moments where students’ literacies “hide in plain sight” can
highlight the juxtaposition between students’ developed literacy practices and the normative
literacy practices of schools.
#literacy #identity #development #literacyassessment
Larrotta, C., & Serrano, A. (2012). Adult learners’ funds of knowledge: The case of an English
class for parents. Journal of Adolescent & Adult Literacy, 55(4), 316-325.
Explores how English literacy instruction can be structured in a way that builds off of the funds
of knowledge that adult learners possess through the use of personal glossaries and storybooks.
Study presents the experiences of four focal participants who are Spanish-speaking adults in
an English literacy class for parents. Data sources include fieldnotes, interviews, and student
artifacts (such as personal glossaries and storybooks). Finds that extra-curricular experiences
are essential for language learning and identifies participants’ funds of knowledge to include:
personal stories; individual motivations and goals; perseverance and resilience in language learn-
ing; extra-curricular activities; and their personal beliefs,attitudes,points of view,and questions
about language. Includes recommendations for English literacy instructors.
#literacy #secondlanguageliteracy #familyliteracy #adultliteracy
Loveless, T. (2012). How well are American students learning? Washington, DC: Brookings Insti-
tute/The Brown Center On Education Policy.Retrieved from http://www.brookings.edu/brown
Examines the relationships between the quality of state standards based on analysis by the
Fordham Foundation in 2000 and 2006 and gain scores on NAEP reading and math tests from
2003 and 2009, combined to form a composite gain score adjusted to control for demographic
characteristics of students in each state. Finds that the standards rating do not predict gains in
the NAEP scores; there is no significant correlation between the state standards and gain scores.
Using a measure of the rigor of the states’ determination for proficiency and the 2005 and 2009
NAEP scores, finds no correlation for fourth and eighth grade reading. Suggests the adoption
of the previous state standards with standards of varied quality/difficulty led to achievement
gains. Given the goal of the Common Core State Standards to attain standardization of goals
across different states, it may still be the case that the national NAEP scores averages will remain
steady while variation is reduced, i.e., high scoring states and or schools in a state may decline
while low-scoring states or schools in a state may increase.Analysis of NAEP standard deviations
between- versus within-states indicate that most of the variation occurs within and not between
states, suggesting that while adoption of the Common Core may reduce between-state varia-
tion, it may have little impact on within-state variation given economic inequalities in society.
#literacy #reading #literacyassessment #development
Martinez, G. (2011). Literacy success: Fifty students from areas throughout the United States
share their stories. Journal of Adolescent & Adult Literacy, 55(3), 221-231.
Builds on prior research that identifies factors of academic success in addition to the IRA posi-
tion statements and Standards for Reading Professionals. Students from low-socioeconomic
areas participated in this multiple-case study that sought to unveil how they succeeded in
developing literacy skills and academic success along with their recommendations for future
students. Analyzed surveys, interviews, and scholarship essays. Results indicated that there

were six main factors helping the students develop literacy skills and achieve academic success:
parents/caregivers, mentors, public and school libraries, Internet, media, and extracurricular
literacy-related activities.
#literacy #professionaldevelopment/teachereducation #familyliteracy #motivation/engagement
Santamaría,A.,& De La Mata,M.L.(2012).An empirical study into the structure and regulation
of instructional interactions in literacy practices. Literacy Research and Instruction, 51, 48–67.
Analyzes instructional interactions within dyads of adult literacy learners in which one par-
ticipant is designated instructor and the other learner. Within the sociocultural perspective,
views instruction as semiotically mediated and investigates variations in the role of referential
perspective. Results showed differences in some aspects of instructional interactions related to
participants’ literacy level. For example, higher educational levels of the instructor-participant
were related to greater planning in guiding the learner-participant in more nuanced ways. In-
structors with a more basic level of literacy knowledge regulated their learner partner more and
provided fewer opportunities for the learner to do the task. Concludes that closely examining
referential procedures in instruction may help us understand how instructional interactions
take place and, in particular, which semiotic mechanisms are involved in these interactions in
literacy contexts.
#literacy #adultliteracy #identity #motivation/engagement
Scholastic/Bill & Melinda Gates Foundation. (2012). Primary sources: 2012—America’s teachers
on America’s schools. New York: Scholastic and the Bill & Melinda Gates Foundation. Retrieved
from http://www.scholastic.com/primarysources/download.asp
Surveys more than 10,000 teachers about their schools and classrooms. Teachers report that
more students are struggling in reading; they need more training and feedback to meet the
needs of their most struggling readers and to address the new Common Core State Standards.
They also report that they want multiple measures and ongoing formative assessment of student
achievement; 85% posit that student growth should be a factor in assessing their teaching.At the
same time, they do not perceive standardized tests to be a valid measure of 21st-century literacy
practices or their teaching ability, given their belief that standardized tests do not accurately
reflect their students’ growth; only 45% of teachers say their students take such tests seriously
or perform to the best of their ability. They note that only 63% believe that their students will
leave high school prepared to succeed in college.They also report that more of their students are
hungry, homeless, and have behavioral issues. They request more frequent evaluation, in-class
observations, and assessment of student work, as well as performance reviews from principals,
peers, and even students. Less than 25% believe that they are“very prepared”to teach the Com-
mon Core State Standards.
#literacy #reading #writing #familyliteracy
Stephens, D., Morgan, D. N., DeFord, D. E., Donnelly, A., Hamel, E., & Keith, K. J., …, Leigh, S.
R. (2011). The impact of literacy coaches on teachers’ beliefs and practices. Journal of Literacy
Research, 43(3), 215-249.
Examines whether site-based, site-chosen literacy coaches could help teachers’ beliefs and
practices become more consistent with what the field considers to be best practices. Used two
surveys and classroom case studies to document teachers’beliefs and practices. Found that they
became increasingly consistent with standards-based, best practices. Suggests that large-scale
staff development can affect teachers under these conditions.
#literacy #professionaldevelopment/teachereducation #development #mentoring/coaching
Tang, S., Dearing, E., & Weiss, H. B. (2012). Spanish-speaking Mexican-American families’
involvement in school-based activities and their children’s literacy: The implications of having
teachers who speak Spanish and English. Early Childhood Research Quarterly, 27(2), 177-187.

Investigates associations between children’s literacy development in their preferred language and
family involvement in school-based activities during students’ first years in elementary school.
Examines the experiences of 72 low-income, Spanish-speaking Mexican-American families.
Findings highlight that the families of children who displayed early literacy problems between
kindergarten and third grade increased their involvement in school-based activities. Increased
family involvement early on,particularly for struggling learners,was predictive of better literacy
skills at third grade. Suggests that the rate of increase is greater for children who had bilingual
teachers than it is for those who did not.
#literacy #familyliteracy #literacydevelopment #identity
Alvermann,D.E.,& Hinchman,K.A.(Eds.).(2011).Reconceptualizing the literacies in adolescents’
lives: Bridging the everyday/academic divide (3rd ed.). New York: Routledge.
Anders, P. L. (Ed.). Defying convention: Inventing the future in literary research and practice. New
York: Routledge.
Baraldi, C., & Iervese, V. (Eds.). (2012). Participation, facilitation, and mediation: Children and
young people in their social contexts. New York: Routledge.
Bean,R.M.,& Dagen,A.S.(Eds.).(2012).Best practices of literacy leaders: Keys to school improve-
ment. New York: Guilford Press.
Coffel, C. (2011). Thinking themselves free: Research on the literacy of teen mothers. New York:
Peter Lang.
Compton-Lilly, C. (2012). Reading time: The literate lives of urban secondary students and their
families. New York: Teachers College Press.
Cumming,A.(Ed.).(2012).Adolescent literacies in a multicultural context.NewYork: Routledge.
Davidson,C.(2012).Ethnomethodology and literacy research:A methodological“road less trav-
elled.”English Teaching: Practice and Critique, 11(1).Retrieved from http://tinyurl.com/8yn8nwf
Duke, N. K., & Mallette, M. H. (Eds.). (2011). Literacy research methodologies (2nd ed). New
York: Guilford Press.
Dunstan, P. L., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R., & Bates,
C. (Eds.). (2011). 60th yearbook of the Literacy Research Association. Oak Park, WI: Literacy
Research Association.
Forsman, H., & Vinnerljun, B. (2012). Interventions aiming to improve school achievements
of children in out-of-home care: A scoping review. Children & Youth Services Review, 34(6),
1084-1091.
Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergar-
ten achievement gains: The mediating role of family involvement. Early Childhood Research
Quarterly, 27(1), 90-103.
Goodwyn,A.,& Fuller,C.(Eds.).(2011).The great literacy debate: A critical response to the literacy
strategy and the framework for English. New York: Routledge.
Graves,A.W., Brandon, R., Duesbery, L., McIntosh,A., & Pyle, N. B. (2011). The effects of tier 2
literacy instruction in sixth grade: toward the development of a response-to-intervention model
in middle school. Learning Disability Quarterly, 34(1), 73-86.
Ivey, G. (2011). Opening up the conversation on literacy, college, and careers. Journal of Adoles-
cent & Adult Literacy, 55, 96-99.
Kerkham, L. (2011). Embodied literacies and a poetics of place. English Teaching: Practice and
Critique, 10(3). Retrieved from http://tinyurl.com/7pnzs63

Kersner, M., & Wright, J. A. (Eds.). (2012). Speech and language therapy: The decision-making
process when working with children. New York: Routledge.
Kooy, M., & vanVeen, K. (Eds.). (2011). Teacher learning that matters: International perspectives.
Kruger, M. W. (2011). Many paths to literacy: Finding space for students’ resources in an urban
classroom through action research. Ann Arbor, MI: Proquest/UMI Dissertation Publishing.
Lam, W. S. E., Warriner, D., Poveda, D., & Gonzalez, N. (2012). Transnationalism and literacy:
Investigating the mobility of people, languages, texts, and practices in contexts of migration.
Reading Research Quarterly, 47(2), 191-215.
Lesgold,A.M.,& Welch-Ross,M.(Eds.).(2012).Improving adult literacy instruction: Options for
practice and research. Washington, DC: National Research Council/National Academies Press.
McKie, B., Manswell Butty, J-A., & Green, R. (2012). Reading, reasoning, and literacy: Strategies
for early childhood education from the analysis of classroom observations. Early Childhood
Education Journal, 40(1), 55-61.
Morrison, T., Martin, L. E., Boggs, M., Szabo, S., & Haas, L. (2011). Literacy promises. Louisville,
KY: Association of Literacy Educators and Researchers.
Morrison, T. G., Wilcox, B., Thomas Billen, M., Carr, S., Wilcox, G., Morrison, D., & Wilcox,
R. T. (2011). 50 Years of Literacy Research and Instruction: 1961-2011. Literacy Research and
Instruction, 50(4), 313-326.
Moss, G. (2012). Literacy policy and English/literacy practice: Researching the interaction be-
tween different knowledge fields. English Teaching: Practice and Critique, 11(1). Retrieved from
http://tinyurl.com/7wc9d8t
Ortlieb, E., & Cheek, E. H. (Eds.). (2012). Using informative assessments towards effective literacy
instruction. Bingley, UK: Emerald Group Publishing Limited.
Østerud,S.,Gentikow,B.,& Skogseth,E.G.(2012).Literacy practices in late modernity: Mastering
technological and cultural convergences. Cresskill, NJ: Hampton Press.
Pandya, J. Z. (2012). Mandating and standardizing the teaching of critical literacy skills: A cau-
tionary tale. Theory Into Practice, 51(1), 20-26.
Parsons, S. A. (2012). Adaptive teaching in literacy instruction: Case studies of two teachers.
Journal of Literacy Research, 44(2), 149-170.
Perkins, M. (2012). Observing primary literacy. London: Sage.
Reder, S., & Bynner, J. (Eds.). (2011). Tracking adult literacy and numeracy skills: Findings from
longitudinal research. New York: Routledge.
Smagorinsky, P. (2011). Vygotsky and literacy research: A methodological framework. Rottendam,
Netherlands: Sense Publishers.
Smith,B.Q.(2012).Reading and writing in the global workplace: Gender, literacy, and outsourcing
in Ghana. Lanham, MD: Lexington Books.
Spivey,M.,Joanisse,M.,& McRae,K.(Eds.).(2012).The Cambridge handbook of psycholinguistics.
New York: Cambridge University Press.
Wamba, N. G. (2012). Poverty and literacy. New York: Routledge.
Wasik, B. H. (Ed.). (2012). Handbook of family literacy (2nd ed.). New York: Routledge.
Watson, A. (2011). Not just a ‘boy problem’: An exploration of the complexities surrounding
literacy under-achievement.Discourse: Studies in the Cultural Politics of Education,32(5),779-795.
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the
early childhood classroom. New York: Teachers College Press.
Ylimaki,R.M.,& Brunner,C.C.(2011).Power and collaboration-consensus/conflict in curricu-
lum leadership: Status quo or change? American Educational Research Journal,48(6),1258-1285.

Literary Response/Literature/Narrative
Tags: #literaryresponse/literature/narrative #engagement #instruction #genreknowledge #dis-
cussion #interpretation #culturalvalues/models #storydevelopment #aestheticresponse #ado-
lescentliterature #perspectivetaking #developmentaldifferences
Albers, P., Harste, J., & Vasquez,V. (2011). Interrupting certainty and making trouble: Teachers’
written and visual responses to picturebooks. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K.
Fullerton, P. M. Stecker, V. R. Gilles & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research
Association (pp. 179-194). Oak Creek, WI: Literacy Research Association.
Analyzes critical inquiry responses of two groups of inservice teachers from two different cities
over a one-year period to three picture books in terms of their analyses of meanings of images
and storylines, as well as critical analyses of social issues portrayed in these books. One group
employed written responses while the other group employed images to capture their responses.
Finds that teachers were able to critically analyze similar underlying messages, issues, stereo-
types, and discourses despite being in different sites. Teachers in the writing group were more
likely to initially identify issues but without elaboration on those issues, but changed in their
ability to formulate more critical responses over time. Teachers in the image group were able
to employ images to represent a more elaborated critical analysis of issues than teachers in the
writing group, suggesting the value of the use of images for adopting critical stances on texts.
#literaryresponse/literature/narrative #writing #professionaldevelopment/teachereducation
#interpretation
Beach, R., & Yussen, S. (2011). Practices of productive adult book clubs. Journal of Adolescent
& Adult Literacy, 55(2), 121-131.
Examines responses to literary texts from two well-established adult book clubs over a 2-year
period of meetings. Taped monthly discussions and interviewed members to identify factors
contributing to productive book club discussions. Results offer implications for student book
clubs as well as elective adult clubs: offer choice of books, foster sharing of related knowledge
to a particular book, and encourage members to collaboratively develop and build on topics
in discussions.
#literaryresponse/literature/narrative #discussion #interpretation #culturalvalues/models
#aesthetic response
Blackburn,M.V.,& Clark,C.T.(2011).Analyzing talk in a long-term literature discussion group:
Ways of operating within LGBT-inclusive and Queer discourses. Reading Research Quarterly,
46(3), 222-248.
Examines literature discussions of a group of 32 adolescents and adults in an LGBTQ youth center
over a three-year period. Discussions were analyzed to discover if they used liberatory and/or
oppressive discourses. Findings suggest that the talk was complex and contextual; none of the
discourses could be viewed as completely liberatory or oppressive. The discussions did provide
opportunities for participants to interrogate conflicting views, which created spaces for change.
#literaryresponse/literature/narrative#culturalvalues/models#discussion#interpretation
Brooks,W.,& Browne,S.(2012).Towards a culturally situated reader response theory.Children’s
Literature in Education, 43(1), 74-85.
Describes four cultural positions taken by middle grade students when asked to respond to
particular textual features in African American children’s novels. Found that a wide range of
cultural stances affected the readers’ responses and literary interpretations; uses this finding as
a basis for suggesting a culturally situated reader response theory.
#literaryresponse/literature/narrative #discourse/culturalanalysis #culturalvalues/models

Bullen,E.,& Nichols,S.(2011).Dual audiences,double pedagogies: Representing family literacy
as parental work in picture books. Children’s Literature in Education, 42(3), 213-225.
Examines picture books that included parents reading to preschool-aged children. Categorizes
the books’ depictions of parents reading to children in terms of how the depiction portrayed
reading as work or as leisure/pleasure. Suggests the depictions may actually subvert the mes-
sages intended by authors.
#identity
Certo, J., Apol, L., Wibbens, E., & Hawkins, L. (2012). Living the poet’s life: Using an aesthetic
approach to poetry to enhance preservice teachers’poetry experiences and dispositions.English
Education, 44(2), 102-146.
Uses a qualitative research design to examine preservice teachers’perceptions of past experiences
with poetry and their dispositions toward poetry reading, writing, and performance. Finds that
an“aesthetic approach”improved preservice teachers’experiences with and dispositions toward
poetry. Recommends that teacher education include coursework on poetry and pedagogy that
approximates practicing poets’ engagement with the genre.
#literaryresponse/literature/narrative #professionaldevelopment/teachereducation #aestheti-
cresponse #engagement
Chisholm, J. S. (2011).A profile of three high school students’ talk about literature during mul-
timodal instructional activities and whole-class text-based discussions. In P. L. Dunston, L. B.
Gambrell,K.Headley,S.K.Fullerton,P.M.Stecker,V.R.Gilles & C.C.Bates (Eds.),60thYearbook
of the Literacy Research Association (pp.245-262).Oak Creek,WI: Literacy ResearchAssociation.
Conducts a discourse analysis of videos/transcripts of 12th grade students’small-group discus-
sions of Macbeth as well as their production of multimodal projects reflecting interpretations
developed in their small-group and whole-class discussions.Finds that students’co-construction
of multimodal projects facilitated their interpretive talk about Macbeth. Suggests that multi-
modal instructional activities are useful for enhancing classroom discussion and deepening
interpretations of literature.
#literaryresponse/literature/narrative #medialiteracy/mediause #discussion #interpretation
Crabb,P.B.,& Marciano,D.L.(2011).Representations of material culture and gender in award-
winning children’s books: A 20-year follow-up. Journal of Research in Childhood Education,
25(4), 390-398.
Studies 490 illustrations in Caldecott Medal-winning and honors books from 1990-2009 for
material culture artifacts and characters that are depicted as using those artifacts. Content
analysis concluded that more women used household artifacts from inside the home and male
characters used more artifacts from outside the home.
#gender #identity
Gesser-Edelsburg,A.(2012).The Israeli-Palestinian conflict through theatre:A qualitative study
of Israeli high school students. Research in Drama Education, 17(1), 83-101.
Analyzes Israeli high school students’ responses to plays portraying the Israeli-Palestinian
conflict. Employs interviews over a two-year period with the playwrights, directors, and actors
regarding 36 plays; identifies themes in these plays; and conducts focus group responses of 110
Israeli adolescents to six of these plays viewed in schools. Finds that the plays provided adoles-
cents with new information about difficulties faced by Palestinians and served to broaden their
perceptions of the complexities of these difficulties. At the same time, viewing the plays in the
school setting did not lead to further open discussion of these difficulties and complexities in
their classroom discussions.
#literaryresponse/literature/narrative #culturalvalues/models #perspectivetaking #engagement

Glenn, W. (2012). Developing understandings of race: Preservice teachers’ counter-narrative
(re)constructions of people of color in young adult literature.English Education, 44(4),326-353.
Analyzes 14 preservice English teachers’responses to two counter-narrative young adult novels,
Mexican WhiteBoy, which features a biracial adolescent male character, and After Tupac and D
Foster, which portrays the lives of African-American rap artists. In their methods course, teach-
ers first received instruction on culturally and linguistically responsive teaching following by
discussions of these counter-narratives. Analysis of teachers’ written reflections indicate that
through counter-narratives,the largely white,middle-class teachers experienced different cultural
perceptions that served to challenge their own cultural assumptions about people of color, as
well as their White privilege and culpability in promoting existing stereotypes.
#perspectivetaking
Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2),
131-152.
Analyzes “nomos”—unspoken rules and practices operating in teacher education associated
with a cognitive approach to learning—as well as essay writing assignments and the use of
trauma narratives to disrupt these “nomos.” Analyzes teacher education students’ responses
to literature/memoirs portraying trauma, students’ own trauma narratives, and whole group-
discussions of taboo subjects.Finds that students responded with their own lived experiences of
trauma in ways that were both similar to and different from characters’ traumas; students were
motivated to investigate the social conditions generating trauma narratives, students employed
multimodal responses in ways that reflected complex interpretations, and students generated
connections on their own to instructional methods.Suggests the value of challenging traditional
English education methods operating in teacher education through uses of trauma narratives
and multimodal responses to literature.
#literaryresponse/literature/narrative #discourse/culturalanalysis #professionaldevelopment/
teachereducation #culturalvalues/models
Hayn,J.A.,Kaplan,J.S.,& Nolen,A.(2011).Young adult literature: Research in the 21st century.
Theory Into Practice, 50(3), 176-181.
Reviews empirical research on young adult literature published between 2000-2010 to determine
the extent to which this research examines transactions between teachers and students,students
and students,and readers and texts.Finds only 27 empirical research reports; one-third of these
reports focused on students’attitudes towards or engagement with young adult literature.Other
studies focused on current and preservice teacher attitudes towards using young adult literature.
Calls for more empirical research on students’ and teachers’ attitudes toward or engagement
with young adult literature.
#literaryresponse/literature/narrative #aestheticresponse #adolescentliterature #engagement
Kinzer, C. K., Hoffman, D. L., Turkay, S., Gunbas, N., & Chantes, P. (2011). Exploring motiva-
tion and comprehension of a narrative in a video game, book, and comic book format. In P.
L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles & C. C. Bates
(Eds.). 60th Yearbook of the Literacy Research Association (pp. 263-278). Oak Creek,WI: Literacy
Compares 67 6th graders’motivation and comprehension of a narrative (the True Memory video
game narrative) presented as a video game, book, and comic book. Students were randomly as-
signed to one of three groups and employed each of these three options; book and comic-book
versions of the True Memory game narrative were created. Students ranked the book version as
more interesting than did the students in the comic-book or game groups. Students in the book
groups also outperformed students in the comic-book or game groups in literal comprehension;

there were no significant differences for inferential comprehension between the three groups.
Suggests that the familiarity with print narratives may explain these results, as well as percep-
tions of games as involving more action than was the case with the narrative game. Students
also perceived the game task as more difficult than did students in the other group, a reflection
that stories may not readily translate effectively into a game format.
#literaryresponse/literature/narrative #digital/technologytools #engagement #interpretation
Lazar, A. M., & Offenberg, R. M. (2011). Activists, allies, and racists: Helping teachers address
racism through picture books. Journal of Literacy Research, 43(3), 275-313.
Compares 58 elementary teachers in a graduate reading program who employed picture books
reflecting African American heritage with elementary school children in a summer reading
practicum. Some teachers participated in a course that addressed issues of racism while other
teachers were not enrolled in this course. Analysis of questionnaires, planning forms, lesson
evaluation forms,and transcripts of teachers using the books in the summer practicum indicated
that all teachers focused on characters’ perspectives, feelings, and traits, but did not represent
race in these books in terms of institutional racism. However, teachers who took the course on
racism focused significantly more on the activism of Black protagonists than did the teachers
who did not take the course. Suggests that in using multicultural literature, while having back-
ground knowledge of race may result in a greater focus on Black activism, teachers still need
more instruction in ways of adopting a critical race perspective associated with portrayals of
systemic, institutional racism.
#literaryresponse/literature/narrative #discourse/culturalanalysis #professionaldevelopment/
teachereducation #culturalvalues/models
Leland, C., Ociepka, A., & Kuonen, K. (2012). Reading from different interpretive stances: In
search of a critical perspective. Journal of Adolescent & Adult Literacy, 55(5), 428-437.
Investigates eighth graders reading written and visual texts and their responses from six inter-
pretive stances (metaphorical,philosophical,aesthetic,analytical,intertextual,and critical).The
study was then repeated with a second group of eighth-grade participants.Findings suggest that
students’ use of the stances helped them become more critical readers.
#literaryresponse/literature/narrative #interpretation #instruction #culturalvalues/models
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making
and other language skills in the development of narrative listening comprehension in 4–6-year-
old children. Reading Research Quarterly, 47(3), 259-282.
Examines different factors shaping 130 Finnish 4-to-6-year olds’narrative listening comprehen-
sion as measured over a two-year period related to their inference skills, vocabulary knowledge,
sentence memory, and phonological awareness. Finds that inference skills as assessed through
picture-book viewing had a significant effect on variation in listening comprehension, as well
as on vocabulary knowledge. While vocabulary knowledge and sentence memory were related
to listening comprehension, they were not significant predictors of later listening comprehen-
sion at age 6.
#literaryresponse/literature/narrative #reading #interpretation #developmentaldifferences
Lewis,E.C.(2011).FriendingAtticus Finch: English teachers’perspectives on MySpace as a con-
temporary framework for literary analysis.Journal of Adolescent & Adult Literacy, 55(4),285-295.
Discusses a case study of two English teachers of 11th grade American Literature who inte-
grated “new” literacies practices into their pedagogy and students’ assignments. Data include
observations, observation-debriefing comments and reflective memos, lesson plans, email cor-
respondence, and teachers’ journal reflections on their pedagogy collected during a five-month
period. The case describes a MySpace character-analysis assignment that teachers felt bridged

students’ in- and out-of-school literacy practices and thereby enhanced literacy development
and engagement in literary analysis.
#literaryresponse/literature/narrative #digital/technologytools #perspectivetaking #discussion
McNair, J.C., & Brooks, W. (2012). Transitional chapter books: Representations of African
American girlhood. The Reading Teacher, 65(8), 567-577.
Presents a content analysis of transitional chapter books featuring African American females
aimed toward determining what African American female protagonists in these books value
and care about. Finds that four areas were important to protagonists: solidifying friendships,
developing morality, fitting in, and valuing learning. Argues for the benefits of transitional
chapter books written by and about African Americans.
#literaryresponse/literature/narrative #discourse/culturalanalysis #race #culturalvalues/models
Miller, S. M. (2011). Transmediating with multimodal literacies: Adolescents’ literature learn-
ing through DV composing. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M.
Stecker, V. R. Gilles & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp.
389-406). Oak Creek, WI: Literacy Research Association.
Analyzes urban high school students’ interview perceptions of their use of digital video (DV)
productions for interpreting literature. The DV productions – for example, a poetry video – led
students to interpret texts in a different manner, focusing on how they could use the language
for aesthetic purposes for their productions. Creating DV productions also enhanced students’
interpretations through having to determine ways to adapt the print text into a video medium,
a process of transmediation. Finally, the DV productions served to scaffold a shift in students’
critical essay writing from a plot-driven to a theme-driven interpretation. Suggests the value of
DV production for enhancing students’ literary interpretations.
#literaryresponse/literature/narrative #digital/technologytools #writing #interpretation
Omasta, M. (2011). Adolescents’ affective engagement with theatre: Surveying middle school
students’ attitudes, values, and beliefs. International Journal of Education & the Arts, 12(1.6).
Retrieved from http://www.ijea.org/v12si1/.
Analyzes the effects of middle-school students viewing a professional theater production for
young people. Pre-and-post survey and focus group data indicated that students’ attitudes
differed significantly before versus after viewing the performance. For example, while most
students agreed with the statement, “The type of people you are friends with says a lot about
the type of person you are,”prior to the performance, only 23% agreed with the statement after
the performance, a significant difference. At the same time, students’ attitudes changed in the
opposite direction or did not change.In focus group responses,students disagreed as to whether
they changed their attitudes. Suggests that sympathizing with certain characters’ actions and
beliefs may have served to homogenize their attitudes.
#literaryresponse/literature/narrative #culturalvalues/models #engagement #perspectivetaking
Pantaleo,S.(2012).Exploring grade 7 students’responses to Shaun Tan’sThe Red Tree.Children’s
Literature in Education, 43(1), 51-71.
Explores how students responded to the picture book The Red Tree, specifically examining
transfer of knowledge of literary and art elements from their reading of the picture book to
their own creation of multimodal print texts. Using content analysis to study students’ written
responses to the book finds that students adopted an“aesthetic attitude”toward the picture book,
positioning themselves as active readers who closely examined Tan’s metaphorical paintings.
Offers recommendations for productive teaching of picture books in middle school classrooms.
#literaryresponse/literature/narrative #instruction #aestheticresponse #engagement

Poyas,Y., & Eilam, B. (2012). Construction of common interpretive spaces through intertextual
loops—How teachers interpret multimodal learning materials.Teaching and Teacher Education:
An International Journal of Research and Studies, 28(1), 89-100.
Examines experienced teachers’ approaches to juxtaposing literary texts and visual art work
found in multimodal textbook materials.Analysis revealed patterns in attitudes toward and be-
haviors regarding those juxtapositions.Recommends that enhancing teachers’awareness of their
thought processes may promote productive instructional integration of visual art and literature.
#literaryresponse/literature/narrative #professionaldevelopment/teachereducation #instruction
#aesthetic response
Robson,C.,Sumara,D.,& Luce-Kapler,R.(2011).Performing an archive of resistance: Challeng-
ing normative life narratives through literary reading and memoir writing research.International
Journal of Education & the Arts, 12(1.9), 1-16.
Explores how normative structures organize experiences and representations of identity.Reports
on the participation of two groups—one in which members identified as rural and heterosexual
and the other as urban and lesbian—in literary reading and response practices using a literary
anthropology research methodology. Suggests that fictional identifications influence the devel-
opment of human consciousness and that close reading can help readers reconsider normative
identity narratives through identifications with literary characters that require readers to shift
perspectives.
#literaryresponse/literature/narrative #writing #interpretation #perspectivetaking
Rogers, T., & Marshall, E. (2012). On the road: Examining self-representation and discourses
of homelessness in young adult texts. Journal of Adolescent & Adult Literacy, 55(8), 725-733.
Analyzes social issues discussed in contemporary memoirs intended for a young adult audi-
ence, as well as those authored by homeless adolescents. The authors used a“discourse tagging”
approach to follow these representations of homelessness across different social locations and
contexts. Provides a strategy for educators to help their students interrogate the ways homeless-
ness is represented in texts and how those representations can be challenged.
#literaryresponse/literature/narrative #discourse/culturalanalysis #culturalvalues/models #in-
terpretation
Shechtman, Z., & Yaman, M. A. (2012). SEL as a component of a literature class to improve
relationships, behavior, motivation, and content knowledge. American Educational Research
Journal, 49(3), 546-567.
Examines the effects of use of an“affective teaching”approach for teaching literature that focuses
on social and emotional learning versus conventional teaching methods on students’ relation-
ships, behavior, motivation to learn, and content knowledge. In the study, 1,137 fifth and sixth
grade Arab students in 36 classes in 12 schools were taught by 36 teacher trainees from an Israeli
college using either the “affective teaching” or the conventional method within each school.
Teachers in the “affective teaching” condition focused on fostering students’ identification of
emotions evoked by or connected with their responses to characters’ emotions and their peers’
responses. Finds that students in the treatment condition demonstrated significant gains in
student relationships, behavior, motivation to learn, and content knowledge; relationships and
behavior were significantly associated with gains in motivation and content knowledge.Suggests
the value of employing an “affective teaching” approach for teaching literature.
#literaryresponse/literature/narrative #instruction #engagement #aestheticresponse
Stewart, M.A. (2012). Juxtaposing immigrant and adolescent girl experiences: Literature for all
readers. English Journal, 101(5), 17-22.
Conducts a content analysis of the portrayal of immigrant adolescent protagonists in books set
in a contemporary time period and written by a female author with personal experience with

immigration. Identifies the themes of “language brokering” in which the protagonist assumes
the role of translator for her parents; legal issues, given their illegal status; the feeling of being
outsiders in their schools; love relationships; and adolescent coming-of-age identity construc-
tion. Suggests the value of these books for all adolescent readers.
#literaryresponse/literature/narrative #discourse/culturalanalysis #adolescentliterature #sto-
rydevelopment
Thein, A. H., Guise, M., & Sloan, D. L. (2011). Problematizing literature circles as forums for
discussion of multicultural and political texts.Journal of Adolescent &Adult Literacy,55(1),15-24.
Analyzes the literature circle discussions of the novel Bastard out of Carolina by Dorothy Al-
lison. Examines the responses of working class students to the representation of social class and
socioeconomic status in the novel. The findings suggest that students might be more likely to
respond critically and interrogate texts more effectively if teachers were more involved in the
discussion and if the roles of participants were defined differently.
#literaryresponse/literature/narrative #culturalvalues/models #discussion #interpretation
Verden,C.E.(2012).Reading culturally relevant literature aloud to urban youths with behavioral
challenges. Journal of Adolescent & Adult Literacy, 55(7), 619-628.
Examines the responsesof urbanmiddle school students with behavioraland emotionaldisorders
to culturally relevant literature that was read aloud in the classroom. Finds that the students
were able to use their discussions and response journals as safe places to interrogate and discuss
their own life experiences.
#literaryresponse/literature/narrative #culturalvalues/models #instruction #discussion
Whiteley, S. (2011). Talking about“An Accommodation”: The implications of discussion group
data for community engagement and pedagogy. Language & Literature, 20(3), 236-256.
Examines group discussion data from five groups of readers discussing contemporary British
poetry.The homogeneous groups included cognitive poetics researchers,first-year undergradu-
ate English students, and members of local reading groups. Style and content of discussions
were examined,pinpointing differences and similarities in interpretive practices and discourses.
Although the“researcher”group had a heightened meta-awareness of their interpretive practices,
the study finds overlaps in all groups between professional and nonprofessional reading practices
rather than distinctions found in previous research. Argues that the similarities in interpretive
activities performed by all groups suggest that stylistics and cognitive poetics may be relevant
for readers outside of higher education.
#literaryresponse/literature/narrative #literacy #discussion #interpretation
Wilson, M. B., & Short, K. G. (2012). Goodbye, yellow brick road: Challenging the mythology
of home in children’s literature. Children’s Literature in Education, 43(2), 129-144.
Examines recent award-winning middle-grade novels from the United States, the United King-
dom and Australia for the concept of “home.” Identifies a new plot pattern that differs from
the more traditional home/away from home/home pattern of earlier novels. Content analysis
finds that this pattern begins with the child being abandoned, rather than leaving the home,
and then attempting to construct a home within a postmodern milieu, and finally leading the
adults to a new hopeful ending.
#adolescentliterature
Adams,M.,Walker,C.,& O’Connell,P.(2011).Invisible or involved fathers?A content analysis of
representationsof parentinginyoungchildren’spicturebooksintheUK.SexRoles,65(3),259-270.

Allen, M. M., Ukrainetz, T. A., & Carswell, A. L. (2012). The narrative language performance of
three types of at-risk first-grade readers. Language, Speech & Hearing Services in Schools, 43(2),
205-221.
Allington, D. (2011). “It actually painted a picture of the village and the sea and the bottom
of the sea”: Reading groups, cultural legitimacy, and description in narrative (with particular
reference to John Steinbeck’s The Pearl). Language & Literature, 20(4), 317-332.
Barker, C., Kulyk, J., Knorr, L., & Brenna, B. (2011). Open inclusion or shameful secret: A com-
parison of characters with FetalAlcohol Spectrum Disorders (FASD) and characters withAutism
Spectrum Disorders (ASD) in a NorthAmerican sample of books for children and young adults.
International Journal of Special Education, 26(3), 171-180.
Binder, M., & Kotsopoulos, S. (2011). Multimodal literacy narratives: Weaving the threads of
young children’s identity through the arts. Journal of Research in Childhood Education, 25(4),
339-363.
Bowler, L., Morris, R., Cheng, I., Al-lssa, R., Romine, B., & Leiberling, L. (2012). Multimodal
stories: LIS students explore reading, literacy, and library service through the lens of “The 39
Clues”. Journal of Education for Library & Information Science, 53(1), 32-48.
Brown, D. D., Lile, J., & Burns, B. M. (2011). Basic language skills and young children’s under-
standing of causal connections during storytelling. Reading Psychology, 32(4), 372-394.
Cawthon, S. W., & Dawson, K. M. (2011). Drama-based instruction and educational research:
Activating praxis in an interdisciplinary partnership. International Journal of Education & the
Arts, 12(17). Retrieved from http://www.ijea.org/v12n17/
Certo,J.,& Brinda,W.(2011).Bringing literature to life for urban adolescents:Artistic,dramatic
instruction and live theater. Journal of Aesthetic Education, 45(3), 22-37.
Cheng, A. Y., & Winston, J. (2011). Shakespeare as a second language: Playfulness, power and
pedagogy in the ESL classroom. Research in Drama Education, 16(4), 541-556.
Ciampa, K. (2012). Improving grade one students’ reading motivation with online electronic
storybooks. Journal of Educational Multimedia & Hypermedia, 21(1), 5-28.
Claassen, E. (2012). Author representations in literary reading. Philadelphia: John Benjamins.
Clark, S. (2012). Guiding the noticing: Using a dramatic performance experience to promote
tellability in narrative writing. The Clearing House, 85(2), 65-69.
Comer, M. (2011). Young adult literature and alternative assessment measures. Theory Into
Practice, 50(3), 239-246.
Danko-McGhee, K., & Slutsky, R. (2011). Judging a book by its cover: Preschool children’s aes-
thetic preferences for picture books.International Journal of Education throughArt,7(2),171-185.
DeCoursey, C. (Ed.). (2012). Language arts in Asia: Literature and drama in English, Putonghua
and Cantonese. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
De Fina, A., & Georgakopoulou, A. (Eds.). (2012). Analyzing narrative: Discourse and sociolin-
guistic perspectives. New York: Cambridge University Press.
Dodge, T. (2011). Effects of interactivity on children’s cognitive empathy toward narrative
characters. International Journal of Instructional Media, 38(3), 287-294.
Dudek,D.,& Johnson,N.F.(2011).Return of the hacker as hero: Fictions and realities of teenage
technological experts. Children’s Literature in Education, 42(3), 184-195.
Ebele, A. F., Ada, A., Obumneke-Okeke, I., & Ebunoluwa, A. H. (2011). Teachers’ perceptions
of effective strategies for teaching literature to enhance students’ learning. Journal of Emerging
Trends in Educational Research & Policy Studies, 2(4), 261-264.
Eilam,B.,& Poyas,Y.(2012).Teachers’interpretations of texts-image juxtapositions in textbooks:
From the concrete to the abstract. Journal of Curriculum Studies, 44(2), 265-297.

Flint, A. S., & Laman, T. T. (2012). Where poems hide: Finding reflective, critical spaces inside
writing workshop. Theory Into Practice, 51(1), 12-19.
Gavigan, K. W. (2011). Examining struggling male adolescent readers’ responses to graphic nov-
els: A multiple case study of four, eighth-grade males in a graphic novel book club. Unpublished
doctoral dissertation, University of North Carolina at Greensboro. Retrieved from http://libres
.uncg.edu/ir/uncg/listing.aspx?id=4095
Hadjioannou, X., & Loizou, E. (2011). Talking about books with young children: Analyzing
the discursive nature of one-to-one booktalks. Early Education and Development, 22(1), 53-76.
Hadley, S., & Yancy, G. (2012). Therapeutic uses of rap and hip hop. New York: Routledge.
Hall, L. A. (2011/2012). How popular culture texts inform and shape students’ discussions of
social studies texts. Journal of Adolescent & Adult Literacy, 55(4), 296-305.
Hanratty, B. (2011). Poetry and gender: A comparative evaluation of boys’ and girls’ responses
to poetry at key stage 4 in Northern Ireland. Research Papers in Education, 26(4), 413-426.
Hanson,T.,Dietsch,B.,& Zheng,H.(2012).Lessons in character impact evaluation (NCEE 2012-
4004). Washington, DC: National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences,U.S.Department of Education.Retrieved from http://ies.ed.gov/
ncee/edlabs/projects/project.asp?projectID=91
Harfitt,G.,& Chu,B.(2011).Actualizing reader-response theory on L2 teacher training programs.
TESL Canada Journal, 29(1), 93-103.
Hartley-Kroeger, F. (2011). Silent speech: Narration, gender and intersubjectivity in two young
adult novels. Children’s Literature in Education, 42(4), 276-288.
Hayn, J. A., Kaplan, J. S., & Nolen, A. (2011).Young adult literature research in the 21st century.
Theory Into Practice, 50(3), 176-181.
Hogan, P. C. (2011). Affective narratology: The emotional structure of stories. Lincoln, NE: Uni-
versity of Nebraska Press.
Holley, K., & Colyar, J. (2012): Under construction: How narrative elements shape qualitative
research. Theory Into Practice, 51(2), 114-121.
Hughes, J. M., King, A., Perkins, P., & Fuke,V. (2011). Adolescents and“autographics”: Reading
and writing coming-of-age graphic novels.Journal of Adolescent &Adult Literacy,54(8),601–612.
Johnston,I.,& Mangat,J.(2011).Reading practices, postcolonial literature, and cultural mediation
in the classroom. Rotterdam, Netherlands: Sense Publishers.
Kimmel,M.(2011).From text-linguistics to literary actants—The force dynamics of (emotional)
vampirism. Language & Cognition, 3(2), 235-282.
Klasek,C.H.(2012).Spontaneous Steinbeck: The influence of arts integration, primarily spontane-
ous painting, on the reader response of high school juniors to The Grapes of Wrath. Unpublished
doctoral dissertation, University of Oklahoma.
Larsson, M., & Steiner, A. (Eds.). (2011). Interdisciplinary approaches to Twilight: Studies in
fiction, media and a contemporary cultural experience. Lund, Sweden: Nordic Academic Press.
Levisohn, J. A., & Fendrick, S. P. (Eds.). (2012). Turn it and turn it again: Studies in the teaching
and learning of classical Jewish texts. New York: Academic Studies Press.
Lewis, W. E., & Ferretti, R. P. (2011). Topoi and literary interpretation: The effects of a critical
reading and writing intervention on high school students’analytic literary essays. Contemporary
Educational Psychology, 36(4), 334-354.
Lopez, A. E. (2011). Culturally relevant pedagogy and critical literacy in diverse English class-
rooms: A case study of a secondary English teacher’s activism and agency. English Teaching:
Practice and Critique, 10(4), 75-93. Retrieved from http://education.waikato.ac.nz/research/
files/etpc/files/2011v10n4art5.pdf

Lopez-Ropero, L. (2012). You are a flaw in the pattern: Difference, autonomy and bullying in
YA fiction. Children’s Literature in Education, 43(2), 145-157.
Loretto, A., & Chisholm, J. S. (2012). Learning to teach generative meaning-making through
multimodal inquiry. English Teaching: Practice and Critique, 11(1), 136-149. Retrieved from
http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1nar1.pdf
Mackey, M. (Ed.). (2012). Picturebooks and literary understanding, in honour of Lawrence Sipe.
New York: Springer.
Maine, F., & Waller, A. (2011). Swallows and Amazons forever: How adults and children engage
in reading a classic text. Children’s Literature in Education, 42(4), 354-371.
Mallozzi, C. (2011). Reading women teachers: A theoretical assertion for bodies as texts. English
Teaching: Practice and Critique, 10(3), 129-141. Retrieved from http://education.waikato.ac.nz/
research/files/etpc/files/2011v10n3nar2.pdf
Manolessou,K.,& Salisbury,M.(2011).Being there: The role of place in children’s picturebooks.
Journal of Writing in Creative Practice, 4(3), 367-399.
Maschi, T., MacMillan, T., Pardasani, M., Lee, J. S., & Moreno, C. (2012). Moving stories:
Evaluation of a BSW oral history project with older adults with diverse immigration histories.
Educational Gerontology, 38(4), 228-242.
Mazella, D., Heidel, L., & Ke, I. (2011). Integrating reading, information literacy, and literary
studies instruction in a three-way collaboration. The Learning Assistance Review, 16(2), 41-53.
McNair,J.C.(2011).“It was like a book buffet!”Parents and children selectingAfricanAmerican
children’s literature together. Journal of Negro Education, 80(2), 163-175.
McNerney, M.W., Goodwin, K.A., & Radvansky, G.A. (2011).A novel study: A situation model
analysis of reading times. Discourse Processes, 48(7), 453-474.
Morawski, C. M. (2012). Inquiring into the possibilities of multimodal novel study: Teacher
candidates respond to Whirligig with resolution scrapbooks. Journal of Adolescent & Adult
Literacy, 55(5), 405-416.
Nassimbeni, M. & Desmond, S. (2011). Availability of books as a primary factor in reading,
teaching and learning behaviour in twenty disadvantaged primary schools in South Africa.
South African Journal of Library & Information Science, 77(2), 95-103.
Peplow, D. (2011).“Oh, I’ve known a lot of Irish people”: Reading groups and the negotiation
of literary interpretation. Language and Literature, 20(4), 295-315.
Reed,A. (2011). Literature and agency in English fiction reading: A study of the Henry Williamson
Society. Toronto : University of Toronto Press.
Reznitskaya,A.(2012).Dialogic teaching: Rethinking language use during literature discussions.
The Reading Teacher, 65(7), 446–456.
Rødnes, K. A. (2012). “It’s insanely useful!” Students’ use of instructional concepts in group
work and individual writing. Language & Education: An International Journal, 26(3), 183-199.
Roy, L. A., & Roxas, K. C. (2011). Whose deficit is this anyhow? Exploring counter-stories of
SomaliBanturefugees’experiencesin“doingschool.”HarvardEducationalReview,81(3),521-542.
Rudd, L. L. (2012). Just Slammin! Adolescents’ construction of identity through performance
poetry. Journal of Adolescent & Adult Literacy, 55(8), 682-691.
Schickedanz, J.A., & Collins, M. F. (2012). For young children, pictures in storybooks are rarely
worth a thousand words. The Reading Teacher, 65(8), 539–549.
Schieble,M.(2012).A critical discourse analysis of teachers’views on LGBT literature.Discourse:
Studies in the Cultural Politics of Education, 33(2), 207-222.
Sell, R. D. (Ed.). (2012). Literary community-making: The dialogicality of English texts from the
seventeenth century to the present. Philadelphia: John Benjamins.

Sharma, M. (2011). Language and the negotiation of identity and sense of belonging: A study
of literary representations of Indians in England. Language & Intercultural Communication,
11(4), 351-363.
Sipe, L. R., & Pantaleo, S. (2012). Postmodern picturebooks: Play, parody, and self-referentiality.
Taber,N.,& Woloshyn,V.(2011).Dumb dorky girls and wimpy boys: Gendered themes in diary
cartoon novels. Children’s Literature in Education, 42(3), 226-242.
Thein,A. H., Barbas, P., Carnevali, C., Fox,A., Mahoney,A. & Vensel, S. (2012). The affordances
of design-based research for studying multicultural literature instruction:Reflections and insights
from a teacher-researcher collaboration.English Teaching: Practice and Critique, 11(1),121-135.
Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art7.pdf
Thein, A. H., Guise, M., & Sloan, D. L. (2012). Exploring the significance of social class identity
performance in the English classroom: A case study analysis of a literature circle discussion.
English Education, 44(3), 215-253.
van der Pol,C.(2012).Reading picturebooks as literature: Four-to-six-year-old children and the
development of literary competence. Children’s Literature in Education, 43(1), 93-106.
Vezzali,L.,Stathi,S.,& Giovannini,D.(2012).Indirect contact through book reading: Improving
adolescents’ attitudes and behavioral intentions toward immigrants. Psychology in the Schools,
49(2), 148-162.
Walker,V. S. (2011). Rereading dis/ability in adolescent literature: Textual invitation & repertoires
in reader response. Unpublished doctoral dissertation, Michigan State University.
Warner, L. (2011). “Disabled” characters in plays. Changing English: Studies in Culture and
Education, 18(4), 371-382.
Warren, J. E. (2011). “Generic” and “specific” expertise in English: An expert/expert study in
poetry interpretation and academic argument. Cognition & Instruction, 29(4), 349-374.
Wiseman, A. M. (2011). Family involvement for adolescents in a community poetry workshop:
Influences of parent roles and life context variables. School Community Journal, 21(2), 99-118.
Yenika-Agbaw, V., & Napoli, M. (Eds.). (2011). African and African American children’s and
adolescent literature in the classroom. New York: Peter Lang.
Media Literacy
Tags: #medialiteracy #games #films #television/video #advertising #music #news/magazines
#audiences #mediaeffects #representations #gender #multiliteracies #multitasking
Bowen, L. B. (2012). Beyond repair: Literacy, technology, and a curriculum of aging. College
English, 74(5), 437-457.
Given popular culture discourses that disassociate senior adults and technology literacies, ex-
amines representations of how seniors’use of technology is represented in AARP: The Magazine
and related social media—Facebook and Twitter. Conducts content analysis of rhetorical refer-
ences to different subjects related to seniors’ life as well as technology. Finds that one-fifth of
the magazine and Facebook and one-third of Twitter referred to technology, although without
any consistent reference to technology in all aspects of seniors’ lives other than health, money
management, and pop culture entertainment. Also finds that one-fourth of the ads referred to
technology, but largely related to medical or physical support, for example electric wheelchairs
or emergency notification systems. Identifies three consistent themes: that the focus on tech-
nology for elders in outlets such as AARP: The Magazine needs to go beyond simply addressing
the physical problems of aging; that elders can be critical users of literacy technologies; that
developing technological literacy for seniors requires going beyond only senior eager-adopters.
#medialiteracy #discourse/culturalanalysis #representations #news/magazines

Bleakley,A., Jamieson, P. E., & Romer, D. (2012). Trends of sexual and violent content by gender
in top-grossing U.S. films, 1950–2006. Journal of Adolescent Health, 51(1), 73-79.
Conducts a content analysis of sexual and violent content portrayed in 20,073 5-minute seg-
ments from 855 top-grossing movies from 1950–2006. Finds that women were consistently
underrepresented as main characters across six decades, with little change in average number
of male and female characters in film or the 2 to 1 ratio of male to female characters. Female
characters were twice as likely to be seen in explicit sexual scenes as males. The amount of
violence increased over time for both male and female characters; male characters were more
likely to be seen as violent. Indicates that there has been little change in gender representations
in films since the 1950s.
#medialiteracy #representations #films #gender
Cohen, C. J., & Kahne, J. (2012). New media and youth political action. Chicago: MacArthur
Research Network on Youth & Participatory Politics. Retrieved from http://dmlcentral.net/
resources/5058
Surveys nearly 3,000 15- to25-year-olds’ engagement in participatory politics through produc-
tion of original media content to reach a sizable audience in ways that circumvent traditional
information gatekeepers. Youth engaging in least one act of participatory politics were almost
twice as likely to vote in 2010 as those who did not participate. Participation was equally dis-
tributed across different racial and ethnic groups, with African American youth reporting the
highest level of participation. Youth obtain much of their news from peers or family via Face-
book or Twitter; they indicated that they would benefit from instruction in critical analysis of
the validity of this news.
#medialiteracy #digital/technologytools #representations #news/magazines
Common Sense Media. (2012). Zero to eight: Children’s media use in America. San Francisco:
Common Sense Media/Program for the Study of Children and Media. Retrieved from http://
www.commonsense.org/research
Surveys 1,384 parents of children ages 0 to 8 years old in May and June 2011 about their chil-
dren’s media use. TV viewing was the predominate media employed. Sixty-five percent (37%
of 0-1 year- olds, 73% of 2- to 4-year-olds, and 72% of 5- to 8-year-olds) watched TV at least
once every day, for an average of 1:44 hours, compared to 29 minutes reading, 29 minutes lis-
tening to music, and 25 minutes playing computer or video games. African-American children
spent an average of 4:27 of daily media use, compared to 2:51 among white children and 3:28
among Hispanics; lower-income children spent 3:34 hours daily compared to 2:37 hours daily
for higher-income families. Forty-two percent had a TV in their bedroom; 39% lived in a home
where the TV was left on all (10%) or most (29%) of the time, whether anyone was watching it.
Of the 79% of 5- to 8-year-olds who had homework, 21%“usually”or“sometimes”had the TV
on while they did homework. Forty percent of 2- to 4-year-olds and 52% of 5- to 8-year-olds
used smartphones, video iPods, iPads, or similar devices, using these devices an average of 43
minutes a day. Overall, 16% of 0- to 8-year-olds used more than one media “most” or “some”
of the time. The only significant gender difference in media use occurred with boys averaging
16 minutes daily playing video games compared to 4 minutes daily for girls. While 72% had a
computer in their homes,only 48% of families with incomes of less than $30,000 had a computer
and only 10% had an iPod and just 2% had a tablet device. Only 14% of lower-income parents
downloaded apps for their children, compared to 47% of upper-income parents, suggesting an
income “app gap.”
#medialiteracy #digital/technologytools #television/video #games
Davis, K. (2011). A life in bits and bytes: A portrait of a college student and her life with digital
media. Teachers College Record, 113(9), 1960-1982.
Examines how one college student used digital media in her everyday life in order to evaluate

the tension between the promises and perils of using digital media often touted in the literature.
Using the qualitative method of portraiture,describes the always-connected nature of digital life.
Finds that digital media allows the student to connect to people and ideas but also gives rise to
feelings of disconnection and fragmentation. Suggests that young people need the opportunity
to reflect on these complexities and tensions.
#medialiteracy #digital/technologytools #multitasking #mediaeffects
Fowler,E.F.,Franz,M.M.,& Ridout,T.N.(2012). Analysis of political ads in the 2012 Republican
primaries. Middletown,CT:Wesleyan Media Project.Retrieved from http://tinyurl.com/cuhcn2e
Conducts content analysis of the political ads employed in the 2012 Republican presidential pri-
maries compared to primaries in 2008.Finds an increased role of the 534 Super PACS organized
as of May 2012 with receipts of $204,323,416 and total independent expenditures of $99,777,131
in the number of ads produced and the negative focus of those ads. While the number of ads
sponsored by Super PACs increased from 3 percent of all 2008 primary ads to 44 percent in the
2012 primaries, the number of candidate-sponsored ads declined by 97 percent of the total in
2008 to 56 percent for 2012. While only 9 percent of candidate-sponsored ads were negative in
2009,53 percent of candidate-sponsored ads were negative in 2012.The number of negative ads
in 2008, at 9 percent, increased to 70 percent in 2012, an increase of 1100 percent in four years.
#medialiteracy #television/video #advertising #mediaeffects
Knobloch-Westerwick, S., & Hoplamazian, G. J. (2012). Gendering the self: Selective magazine
reading and reinforcement of gender conformity. Communication Research, 39(3), 358-384.
Examines the relationship between adult participants’biological sex and conformity to feminin-
ity and masculinity gender roles related to taped responses to three women’s magazines, three
associated with male readers, and three news magazines. Finds a strong influence of biological
sex on selective magazine reading with females preferring women’s magazines and males prefer-
ring male magazines. Also finds that gender conformity influenced the nature of exposure and
that selective exposure serves to reinforce gendered self-concepts.
#medialiteracy #gender #news/magazines #mediaeffects
Latimer,A. E., Krishnan-Sarin, S., Cavallo, D.A., Duhig,A., Salovey, P., & O’Malley, S.A. (2012).
Targeted smoking cessation messages for adolescents.Journal of Adolescent Health, 50(1),47-53.
Develops two smoking cessation videos—a gain-frame video that emphasized the benefits of
quitting and joining a smoking cessation program versus a loss-framed video that emphasized
the cost of continuing to smoke and consequences of failing to join a smoking cessation pro-
gram.Analyzed adolescent smokers’message preferences in response to these videos. Finds that
while they preferred the gain-framed message, which was perceived to be more novel than the
loss-framed message,the loss-framed version resulted in more positive attitudes toward quitting
than the gain-framed version. Suggests that providing loss-framed information may have more
impact on adolescents’ attitudes.
#medialiteracy #television/video #mediaeffects #representations
Lefevere, J., De Swert, K., & Walgrave, S. (2012). Effects of popular exemplars in television news.
Communication Research, 39(1), 103-119.
Analyzes the influence of the use of common people (popular exemplars) versus experts within
news stories on audience perceptions about an issue portrayed in a news story. Uses fake TV
news stories to determine audience response.Finds that use of popular exemplars has a stronger
influence on audiences than experts given their similarity, trustworthiness, and the vividness
of their account; differences in preexisting attitudes can also influence audience perceptions.
#medialiteracy #news/magazines #representations #mediaeffects

Lewis, C., & Dockter-Tierney, J. (2011). Mobilizing emotion in an urban English classroom.
Changing English: Studies in Culture and Education, 18(3), 319-329.
Examines how emotion defined as mediated action,versus an internal psycho-physiological state,
mobilized through critical literacy practices transforming texts and signs shapes students’analysis
and production of documentary film. Analyzes urban high school students’ uses of emotions
evident in critiques of documentary film and production choices. Suggests the importance of
studying how emotion mediated through media analysis and production constrains and enables
certain ideologies, identities, and opportunities for learning.
#medialiteracy #discourse/culturalanalysis #video #representations
Lin,L.,Lee,J.,& Robertson,T.(2011).Reading while watching video: The effect of video content
on reading comprehension and media multitasking ability. Journal of Educational Computing
Research, 45(2), 183-201.
Examines the effects of media multitasking on students’reading comprehension.One-hundred
and thirty-three university students were administered a reading comprehension test with a
video playing unobtrusively in the background versus a video playing at the same time that the
students were taking the test. Also compares two different video genres: a situational comedy
versus an in-depth news report.Finds that the news report video had more negative interference
than did the comedy; the fact that the video was in the background had a lower negative impact.
#medialiteracy #reading #multitasking #video
Martins, N., & Harrison, K. (2012). Racial and gender differences in the relationship between
children’s television use and self-esteem: A longitudinal panel study. Communication Research,
39(3), 338-357.
Surveys 396 White and Black preadolescent boys and girls over a one-year period to determine
long-term effects of TV consumption on self-esteem.After controlling for age,body satisfaction,
and baseline self-esteem, TV consumption portraying White males in positions of power and
security and portrayingWhite females and Black females and males in limited,one-dimensional,
subordinate, and/or more deviant roles was significantly related to self-esteem, with a decrease
in self-esteem for White and Black girls and Black boys, and an increase in self-esteem among
White boys.
#medialiteracy #television/video #representations #mediaeffects
McCarthy, B., Michel, L., Tiu, M., Atienza, S., Rice, J., Nakamoto, J., & Tafoya, A. (2012). Evalu-
ation of The Electric Company Summer Learning Program. Berkeley, CA: WestEd.
Examines 12 different five-to-six week long Electric Company Summer Learning Programs,
sponsored by the Sesame Workshop, a cross-media curriculum program for low-income/ELL
children ages 6–8 that includes and combines TV shows,activities,and online gaming.Analyzes
literacy gains over time for 152 children taught by 16 teachers. Finds a 17 percent gain in pho-
nics skills. Twelve of the 16 teachers reported gains in connecting texts; 14 reported increased
motivation to employ literacy practices; 15 reported increased confidence in leading groups.
Teachers had positive assessment of the curriculum and indicated that they would use it in their
regular instruction during the school year.
#medialiteracy #literacy #television/video #games
Moeller, S., Eckert, S., Golitsinski, S., Koliska, M., Oh, S-K., Powers, E., & Roberts, J. (2012). The
world unplugged. International Center for Media & the Public Agenda/Salzburg Academy on
Media & Global Change. Retrieved from http://theworldunplugged.wordpress.com.
Asks 1,000 students from 12 universities in ten countries to abstain from using all media for a
full day and report their successes and failures. Students employ the word, “addiction,” to de-
scribe their dependence on media and sense of loneliness without media access, with a majority
in every country admitting their failure to go unplugged regardless of differences in country

or access, noting that media, particularly mobile phones and Facebook, were integral to their
personal identities, particularly in terms of how they construct their identities and social rela-
tionships through uses of certain media for certain audiences. They employ texting/Facebook
for communicating with friends and email for communicating on their jobs and with faculty.
Students perceived news as both worldwide events as well as their friends’ reports about daily
events acquired largely from online sources as opposed to traditional news outlets; they rarely
sought out news. They perceived TV as a means for relaxation regardless of specific shows as
well as a social group activity and music as a means to regulate their moods. By abstaining from
media, they began to realize the amount of time they devoted to media use and the need to curb
their media use and find alternative ways of communicating with friends. Suggests the need for
instruction in media literacy and the roles and influence of media in students’ lives.
#medialiteracy #digitaltechnologytools #news #television/video
Parola,A., & Ranieri, M. (2011). The practice of media education: International research on six
European countries. Journal of Media Literacy Education, 3(2), 90-100. Retrieved from http://
www.jmle.org
Analyzes the media education practices associated with the OnAir European project <http://www
.onair.medmediaeducation.it > funded by the European Commission,with a particular focus on
schools in Belgium, Bulgaria, Italy, Lithuania, Poland, and Romania. Finds that documentation
of media education instruction is often inadequate in providing information about the value
of media education or in fostering teachers’ reflection about their instruction, suggesting the
need for more collaboration between teachers and researchers to enhance the quality of this
documentation in ways that improve instruction.
#medialiteracy #professionaldevelopment/teachereducation #multiliteracies
Slater,A., Tiggemann, M., Hawkins, K., & Werchon, D. (2012). Just one click: A content analysis
of advertisements on teen web sites. Journal of Adolescent Health, 50(4), 339-345.
Conducts a content analysis of 632 ads on 14 sites popular with adolescents in terms of prod-
ucts advertised, characteristics of people presented, and emphasis on appearance and the thin
beauty ideal. Finds that cosmetics and beauty products were the most frequent product, as well
as products such as dating services, weight-loss products, or gambling games not appropriate
for adolescents. The people portrayed in these ads were generally female, young, thin, and at-
tractive, with a focus on the relationships products and idealized appearance/thinness. Suggests
that these body representations could have a negative effect on adolescents’ self-perceptions.
#medialiteracy #digital/technologytools #advertising #representations
Whitin,P.,& Whitin,D.J.(2012).Empowering children as critics and composers of multimodel
texts. Talking Points, 23(2), 4-12.
Analyzes 5th-grade students’ acquisition of critical media literacy methods for critiquing ad-
vertising based on principles of multimodal learning. Finds that students’ critical responses to
advertising was enhanced by the use of critical questions as well as the use of data graphs based
on content analysis of,for example,food advertisements.Analysis of students’use of multimodal
tools for collaborative reporting of their results indicates that use of these tools enhanced students’
awareness of the power of multimodal communication found in the media.
#medialiteracy #literacy #advertising #representations
Zenkov, K., Harmon, J., Bell, A., Ewaida, M., & Lynch, M. R. (2011). Seeing our city, students,
and school: Using photography to engage diverse youth with our English Classes. English Edu-
cation, 43(4), 369-388.
Analyzes 400 English teachers’and ELL students’experiences with and interview perceptions of
a photo-documentary project, Through Students’ Eyes (TSE), in which students living in low-
income neighborhoods used images and written reflections on a Ning social networking site to

document their beliefs about schools. Students used their photos to consistently note that their
families are highly mobile due to housing challenges; their teachers are often ill-prepared or
are disengaged; they lack support networks outside of school; they frequently mentor or tutor
younger siblings without knowing how to be successful mentors or tutors; and they can use
their photos as a tool for brainstorming and articulating ideas for writing, particularly photos
taken outside of school.
#medialiteracy #digital/technologytools #representations #multiliteracies
Altheide, D. L., & Schneider, C. J. (2012). Qualitative media analysis. Thousand Oaks, CA: SAGE
Publications.
Anderson,J.A.(2012).Media research methods: Understanding metric and interpretive approaches.
Thousand Oaks, CA: SAGE Publications.
Arola, K. L., & Wysocki, A. (Eds.). (2012). Composing media = composing embodiment: Bodies,
technologies, writing, the teaching of writing. Logan, UT: Utah State University Press.
Ayass,R.,& Gerhardt,C.(Eds.).(2012).The appropriation of media in everyday life.Philadelphia:
John Benjamins.
Barron, A. (2012). Public information messages: A contrastive genre analysis of state-citizen com-
munication. Philadelphia: John Benjamins.
Cheung, C-K. (2012). Research in media education. Hauppauge, NY: Nova Science Publishers.
Dunkels, E., Franberg, G-M., & Hallgren, C. (2011). Interactive media use and youth learning:
Knowledge exchange and behavior. Hershey, PA: ICG Global.
Fisherkeller, J. (2011). International perspectives on youth media. New York: Peter Lang.
Hickey, D. T., McWilliams, J., & Honeyford, M. A. (2011). Reading Moby-Dick in a participa-
tory culture: Organizing assessment for engagement in a new media era. Journal of Educational
Computing Research, 45(2), 247-263.
Higgins, C., Nettell, R., Furukawa, G., & Sakoda, K. (2012). Beyond contrastive analysis and
codeswitching: Student documentary filmmaking as a challenge to linguicism in Hawai‘i. Lin-
guistics and Education, 23(1), 49-61.
Holbert,R.L.,Hmielowski,J.D.,&Weeks,B.E.(2012).Clarifying relationships between ideology
and ideologically oriented cable TV news use: A case of suppression. Communication Research,
39(2), 194-216.
Johnson, E., & Vasudevan, L. (2012). Seeing and hearing students’ lived and embodied critical
literacy practices. Theory Into Practice, 51(1), 34-41.
Kerr, D., Gammack, J. G., & Bryant, K. (Eds.). (2011). Handbook of research on digital media and
advertising: User generated content consumption. Hershey, PA: ICG Global.
Krijnen, T.,Alvares, C., & van Bauwel, S. (2011). Gendered transformations: Theory and practices
on gender and media. Chicago: Intellect Press.
Mahiri, J. (2011). Digital tools in urban schools: Mediating a remix of learning. Ann Arbor: Uni-
versity of Michigan Press.
Miller, S. M., & McVee, M. B. (Eds.). (2012). Multimodal composing in classrooms: Learning and
teaching for the digital world. New York: Routledge.
Moreira, A., Benavides, O., & Mende, A. J. (Eds.). (2012). Media in education: Results from the
2011 ICEM and SIIE joint conference. New York: Springer.
Neiger, M., Meyers, O., & Zandberg, E. (2011). On media memory: Collective memory in a new
media age. New York: Palgrave Macmillan.

Orey,M.,Jones,S.A.,& Branch,R.M.(Eds.).(2011).Educational media and technology yearbook,
Vol. 36. New York: Springer.
Peterson,T.L.(2012).Exploring baseline food-media literacy of adults.Journal of Media Literacy
Education, 4(1), 3-11.
Pink, S. (2012). Advances in visual methodology. Thousand Oaks, CA: SAGE Publications.
Rowland,T.D.,& Barton,A.C.(2011).Outside oneself in“World of Warcraft”: Gamers’percep-
tion of the racial self-other. Transformative Works and Cultures, 8. Retrieved from http://journal
.transformativeworks.org/index.php/twc/article/view/258
Shrum, L. J. (Ed.). (2012). The psychology of entertainment media: Blurring the lines between
entertainment and persuasion. New York: Routledge.
Singer, D. G., & Singer, J. L. (2012). Handbook of children and the media. Thousand Oaks, CA:
SAGE Publications.
Stavros,A.V. (Ed.). (2012). Advances in communications and media research, Vol. 8. Hauppauge,
NY: Nova Science Publishers.
Stedman, K. D. (2012). Remix literacy and fan compositions. Computers and Composition,
29(2), 107-123.
Stocchetti,M.,& Kukkonen,K.(Eds.).(2011).Images in use: Towards the critical analysis of visual
communication. Philadelphia: John Benjamins.
Tucker-Raymond, E. (2012). MEDIAted: A collaborative action research study on critical media
literacy. Ann Arbor, MI: ProQuest.
Vellar, A. (2012). Spreading the cult body on YouTube: A case study of “Telephone” derivative
videos. Transformative Works and Cultures, 9. Retrieved from http://journal.transformative
works.org/index.php/twc/article/view/313
Waterhouse, A. (2012). “We don’t believe media anymore”: Mapping critical literacies in an
adult immigrant language classroom. Discourse: Studies in the Cultural Politics of Education,
33(1), 129-146.
Watt, D. P. (2012). The urgency of visual media literacy in our post-9/11 world: Reading images
of Muslim women in the print news media. Journal of Media Literacy Education, 4(1). Retrieved
from http://www.jmle.org/index.php/JMLE/article/view/193
Williams,B.,& Zenger,A.A.(Eds.).(2012).New media literacies and participatory popular culture
across borders. New York: Routledge.
Winters,S.F.(2012).Vidding and the perversity of critical pleasure: Sex,violence,and voyeurism
in “Closer” and “On the Prowl.” Transformative Works and Cultures, 9. Retrieved from http://
journal.transformativeworks.org/index.php/twc/article/view/292
Professional development/teacher education
Tags: #professionaldevelopment/teachereducation #preservice #inservice #mentoring/coaching
#sociocultural/collaborativelearning/inquirygroups/communities #critical/reflectivepractice
#pedagogical/contentknowledge/culturallyrelevantpedagogy #teacheridentity #teacherbeliefs/
assumptions #teacherretention/turnover #studentteaching #actionresearch/inquirycycles
Aminy,M.,& Karathanos,K.(2011).Benefiting the educator and student alike:Effective strategies
for supporting the academic language development of English learner (EL) teacher candidates.
Issues in Teacher Education, 20(2), 95-109.
Emphasizes the importance of institutions of higher education (IHEs) faculty to attend to the
academic needs of English Learners (ELs) within course content areas. Notes the value to K–12
school systems when all teachers can support students who are EL, but stresses the equally im-

portant value of supporting teacher candidates from diverse linguistic backgrounds through
their teacher education programs. Details research-based strategies useful in developing and
supporting the academic language of EL preservice secondary teachers. Highlights specific
themes that focus on feedback of student writing and oral communication and the importance
of explicit modeling, revision, and assessment strategies.
#preservice #secondlanguageliteracy #writing #studentteaching
Anderson,S.E.,Groulx,J.G.,& Maninger,R.M.(2011).Relationships among preservice teachers’
technology-related abilities,beliefs,and intentions to use technology in their future classrooms.
Journal of Educational Computing Research, 45(3), 321-338.
Investigates, through the use of post-course surveys, the relationship between preservice teach-
ers’ intentions to integrate technology in future classrooms to their current values and feeling
of self-efficacy with regard to technology. Findings reveal a moderate correlation between
self-efficacy and the valued beliefs of preservice teachers in their intentions to use a variety of
software in their future classrooms and in their frequency of technological use. Underscores
the significance of preservice teacher-belief when considering possible technology integration
in their future practice.
#studentteaching #digital/technologytools #teacherbeliefs/assumptions #studentteaching
Balslev, K., Vanhulle, S., & Tominska, E. (2011). A discursive approach to recognition in the
practicum. McGill Journal of Education, 46(1), 23-40.
Analyzes the recognition incidents by preservice teachers in supervisory discussions as part
of a larger project on how “professional knowledge” emerges. Considers preservice teachers’
discourse as indication, or “recognition markers,” of their developing professional knowledge
within “shared communicative spaces.” Analyzes and notes the effect of these recognitions on
the shaping of preservice teachers’identity and professional knowledge growth within the shared
communicative spaces.
#preservice #studentteaching #teacherbeliefs/assumptions #teacheridentity
Blocher, J. M., Shadow, W., Armfield, S. W., Sujo-Montes, L., Tucker, G., & Willis, E. (2011).
Contextually based professional development. Computers in the Schools, 28(2), 158-169.
Analyzes inservice technology integration training over a three-year period for 20 teachers in
seven rural districts based on contextualizing uses of technology for instruction. Rather than
receive explicit direct instruction in uses of digital tools,teachers engaged in collaborative teams
for developing curriculum employing technology tools,or requested assistance from technology
support staff.While teachers began with limited technology skills,after two years,they reported
a significant increase in and comfort/confidence in using technology, as well as a significant
increase in students’ use between years two and three.
#professionaldevelopment/teachereducation #digital/technologytools #preservice #teacherbe-
liefs/assumptions
Bodur, Y. (2012). Impact of course and fieldwork on multicultural beliefs and attitudes. Edu-
cational Forum, 76(1), 41-56.
Investigates the beliefs and attitudes of preservice teachers with regard to teaching students of
culturally and linguistically diverse backgrounds when prepared through Multicultural and
English for Speakers of Other Languages (ESOL) courses. Analyses indicate preservice teachers
held more positive attitudes drawn from academic preparation rather than personal experience,
and developed a greater understanding of how to assist learners of diverse cultural and linguistic
backgrounds after completion of the targeted courses.
#professionaldevelopment/teachereducation #preservice #teacherbeliefs/assumptions #critical/
reflectivepractice

Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative peer video analysis: Insights about
literacy assessment and instruction. Journal of Literacy Research, 44(2), 171-199.
Analyzes the purposes for 14 inservice literacy teachers’ selecting certain video clips of their
own literacy teaching to share with peers and how these purposes shaped the focus of their
discussions about the clips. Finds that the purpose of identifying one problem led to a focus on
only one topic, while sharing multiple problems led to a focus on multiple topics. The purpose
of sharing both a problem and then a related success resulted in peers focusing on the success,
while the purpose of sharing a success and then a problem resulted in peers focusing on the
problem.Sharing a success related to methods/materials led to discussion of application of these
methods/materials to teaching. Suggests the importance of teachers’ purposes for using video
clip analyses related to the nature of the topics discussed in these analyses.
#professionaldevelopment/teachereducation #digital/technology/tools #critical/reflectivepractice
#inservice
Coalition on the Academic Workforce. (2012). A portrait of part-time faculty members: A sum-
mary of findings on part-time faculty respondents to the coalition on the academic workforce survey
of contingent faculty members and instructors. New York: Coalition on the Academic Workforce.
Retrieved from http://www.academicworkforce.org/survey.html
Reports the results of a survey from 19,850 higher education instructor respondents regarding
their work conditions and professional development,with 10,331 of the identifying as part-time
instructors. Sixty-two percent of the part-time instructors were women; 42% of the part-time
instructors taught humanities/English courses; 40% held a master’s degree and 30% a doctoral
degree. Thirty-nine percent of the courses taught by part-time instructors were at two-year
institutions. Finds that for Fall 2010, the median pay per 3-credit course, standardized to a
three-credit course, was $2,700 with minimal professional development opportunities; more
than half taught only one or two courses. Eighty percent of respondents have taught part-time
for more than three years and 50% for more than six years; 75% indicate that they would accept
a full-time tenure-track position. The fact that instructors were represented by a union results
in differences in level of institutional support and professional development; 34% of instructors
with union support receiving regular salary increases versus 12% without union support and
19% of instructors with union support having job security versus 4% without union support.
#professionaldevelopment/teachereducation #teacherretention/turnover #teacheridentity
#inservice
Copeland, S. R., Keefe, E. B., Calhoon, A. J., Tanner, W., & Park, S. (2011). Preparing teachers
to provide literacy instruction to all students: Faculty experiences and perceptions. Research &
Practice for Persons with Severe Disabilities, 36(3), 126-141.
Describes and elaborates upon three themes related to the preparation of preservice and inservice
teachers working with students who have significant need of support in developing literacy skills:
challenges, changes, and future directions for the field. Themes emerge through perceptions
of nine teacher educators in university programs around the country when asked what works
well and presents challenges; what further research is needed in this area; and how this topic
is situated into broader, national debates on literacy instruction and methodology. Explores
the possible directions for research and preparation based on the implications of the findings.
#professionaldevelopment/teachereducation #preservice #inservice #pedagogical/contentknowl-
edge/culturallyrelevantpedagogy
Davila, D. (2011). “White people don’t work at McDonald’s” and other shadow stories from
the field: Analyzing preservice teachers’ use of Obama’s race speech to teach for social justice.
English Education, 44(1), 13-50.
Discusses the challenges two preservice teachers encountered as they attempted to implement
social justice instruction in a high school English class. Details the difficulties of both teach-

ers and students in navigating the language used in the stories people generally use to explain
difference. Concludes that the university coursework does not sufficiently prepare preservice
teachers to facilitate critical discussions of racism and historical injustices with their students.
#professionaldevelopment/teachereducation #preservice #pedagogical/contentknowledge/
culturallyrelevantpedagogy #critical/reflectivepractice
Deeney, T., Dozier, C., Smit, J., Davis, S., Laster, B., Applegate, M. D., . . .Milby, T. (2011). Clinic
experiences that promote transfer to school contexts: What matters in clinic teacher prepara-
tion. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles, &
C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 127-143). Oak Creek,
WI: Literacy Research Association.
Examines 8 inservice literacy teachers’ participation in clinic experiences in which they tutored
individual students in a supervised context in which they received feedback from instructors.
These clinic experiences were analyzed using 18 categories,for example,supervised tutoring and
engaging with familiar, assessment practices.Analysis of the transfer from this clinic experience
to their teaching was conducted using 26 categories of transfer,for example,developing a reper-
toire of practices, collaborating with colleagues, and lesson planning, grouped into six themes,
such as learning from learners and assessment practices. Finds that the clinic experiences—in
which they learned that tutees engaged in assessment as a process, interacted with families, and
analyzed research in a collaborative community of practice—did transfer in positive ways to
classroom instruction, suggesting the value of clinic experiences in fostering literacy teachers’
professional development.
#professionaldevelopment/teachereducation #literacy #sociocultural/collaborativelearning/
inquirygroups/communities #inservice
Fenton-Smith, B., & Stillwell, C. (2011). Reading discussion groups for teachers: Connecting
theory to practice. ELT Journal, 65(3), 251-259.
Explores how the participation in a reading discussion group allows a group of English lan-
guage teachers at a Japanese university to engage with ideas such as research findings, theory,
and professional knowledge. Discusses the merits of six selected discussion formats through
analysis of survey data, attendance statistics, and observational notes of the group’s meetings
over the course of one school term.Identifies group management practices that most effectively
facilitate teachers’ participation.
#professionaldevelopment/teachereducation #literacy #secondlanguagelearning #sociocultural/
collaborativelearning/inquirygroups/communities
Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional
development. The Reading Teacher, 65(8), 551–563.
Analyzes the impact of professional development for teams of teachers in literacy instruction in
44 California schools, teams who then served as leaders for their colleagues to enhance literacy
instruction throughout the school.Finds that 41 of the 44 schools met the state’s expectations for
accomplished literacy learning,an increase from 9 of the 44 schools meeting expectations in 2002.
#professionaldevelopment/teachereducation #literacy #inservice #mentoring/coaching
Greenwell, S., & Zygouris-Coe,V. (2012). Exploring high school English language arts teachers’
responses to professional development in reading instruction. Journal of Reading Education,
37(2), 21-26.
Investigates the impact of the Florida Add-On Reading Endorsement on the instructional
practices and professional growth of two secondary English Language Arts teachers endorsed
in reading. Reveals that endorsed teachers create effective classrooms through activities that
motivate and engage students in reading and interacting with texts. Indicates the need for ad-
ditional collaboration among all those who hold stakes in professional development.

#professionaldevelopment/teachereducation#reading #professionaldevelopment#sociocultural/
Grisham,D.L.,&Wolsey,T.D.(2011).Writing instruction for teacher candidates: Strengthening
a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
Examines through case study the process by which teacher candidates learn about writing
instruction in a three-course sequence of literacy methods. Analyzes candidates’ development
through surveys, reflections, observations, and a writing lesson co-constructed with the candi-
date’s cooperating teacher during student teaching. Finds literacy instruction in schools where
candidates are placed to be primarily focused on reading and reading skills and very little on
writing. Illustrates the value candidates place on instruction in the process elements of writing,
particularly those related to student choice, needs, engagement, and skill development. Sug-
gests the need for teacher education programs to scaffold and distribute writing instruction
for teacher candidates.
#professionaldevelopment/teachereducation #writing #reading #preservice
Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teach-
ers. English Education, 43(4), 341-368.
Argues that service learning as a “third space” for preservice teachers to learn to teach the New
Englisheducationmaypotentiallyimpactteachers’professionalidentitydevelopmentandsolidify
the understanding that this development always occurs in relation to the students they teach.
Discusses three themes that emerge from the experiences of 19 preservice English teachers: (1)
service learning as a pedagogical third space,(2) service learning disrupting traditional teaching
mythology,and (3) service learning fostering understanding of the New English education.Sug-
gests, as well, how service learning complicates preservice English teachers’ traditional notions
of binary power relations such as teacher/student, server/served, etc.
#professionaldevelopment/teachereducation #teacheridentity #preservice #critical/reflective
practice
Harris,K, R.,Lane, K. L.,Graham, S.,Driscoll,S.A., Sandmel,K.,Brindle,M., & Schatschneider,
C.(2012).Practice-based professional development for self-regulated strategies development in
writing: A randomized study. Journal of Teacher Education, 63(2), 103-119.
Examines the effects of professional development instruction for 20 second and third grade
teachers on strategies instruction in either story or opinion essay writing,using the Self-Regulated
Strategies Development (SRSD) instructional model.Analyzes the quality,length,and inclusion
of basic genre elements in their students’ writing as well as teacher and student judgments of
the SRSD. Finds that the SRSD instruction had significant effects on the quality, length, and
inclusion of genre elements for both the story and opinion essay writing.
#professionaldevelopment/teachereducation #writing #literaryresponse/literature/narrative
#inservice
Helstad, K., & Lund, A. (2012). Teachers’ talk on students’ writing: Negotiating students’ texts
in interdisciplinary teacher teams. Teaching and Teacher Education: An International Journal of
Research and Studies, 28(4), 599-608.
Identifies the discourse strategies and professional development of a team of Norwegian upper
secondary school teachers as they discuss students’ writing and progress toward a collective
understanding of the relationship between writing and students’ learning. Reveals an emerging
understanding of writing as a skill that is both subject-specific and interdisciplinary. Acknowl-
edges how traditional and discipline-specific writing practices may foster and constrain teacher
learning.
#professionaldevelopment/teachereducation #writing #inservice #sociocultural/collaborative
learning/inquirygroups/communities

Jackson,P.,Brock,C.,Lapp,D.,& Pennington,J.(2011).Precious’story: Learning to use language
and literacy for her own purposes. Journal of Language and Literacy Education, 7(2), 85-94.
Retrieved from http://www.coe.uga.edu/jolle/2011_2/jackson_brock_lapp_pennington.pdf
Examines the overall development of an African American teacher (first author) in her teaching
of kindergarten, fifth-grade, and ninth-grade English related to acquiring new ways of teaching
language and literacy for her own purposes. Finds the use of this teacher’s narratives about past
teaching experiences can serve as a vehicle for sharing ideas within methods courses.
#professionaldevelopment/teachereducation #literaryresponse/literature/narrative #teacher
identity #critical/reflectivepractice
Jackson,T.O.(2011).Developing sociopolitical consciousness at Freedom Schools: Implications
for culturally responsive teacher preparation. Teaching Education, 22(3), 277-290.
Presents a case study for university based teacher education programs in “lessons learned” by
the Children’s Defense Fund Freedom Schools® while preparing summer interns to practice in
culturally responsive ways. Discusses the role that historical knowledge and identifying a “we”
discourse cultivates sociopolitical consciousness and culturally responsive teaching practices by
preservice interns. Reveals implications for university-based teacher education programs with
a commitment to the preparation of culturally responsive teachers.
#professionaldevelopment/teachereducation #discourse/culturalanalysis #pedagogical/content
knowledge/culturallyrelevantpedagogy #critical/reflectivepractice
Jupp, J. C., & Slattery, G. P. (2012). “Becoming” teachers of inner-city students: Identification
creativity and curriculum wisdom of committed white male teachers. Urban Education, 47(1),
280-311.
Explores the reflections of White teachers as they articulate “identification creativity” through
narratives of “becoming” committed teachers of students in inner-city schools. Identifies the
emergence of respondents’“curriculum wisdom,”which includes understanding race visibility,
difference within difference,and relational-experiential pedagogy.Calls for new studies of White
teacher identity based on findings within this research.
#professionaldevelopment/teachereducation #teacheridentity #pedagogical/contentknowledge/
culturallyrelevantpedagogy #actionresearch/inquirycycles
Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K–12
online learning: A national survey of teacher education programs. Journal of Teacher Education,
63(3), 185-200.
Surveys teacher education program regarding their uses of online learning related to their field
experiences given the extent to which schools are offering online learning and states have passed
legislative measures requiring K–12 students to complete at least one online learning experience
before high school graduation.Finds that only 1.3% of responding teacher education programs
provide field experiences in virtual schools. Suggests the need for more focus on preparation
to teach in online learning contexts.
#professionaldevelopment/teachereducation #digital/technologytools #preservice #student
teaching
Kew, B., Given, K., & Brass, J. (2011). Teachers as researchers of new literacies: Reflections on
qualitative self-study. Journal of Language and Literacy Education, 7(2), 67-84. Retrieved from
http://www.coe.uga.edu/jolle/2011_2/kew_given_brass.pdf
A beginning teacher,experienced teacher,and teacher educator employ self-studies to reflect on
two literacy methods courses designed to provide inservice teachers with sociocultural theories,
qualitative research, and“new literacies”. Finds that the use of self-studies helped the beginning
and experienced teachers develop notions of language and literacy as social practices,formulate

new theoretical perspectives, demystify educational research, and connect theory and practice
specific to their own teaching contexts. Suggests the value of the use of self-studies within
literacy methods courses.
#professionaldevelopment/teachereducation #digital/technologytools #actionresearch/inquiry
cycles #critical/reflectivepractice
Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development.
Teaching Education, 22(3), 255-276.
Examines differences in professional development between two groups of teachers in the area
of assessment literacy: (1) teachers designing and using authentic classroom assessment and
rubrics while engaged in ongoing professional development; and (2) teachers participating in
professional development workshops in authentic assessment that followed the one-shot or short
term approach.Attests to significant growth of the assessment literacy of teachers engaged in the
sustained,ongoing professional development and greater understanding of authentic assessment.
#professionaldevelopment/teachereducation #writing #literacy #critical/reflectivepractice
Lacina, J., & Collins-Block, C. (2011). What matters most in distinguished literacy teacher
education programs? Journal of Literacy Research, 43(4), 319-351.
Analyzes the features of six literacy teacher education programs that had been awarded the
Certificate of Distinction of the International Reading Association. Employs a Delphi method
to elicit perceptions by literacy faculty members, internal experts, members of the IRA review
teams, and external experts. Finds high agreement between internal and external experts on the
highly valued futures. Identifies 14 programmatic features ranked higher in value than others
at a statistically significant level, features related to relevant field experiences and preparation
that employ a wide variety of instructional strategies and assessment instruments and ways to
integrate literacy and language strategies throughout the curriculum.
#professionaldevelopment/teachereducation #literacy #preservice #mentoring/coaching
Lewis,E.C.,& Chandler-Olcott,K.(2012).Using a text-based verbal protocol to elicit secondary
English teachers’ perspectives on new literacies. Literacy Research & Instruction, 51(3), 196-213.
Analyzes issues related to the use of a text-based verbal protocol as a research method for de-
termining 16 secondary English teachers’ interview perspectives on “new literacies.” Selected a
900-wordselectionof anessayabout“newliteracies”andthenhadteachersusetheverbalprotocol
to respond to the selection. Finds that the verbal protocol does foster varied teacher responses
related to agreeing or disagreeing with the selection’s stance. Raises the issue of text selection in
terms of its focus primarily on information/communication technologies versus other forms of
“new literacies.”Identifies a tension between those who adopted a global response to the overall
text versus those who responded as they moved through specific parts of the text,suggesting the
need to use “cued protocols” (Wilhelm, 1997) inserted within the text. Also, notes the need for
more metacognitive reflection about the value of use of the protocol method.Suggests the value of
using verbal protocols to capture teachers’ construction of “new literacies” in their classrooms.
#professionaldevelopment/teachereducation #literacy #inservice #critical/reflectivepractice
Liu, L. B. (2011). Poetry as progress: Balancing standards-based reforms with aesthetic in-
quiry. International Journal of Education & the Arts, 12(12-14), 1-22.
Contributes to the debate of how “progress” is articulated in U.S. educational institutions by
creatively representing teacher voice through an aesthetic approach to empirical inquiry called
poetic bricolage (Trueit, 2004). Seeks to reshape the national discourse regarding progress and
to support global communities in collaborative efforts to address inequity by fostering creativity,
understanding, and empathy. Contests the notion that the search for“right”answers, promoted
by standards-driven practices, should take priority over diverse and critical thinking.
#professionaldevelopment/teachereducation #literacy #critical/reflectivepractice #pedagogical/

contentknowledge/culturallyrelevantpedagogy
Marsh, J. P., Lammers, J. C., & Alvermann, D. E. (2012). Quality assurance in online content
literacy methods courses. Literacy Research & Instruction, 51(3), 233-253.
Analyzes the quality of an online content literacy education course taught at two different uni-
versities through qualitative analysis of students’ online discussion board posts. Highlights the
opportunities the students had to analyze, synthesize, and evaluate course content. Examines
students’responses to course readings,partner feedback,and course evaluations using Erickson’s
(1986) multistage inductive analysis. Shares insights and student critiques of the online format.
#professionaldevelopment/teachereducation #digital/technologytools #sociocultural/collabo
rativelearning/inquirygroups/communities #actionresearch/inquirycycles
McCarthey,S.J.,Woodard,R.L.,& Kang,G.(2011).Teachers’perceptions of professional devel-
opment in writing. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker,V.
R. Gilles & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 195-207).
Oak Creek, WI: Literacy Research Association.
Examines 10 elementary teachers’ perceptions of their experience in and the value of a range
of different professional development experiences related to teaching writing provided within
their district as well as self-initiated experiences outside of their district: a university-sponsored
“Summer Academy,” work with curriculum specialists in their schools, a National Writing
Project Summer Institute, work with literacy coaches and colleagues, district workshops, read-
ing professional literature, taking courses in a Masters program, and participation in National
Board Certification. Different teachers’ participation varied across these different experiences;
their experiences were highly varied; and teachers differed in their perceptions of the value of
these experiences in terms of helping teach writing. Teachers valued most their work with cur-
riculum specialists in their schools, participation in the “Summary Academy,” work in a NWP,
and work with literacy coaches. They saw these experiences as having a positive effect on their
writing instruction given the content focus, active learning, duration, and collective participa-
tion provided in these professional development experiences.
#professionaldevelopment/teachereducation #writing #mentoring/coaching #inservice
Meth,J.M.,&Azano,A.(2012).Negotiating the rub between cultures: Teacher talk and sustained
shifts in practice. English Education, 44(4), 354-374.
Analyzes six teachers’ participation in an eight-month National Writing Project professional
development initiative. Teachers were observed and interviewed regarding their perceptions of
their participation in the NWP summer institute,which involved sharing of writing,developing
language for describing authors’craft development,analyzing student writing samples,exchang-
ing and demonstrating teaching ideas,conducting research on writing instruction,and develop-
ing classroom inquiry. Finds tensions between teachers’ instructional,“counter-culture” ideals
that favor writing instruction versus the realities of time/structural limitations and curricular
constraints in their schools’ mainstream culture that favors reading skill instruction. A central
aspect of constructing this counter-culture was the sense of a shared, supportive community
established through their relationships in the summer institute.Through their inquiry projects,
teachers learned to reflect critically on their teaching, leading to identification of the paradoxes
of attempting to innovate in a system that limits innovation.
#professionaldevelopment/teachereducation #writing #sociocultural/collaborativelearning/
inquirygroups/communities #inservice
Monroe-Baillargeon,A., & Shema,A. L. (2010). Time to talk: An urban school’s use of literature
circles to create a professional learning community.Education and Urban Society, 42(6),651-673.
Explores how teachers, administrators, and support service providers participate in district-
supported professional development (PD) offered in literature circle format. Discusses profes-

sional learning communities (PLCs) as PD proven to foster ongoing improvement in participant
reflection, intellectual engagement, instruction, and overall learning for both teachers and
students. Finds participants in agreement with literature on PLCs in community-building,
positive identity development, and acquired insight into effective student-teacher interactions.
Suggests effective PD as a way of improving schools.
#professionaldevelopment/teachereducation #teacheridentity #studentteaching #sociocultural/
Mosley,M.,& Zoch,M.(2012).Tools that come from within:Learning to teach in a cross-cultural
adult literacy practicum. Teaching & Teacher Education, 28(1), 66-77.
Explores the participation of preservice teachers tutoring adults learning English while at the
same time taking a course entitled Community Literacy. Draws on a “close discourse analysis”
of preservice teachers’written work and finds the experience causes them to construct pedagogy
with reference to students’funds of knowledge,political interests,and ways of making meaning.
Finds that reflections on practice strengthened their identities as teachers who value diversity
as a resource.
#professionaldevelopment/teachereducation #preservice #teacheridentity #mentoring/coaching
#pedagogical/contentknowledge/culturallyrelevantpedagogy
Mouza, C. (2011). Promoting urban teachers’ understanding of technology, content, and
pedagogy in the context of case development. Journal of Research on Technology in Education,
44(1), 1-29.
Investigates case development as potential professional development (PD) for urban teachers
seeking to create pedagogy that integrates technology with content and that fosters reflective
practice. Reveals through qualitative analysis an increased understanding of the complexity in
relationships between content, technology, and pedagogy, while also offering reflections akin to
those evolving from learning from practice.Finds variability by teacher in the application of new
knowledge in practices. Discusses factors that contribute to the variability of teacher learning
including beliefs about students, prescribed curriculum, and scarcity of resources.
#professionaldevelopment/teachereducation #digital/technologytools #critical/reflectivepractice
Pella,S.(2011).A situative perspective on developing writing pedagogy in a teacher professional
learning community. Teacher Education Quarterly, 38(1), 107-125.
Examines teachers’ situative perspectives in professional learning communities (PLCs), par-
ticularly their engagement in collaborative inquiry into teaching and learning writing and the
pedagogical transformations resulting from their engagement. Discusses participants’ use of
diverse theoretical frameworks to synthesize their own prior knowledge and experiences in
teaching and learning writing with others’ prior knowledge and experiences. Finds transfor-
mations occur as participants negotiate theoretical tensions in teaching and learning writing.
#professionaldevelopment/teachereducation #critical/reflectivepractice #pedagogical/content
knowledge/culturallyrelevantpedagogy #sociocultural/collaborativelearning/inquirygroups/
communities
Petrone,R.,& Lewis,M.A.(2012).Deficits,therapists,and a desire to distance:Secondary English
preservice teachers’ reasoning about their future students. English Education, 44(3), 254-287.
Analyzes 42 English preservice teachers’conceptions of their adolescent students and how these
conceptions shape their own teacher roles and methods. Teachers were enrolled in two courses
that focus on portrayals of adolescents in young adult fiction and on dialogic methods of English
instruction. Draws on critical youth studies to identify and challenge normalized discourses in
problematic ways to analyze results of a survey and curriculum developed by teachers. Finds
that about half of the teachers recognized the diversity within adolescent students,while another

half did not. The latter group adopted deficit models to perceive adolescents as vulnerable,
susceptible,and in need of surveillance and intervention; defined their roles as helping students
navigate the challenges of adolescence; and adopted teaching methods that served to distance
themselves from their students. Suggests the need to consider how preservice teachers’ own age
and identities influence these conceptions, as well as how a concern for classroom management
drives these conceptions.
#professionaldevelopment/teachereducation #critical/reflectivepractice #teacherbeliefs/assump
tions #preservice
Richards, J. (2011). Exploring two interventions to promote graduate education majors’ dispo-
sitions toward culturally responsive teaching: Taking action to address my shortcomings as a
literacy teacher educator. Reading Improvement, 48(2), 59-70.
Discusses the effects of a formative-experiential framework employed at a summer literacy camp
that connects graduate education majors with students from diverse cultural backgrounds,after
five prior years of ineffective practice. Finds that teacher educators can impact the development
of education majors’ culturally responsive understandings.
#professionaldevelopment/teachereducation #preservice #pedagogical/contentknowledge/
culturallyrelevantpedagogy teacherbeliefs/assumptions
Scherff, L. (2012). “This project has personally affected me”: Developing a critical stance in
preservice English teachers. Journal of Literacy Research, 44(2), 200-236.
Analyzes 37 preservice English language arts teachers’ multigenre inquiry projects in terms of
the degree to which engaging in these projects led them to engage in reflection,critical thinking,
and action. Codes projects in terms of the topics, genres, questions, the constructed agent for
change (teachers versus students versus system), and the adoption of a critical stance defined as
“consciously engaging,”“entertaining alternate ways of being,”“taking responsibility to inquire,”
and “being reflective.” Finds that about half of the projects involved students as agents related
to reading, associated with questions such as “Why don’t students like to read?” Teachers drew
on a range of personal and social resources to formulate their inquiry questions and create
texts, which resulted in some members (largely White middle-class females) adopting deficit
perspectives of their students. Use of the multigenre inquiry project led most of them to adopt
critical practices leading them to critique the systems shaping literacy instruction and schooling.
#professionaldevelopment/teachereducation #medialiteracy/mediause #critical/reflectivepractice
#preservice
Schrader, P. G., Archambault, L. M. & Oh-Young, C. (2011). Training by gaming: Preparing
teachers of today for tomorrow’s learning environments. Journal of Technology & Teacher Edu-
cation, 19(3), 261-286.
Discusses preliminary findings in training preservice teachers to use Massively Multiplayer
Online Games (MMOGs) in classroom instruction.Applies a“learning in technology”perspec-
tive to responses of 13 participants assessed by factors related to their beliefs on gaming: games
in education, negative impacts of games in education, and content knowledge about World of
Warcraft. Analyzes responses for themes relevant to learning and discusses implications for
teacher education programs.
#professionaldevelopment/teachereducation #digital/technologytools #pedagogical/content
knowledge/culturallyrelevantpedagogy #preservice
Skerrett,A.(2011).“Wide open to rap,tagging,and real life”: Preparing teachers for multilitera-
cies pedagogy. Pedagogies: An International Journal, 6(3), 185-199.
Examines a teacher educator’s implementation of multimodal/multiliteracies methods in an
adolescent literacy course taken by 74 students over four semesters in terms of theories of Criti-
cal Framing of multiliteracies pedagogy, Third Space, and Situated Practice. Analyzes students’

application of out-of-school literacy practices and lifeworlds to their work and how their
work in schools challenges traditional literacy instruction reflecting experimentation from the
perspective of Third Space boundary crossings. Finds that their Situation Practice and Critical
Framing coursework activities that were related to addressing conflicts served to transfer to
application of multiliteracies in their in-school work, although not all of the students adopted
strong dispositions to enact a multiliteracies pedagogy.
#professionaldevelopment/teachereducation #medialiteracy/mediause #critical/reflectivepractice
Smith, J. J., & Dobson, E. (2011). Beyond the book: Using Web 2.0 tools to develop 21st century
literacies. Computers in the Schools, 28(4), 316-327.
Examines 28 preservice teachers’ uses of the VoiceThread screencasting tool to create presen-
tations of their literacy lessons. Analyzes teachers’ perceptions of use of this tool, their lesson
plans, and instructor reflections. Finds that teachers responded positively to use of this tool, as
it provided them with a sense of their peers as audience for their presentations. The tools also
served to integrate reading,writing,speaking,and listening and reflected a means for using Web
2.0 tools to improve language arts instruction.
#professionaldevelopment/teachereducation #digital/technologytools #preservice #teacher
beliefs/assumptions
Stillman, J., & Anderson, L. (2011). To follow, reject, or flip the script: Managing instructional
tension in an era of high-stakes accountability. Language Arts, 89(1), 22-37.
Utilizes Cultural Historical Activity Theory to critically examine the constraints and opportu-
nities of situating student teaching in settings where high-stakes accountability policies have
determined the way teachers approach language arts instruction. Explores how teacher educa-
tors might use knowledge of these settings to prepare preservice teachers accordingly. Focuses
particularly on one student teacher’s attempt to supplement the reading program mandated for
the second–grade classroom and offers possible alternative outcomes had the tensions between
literacy goals and accountability demands been explicitly supported. Discusses implications
for teacher education.
#professionaldevelopment/teachereducation #studentteaching #critical/reflectivepractice
#preservice
Sulentic Dowell, M.-M. (2012). Addressing the complexities of literacy and urban teaching in
the USA: Strategic professional development as intervention. Teaching Education, 23(1), 25-50.
Conducts a three-year auto-ethnographic analysis of the researcher’s experience overseeing
implementation of literacy instruction as an assistant superintendent of a South Louisiana
school district consisting of 62 elementary schools in which 75.35% of the 48,634 students
qualified for federally assisted free and reduced lunch. Using a coding system to analyze docu-
ments,interviews,field notes and journal entries,documents the development of a professional
development model involving a train-the-trainer approach using literacy specialists. Identifies
the importance of mentoring expertise and relationships and support for teachers provided by
the literacy specialists as well as the administration’s valuing of the role of literacy specialists and
teachers’ opportunities to share innovative literacy curriculum and instruction.
#professionaldevelopment/teachereducation #literacy #teacheridentity #mentoring/coaching
Thomas,C.N.,Hassaram,B.,Rieth,H.J.,Raghavan,N.S.,Kinzer,C.K.,& Mulloy,A.M.(2012).
The integrated curriculum project: Teacher change and student outcomes within a university-
school professional development collaboration. Psychology in the Schools, 49(5), 444-464.
Examines the transformation in teacher instruction and student outcomes that occurs as a result
of collaborative professional development between a middle school language arts team and
university researchers over three years. Describes the implementation and subsequent support

of the Integrated Curriculum Project (ICP-3),which uses video-based instructional methods to
improve the academic achievement of diverse learners, including students with disabilities and
students with culturally and linguistically diverse backgrounds. Finds teachers moved toward
learner-centered instruction and significant classroom behavior changes in both teachers and
students in terms of quality of questioning and response in classroom and small-group discus-
sion. Discusses implications for research and practice in technology integration, particularly,
multi-media anchored instruction.
#professionaldevelopment/teachereducation #digital/technologytools #sociocultural/collabo
rativelearning/inquirygroups/communities #pedagogical/contentknowledge/culturally
relevantpedagogy
Zuidema,L.A.(2012).Making space for informal inquiry: Inquiry as stance in an online induc-
tion network. Journal of Teacher Education, 63(2), 132-146.
Presents a case study of the informal, unstructured conversations engaged in by 36 new teach-
ers participating in an online network. Uses integrated analysis of online discussions and new
teacher interviews to assess how online networks for teacher induction benefit from inquiry as a
stance. Finds the discussion format allows new teachers to consider teaching secondary English
in new ways collectively and to individually develop new frameworks. Suggests the need for
diverse opportunities for novice teachers to enact inquiry as a stance.
#professionaldevelopment/teachereducation #digital/technologytools #sociocultural/collab-
orativelearning/inquirygroups/communities #pedagogical/contentknowledge/culturallyrel-
evantpedagogy
Beach, R. (2012). Can online learning communities foster professional development? Language
Arts, 89(4), 256-262.
Bean, R. M., & Lillenstein, J. (2012). Response to intervention and the changing roles of school-
wide personnel. The Reading Teacher, 65(7), 491-502.
Blake, Jr., R. W., & Blake, B. E. (Eds.). (2012). Becoming a teacher: Using narrative as reflective
practice: A cross-disciplinary approach. New York: Peter Lang.
Braun, A. (2012). Trainee teachers, gender and becoming the “right” person for the job: Care
and authority in the vocational habitus of teaching.Oxford Review of Education, 38(2),231-246.
Burdick, M. (2011). Researcher and teacher-participant found poetry: Collaboration in poetic
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Reading
Tags: #reading #comprehension #decoding #vocabulary #fluency #strategies #readingtests
#independentreading #policy #motivation/engagement #strugglingreaders #contentliteracy
Andiliou, A., Ramsay, C. M., Murphy, P. K., & Fast, J. (2012). Weighing opposing positions:
Examining the effects of intratextual persuasive messages on students’ knowledge and beliefs.
Contemporary Educational Psychology, 37(2), 113-127.
Posits that little is known about how the proliferation of new forms of media affects the ways
in which novel text structures alter the characteristics of the receiver,including one’s knowledge
and beliefs. Reports results of a multi-phase investigation that explores the persuasion process
that occurs when students read a persuasive message with an intratextual structure, specifically
a text structure in which two one-sided texts are presented together as a single message. Re-
sults indicated that reading an intratextual persuasive message yielded an increase in students’
perceived knowledge, and their topic beliefs strengthened differentially based upon students’
position on the controversial issue. Moreover, participants judged the characteristics of the
overall commentary similarly, but they rated the characteristics of the two opposing texts dif-
ferentially based on their position.Presents implications for research and instruction pertaining
to persuasive texts with complex argument structure.
#reading #digital/technology tools #comprehension #strategies
Apel, K., Wilson-Fowler, E., Brimo, D., & Perrin, N. (2012). Metalinguistic contributions to
reading and spelling in second and third grade students. Reading & Writing, 25(6), 1283-1305.
Examines the influence of metalinguistic, linguistic, and processing skills on students’ read-
ing and spelling abilities. Employs regression analysis of 56 second- and third-grade students’
phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary,
and rapid naming abilities as predictors of their reading and spelling skills. Finds that mor-
phological awareness was the sole unique contributor to spelling ability, and, when combined
with orthographic awareness, contributes to word recognition and is also significantly related
to reading comprehension. Suggests the significance of instruction in morphological awareness
for both reading and spelling abilities.
#reading #comprehension #decoding #vocabulary
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., . . . Zhang, J. (2012). Condi-
tion of education 2012 Reading performance. Washington, DC: National Center for Educational
Statistics/American Institutes for Research.
Analyzes 2009 and 2011 NAEP reading scores to determine changes in 4th, 8th, and 12th grade
students’ reading ability over time relative to scores from other years. Finds that the average
grade 4 reading score in 2011 did not differ significantly from that of 2009 but was higher than
1992 and 2005 scores. The average 8th grade score was 1 point higher in 2011 than in 2009 and
5 points higher than in 1992, but did not differ from scores in other years. The average reading
score for 12th-grade students in 2009 was 2 points higher than in 2005, but 4 points lower than
in 1992. Suggests that while there are some changes, reading abilities as measured by the NAEP
assessments have not improved dramatically since 1992, particularly for 12th graders.
#reading #readingtests #comprehension #decoding
Benjamin, R. (2012). Reconstructing readability: Recent developments and recommendations
in the analysis of text difficulty. Educational Psychology Review, 24(1), 63-88.
Critiques previous readability techniques and explores how technological advances have signifi-
cantly increased methods for analyzing readability of texts in recent years.Reviews developments
in the field of readability during the past two decades with the goal of informing both current
and future research and providing recommendations for present use. Finds that there is a need

for further development of these readability methods if they are to become widely available.
#reading #comprehension #decoding #vocabulary
Braun, H., Kirsch, I., & Yamamoto, K. (2011). An experimental study of the effects of monetary
incentives on performance on the 12th-grade NAEP reading assessment. Teachers College Record,
113(11), 2309-2344.
Reports on a study of the effects of monetary incentives on the performance of 12th graders
on a reading assessment closely modeled on the NAEP reading test in order to evaluate the
likelihood that scores obtained at regular administrations underestimate student capabilities.
In a randomized controlled field study, assessed more than 2,600 students in a convenience
sample of 59 demographically and geographically heterogeneous schools in seven states. Used
an intervention with a control and two incentive interventions, a fixed incentive of 20 dollars
and a contingent incentive including 5 dollars in advance and 15 dollars for correct responses to
two randomly chosen questions. Results indicated that monetary incentives have a statistically
significant and substantively important impact on both student engagement/effort and perfor-
mance overall,and for most subgroups defined by gender,race,and background characteristics.
Concludes that there is now credible evidence that NAEP may both underestimate the reading
abilities of students enrolled in 12th grade and yield biased estimates of certain achievement
gaps. Recommends that these findings should be taken into account in planning future changes
to the NAEP reading framework.
#reading #readingtests #motivation/engagement #comprehension
Brusnighan,S.M.,& Folk,J.R.(2012).Combining contextual and morphemic cues is beneficial
during incidental vocabulary acquisition: Semantic transparency in novel compound word
processing. Reading Research Quarterly, 47(2), 172-190.
Using two experiments, investigates how skilled readers use contextual and morphemic infor-
mation in the process of incidental vocabulary acquisition during reading. In Experiment 1,
monitored skilled readers’eye movements while they silently read sentence pairs containing novel
and known English compound words that were either semantically transparent (e.g.,milkshake,
drinkblend) or opaque (e.g., cocktail, deskdoor) in informative and neutral sentence contexts.
In Experiment 2, included a postreading vocabulary test following self-paced reading, which
allowed for an examination of word learning success. Results indicated that readers showed
processing time advantages for novel transparent compounds in informative contexts, when
contextual and morphemic information converged on a meaning. Conversely, these readers
showed processing time disadvantages for novel opaque compounds in informative contexts
when contextual and morphemic information conflicted as to the interpretation of the novel
compound. Postreading vocabulary test performance revealed that readers retained new word
meanings after a single exposure, and retention rates were significantly improved as a result of
combining contextual and morphemic cues. Results further indicated that readers spent more
time reading sentences containing novel words for which they subsequently correctly identified
the meaning of the novel word. Results suggest that skilled readers automatically decompose
novel compound words, that readers’ ability to derive word meanings for novel English com-
pounds is aided by pooling contextual and morphemic sources of information,and that readers’
monitoring of their comprehension when reading texts containing novel words leads to further
gains in vocabulary knowledge.
#reading #decoding #vocabulary #comprehension
Coiro,J.(2011).Predicting reading comprehension on the Internet:Contributions of offline read-
ing skills,online reading skills,and prior knowledge.Journal of Literacy Research, 43(4),352-392.
Investigates the extent to which new reading comprehension proficiencies may be required when
adolescents read for information on the Internet. Seventh graders (N = 109) selected from a
stratified random sample of diverse middle school students completed a survey of topic-specific

prior knowledge and parallel scenario-based measures of online reading comprehension. Stan-
dardized reading comprehension scores were also collected. Results indicated performance on
one measure of online reading comprehension accounted for a significant amount of unique
variance in performance on a second measure of online reading comprehension after controlling
for standardized test scores of offline reading comprehension and topic-specific prior knowledge.
Reported an interaction between prior knowledge and online reading comprehension, indicat-
ing that higher levels of online reading comprehension skills may help compensate for lower
levels of topic-specific prior knowledge when adolescents are asked to locate, critically evaluate,
synthesize, and communicate information using the Internet. Discusses a series of alternative
interpretations of the data as well as their implications for literacy theory and research.
#reading #digital/technologytools #comprehension #digitalreading
Dutro, E., & Selland, M. (2012). “I like to read, but I know I’m not good at it”: Children’s per-
spectives on high-stakes testing in a high-poverty school. Curriculum Inquiry, 42(3), 340–367.
Interviews and observes 33 third graders in an urban, high-poverty elementary school class-
room over a two-year period related to their perceptions of high-stakes testing to determine
their perspectives on how testing shapes their school experiences and identities. Uses a critical
discourse analysis of interview data. Finds that students perceive high-stakes tests as having
major, serious consequences for their teachers and their school. Reports that students voiced
misunderstanding about testing and their own classroom learning and performance, expressed
negative feelings about taking the tests, and assumed that their scores served to define them
as “good” or “bad” readers. Suggests the need for further clarification about the purpose and
consequences for testing in schools,as well as rethinking the larger policies that associate testing
with increased student motivation.
#reading #readingtests #motivation/engagement #policy
Flynn, L. J., Zheng, X., & Swanson, H. L. (2012). Instructing struggling older readers: A selective
meta-analysis of intervention research. Learning Disabilities Research & Practice, 27(1), 21-32.
Synthesizes the experimental literature on reading interventions for upper elementary and middle
school students identified with reading disabilities on norm-referenced reading measures. A
meta-analysis of 10 studies (12 independent samples) yielded 70 effect sizes on norm-referenced
reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condi-
tion. Moderate effect sizes emerged on norm-referenced measures of word identification (M=
0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=
-.29). Intervention outcomes did not significantly vary as a function of the reading skills mea-
sured, type of reading instruction, and/or variations in sample characteristics. Studies yielding
low and relatively moderate effect sizes shared a number of instructional components. Overall,
indicated a small to moderate magnitude for experimental reading intervention studies for
students with reading disabilities in the middle school age range.
#reading #decoding #comprehension #struggling readers
Ford-Connors,E.(2011).Examining middle school teachers’talk during vocabulary instruction.
In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles, & C. C.
Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 229-244). Oak Creek, WI:
Literacy Research Association.
Compares three middle-school teachers’facilitation of classroom discussions designed to develop
and apply students’ vocabulary. Codes teacher talk in terms of questioning/eliciting, respond-
ing, organizing/giving instructions, presenting/explaining, evaluating, and word use. Codes
student talk in terms of simple/elaborated answer, definitional talk, questions, reads definition,
and incomplete/incorrect answers. Indicates that teachers’ predominate instructional focus is
“definitional talk” versus “contextual talk.” Suggests that when teachers adopt “contextual talk”
this results in more elaboration in applying words and opportunities for assessment of students’
own applications of word use.

Hannon, B. (2012). Understanding the relative contributions of lower-level word processes,
higher-level processes, and working memory to reading comprehension performance in profi-
cient adult readers. Reading Research Quarterly, 47(2), 125–152.
Examines the relationships of adult readers’individual differences in contributions of lower-level
word processes, higher-level processes, and working memory to reading comprehension. Em-
ploys structural equation modeling based on a cognitive components-resource model of reading
comprehension that assumes that word-level and higher-level cognitive processes are separate
constructs in adult readers; that there are multiple−higher-level cognitive processes; that readers
form a single mental representation of a text that varies in quality from reader to reader; that,
for adult readers, lower-level word processes neither consume working memory resources nor
influence higher-level processes; and that working memory exerts little to no direct influence
on reading comprehension performance. Analyzes 150 college students by administering the
Nelson-Denny standardized reading test. Finds that the cognitive components-resource model
of reading comprehension accounts for 62% of the variance in students’ reading comprehen-
sion performance, indicating that while working memory influences higher-level processes,
speed of lower-level word processing exerts little to no influence on higher-level processes or
working memory.
Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical deci-
sion and naming tell us about reading. Reading & Writing, 25(6), 1259-1282.
Examines how lexical decision (LD) and naming (NAM) tasks influence specific aspects of
reading ability: decoding, sight word recognition, fluency, vocabulary, comprehension, rapid
naming,or phonological awareness.Examines the reading comprehension processes of 99 adults
with a range of different reading abilities.Finds that LD and NAM strongly predicted individual
differences in word identification, vocabulary size, fluency (depending on the definitions of
fluency), but not comprehension, rapid naming, or phonological awareness. Suggests the value
of focusing on LD and NAM to determine individual differences in reading.
#reading #decoding #vocabulary #fluency
Klauda, S. L., & Wigfield, A. (2012). Relations of perceived parent and friend support for rec-
reational reading with children’s reading motivations. Journal of Literacy Research, 44(1), 3-44.
Examines variations in levels of parental and peer support for students’ recreational reading.
Surveys 130 fourth graders and 172 fifth graders regarding their perceptions of recreational
reading support practices.Analyses survey results to identify sources and types of support.Finds
that students perceive higher levels of support from their mothers than from their fathers or
friends. Reveals that there were few differences in perceived types of support.
#reading #literaryresponse/literature/narrative #motivation/engagement #independentreading
Kontovourki, S. K. (2012). Reading leveled books in assessment-saturated classrooms: A close
examination of unmarked processes of assessment. Reading Research Quarterly, 47(2), 153-171.
Analyzes third grade students’ reading of leveled books, including a case study of one African
American male student identified as a special needs student. Employs a thematic analysis of
reading events to identify the materials, norms, routines, and assessments associated with read-
ing leveled books in ways that were unique to the classrooms, as well as the students’ practices,
efforts to discipline themselves and others, and the meanings they held for reading within and
outside of school. Finds that the book baggies, used for storing students’“just-right” books for
independent reading, were monitored not only by the teachers but also by the students who
were expected to select only “just-right” books for their book baggies. Indicates that teachers
and some students voiced a positive discourse related to the use of leveled books, while other

students resisted having to read only “just-right” books, particularly youth assessed as reading
below grade level who were expected to read very basic books. Raises questions about how the
discourse of reading leveled books serves to limit students’ perceptions of reading and their
reading interests.
#reading #literaryresponse/literature/narrative #motivation/engagement #independentreading
Kucan,L.,Palincsar,A.S.,Busse,T.,Heisey,N.,Klingelhofer,R.,Rimbey,M.,& Schutz,K.(2011).
Applying the Grossman et al.theoretical framework:The case of reading.Teachers College Record,
113(12), 2897-2921.
Describes the application of a theoretical framework proposed by Grossman and colleagues
in IES-funded design-based research conducted over 3 years. Studies nine teacher educators
who were using modules to learn about text-based discussion as a context for comprehension
instruction, including how to design, implement, and revise modules to support candidates in
comprehension methods courses. Analyzes data on the module implementation in the form of
assessments of candidate learning and evaluation of module content and use by teacher educators
in order to develop resources that would benefit a wider audience of teacher educators and their
students. Indicates that the framework suggested by Grossman and her colleagues provided a
way to represent and decompose the module content and to maintain a focus on the importance
of providing opportunities for approximating the complex practice of text-based discussion.
#reading #professionaldevelopment/teachereducation #comprehension
Lewis, M. R., & Mensinka, M. C. (2012). Prereading questions and online text comprehension.
Discourse Processes, 49(5), 367-390.
Examines the effects of the use of prerereading questions on readers’ attention to certain sen-
tences in online reading.Analyzes 60 college students’use of prereading quality in terms of how
they focus their attention on certain sentences relevant to addressing these questions in their
online reading using eye-tracking methods versus control group students who did not receive
prereading questions. Students were more likely to attend to sentences potentially relevant to
the prereading questions and to acquire more information from these sentences as determined
by recall rates. Students used the lexical and semantic feature similarity between the preread-
ing questions and the text sentences to determine relevancy. Suggests the value of prereading
questions for focusing attention on online reading text.
#reading #strategies #decoding #comprehension
Maloch, B., & Zapata, A. (2011). “Dude, it’s the Milky Way!”: An exploration of students’ ap-
proaches to informational text. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P.
M. Stecker, V. R. Gilles, & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association
(pp. 322-335). Oak Creek, WI: Literacy Research Association.
Analyzes how third-grade students employed informational texts used for science and social
studies instruction in three classrooms over an eight-week period.Codes classroom data in terms
of students’“social response”to texts as they share acquired information with peers and“social
support” for peers’ learning; also, analyzes students’ approaches to informational text in terms
of “steeping” to building familiarity with texts topics, “focused exploration” to selectively read
the text, and“searching”to locate answers to questions. Finds that“social response”and“social
support” were prevalent themes in students’ uses of informational text to provide each other
with relevant information and assistance in understanding certain texts.Indicates that students’
approaches to texts varied according to teachers’instructional focus and text difficulty, and that
students most frequently engaged in“focused exploration”using questions to search for certain
information.Suggests that if text engagement is related to students’social interactions with each
other, then students need time and space to engage in these social interactions.
#reading #contentliteracy #comprehension #motivation/engagement

Maniates,H.,& Mahiri,J.(2011).Post-scripts: Teaching reading in the aftermath of prescriptive
curriculum policies. Language Arts, 89(1), 10-21.
Analyzes a shift in one third-grade teacher’s thinking about the use of mandated, prescriptive
reading lesson plans as she adopts instructional activities consistent with her students’ needs.
Analyzestheteacher’scurriculumdecision-makingovertimeintermsof implementing,adapting,
or omitting the prescribed curriculum and/or the prescribed teaching practices. Finds that over
time, after her first five years of teaching in which she strictly adhered to the mandated curricu-
lum, the teacher questioned the relevancy of texts in the student anthology, addressed her false
assumptions about students’prior knowledge,and reconsidered the practice of teacher-directed
whole-group instruction. The teacher continued to adhere to some aspects of the curriculum,
but adapted, modified, or omitted certain activities consistent with adherence to the idea of a
gradual release of responsibility model.
#reading #policy #comprehension #motivation/engagement
McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes
of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47(3), 283–306.
Compiles survey data from 4,491 students in 23 states plus the District of Columbia to determine
the attitudes of youth toward recreational reading in print settings,recreational reading in digital
settings, academic reading in print settings, and academic reading in digital settings. Finds that
for academic digital recreational print and academic print, the attitudes of females were more
positive than those of males. For attitudes toward recreational reading in digital settings, the
attitudes of males were more positive than females. Reveals that for three of the subscales, a
gradual worsening of attitudes from 6th to 8th grade exists. Determines that no interactions
were indicated between grade and gender for any of the subscales. Interprets results in light
of attitude theory and the rapid evolution of digital literacy and its social uses by adolescents.
#reading #digital/technologytools #motivation/engagement #independentreading
Melekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers
with and without learning disabilities. Learning Disability Quarterly, 34(4), 248-261.
Investigates the impact of motivation to read on reading gains of struggling readers—13 students
with LD and 25 students without disabilities—from two middle schools and one high school
in a U.S. Midwestern state. Provides students with a structured, research-based daily reading
program over an 18-week period and assesses their motivation to read using the Adolescent
Motivation to Read Survey. Secures reading achievement scores using the Scholastic Reading
Inventory. Analyzes the impact of motivation to read on reading gains using the bootstrap
method of resampling. Finds significant reading gains for all students with and without LD
but indicated a significant relationship only between pretest reading scores and improvements
in motivation of students without disabilities. Reveals a significant improvement in reading
motivation only for students without disabilities.
#reading #comprehension #motivation/engagement #strugglingreaders
Mellard, D.,Anthony, J., & Woods, K. (2012). Understanding oral reading fluency among adults
with low literacy: Dominance analysis of contributing component skills. Reading & Writing,
25(6), 1345-1364.
Examines the prediction effects of seven different reading-related component skills on 272 adult
literacy learners’ oral reading fluency. Finds that, when text difficulty was fixed at a single read-
ing level, word reading efficiency was the best predictor. When text difficulty was varied, word
reading efficiency again was the best predictor, with vocabulary and auditory working memory
also being important predictors as well. Suggests the value of vocabulary and auditory working
memory strategy instruction for low-literacy adults to improve their reading fluency.
#reading #literacy #decoding #vocabulary

Moore, N., & MacArthur, C. (2012). The effects of being a reader and of observing readers on
fifth-grade students’ argumentative writing and revising. Reading & Writing, 25(6), 1449-1478.
Examines the effects of reading, observing readers, and/or practicing writing from a study of
87 fifth-graders’ argumentative writing and revising. Next, examines students’ persuasive letter
writing when randomly assigned to one of three conditions: being a reader,observing readers,or
practicing writing. Finds that students in the reader group discussed and assessed each of three
persuasive letters,selecting the most persuasive,and students in the observer group observed and
took notes on the reader group’s discussions,and then developed criteria for assessing the letters.
Determines that students in the control practice group merely practiced writing letters.Analyses
of revisions indicates that students in the reader group produced higher-quality revised drafts
containing more evidence of audience awareness than letters written by students in the control
group. Suggests the importance of reading to assess writing as contributing to writing ability.
#reading #writing #comprehension #strategies
Nagy, W., Townsend, D., Lesaux, N., & Schmitt, N. (2012). Words as tools: Learning academic
vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108.
Notes a growing awareness of the importance of academic vocabulary, and, more generally, the
importance of academic language proficiency for students’ success in school. Presents a review
discussing the role of academic vocabulary within academic language and examines recent
research on instruction in academic vocabulary, considering both general academic words and
discipline-specific words. Critiques the current state of research and offers recommendations
on how to continue inquiry and improve practice related to academic vocabulary.Notes that the
metaphor of “words as tools” reflects the authors’ understanding that instruction in academic
vocabulary must approach words as means for communicating and thinking about disciplinary
content, and must therefore provide students with opportunities to use the instructed words
for these purposes as they are learning them.
#reading #vocabulary #decoding #contentliteracy
Paige, D. D. (2011). Testing the acceleration hypothesis: Fluency outcomes utilizing still-versus
accelerated-text in sixth-grade students with reading disabilities. Literacy Research and Instruc-
tion, 50(4), 294-312.
Conducts a random assignment experiment with sixth graders who have reading disabilities
to test the acceleration hypothesis—a theory that simultaneously views reading rate as both an
independent and dependent variable that can be manipulated to encourage increases in read-
ing indicators. Tests the idea that increasing the amount of text available to working memory
can increase comprehension processing. Discusses that in this conceptualization reading rate
represents all the component sub-processes required for proficient reading and presents the
opportunity for a potential training regimen where the student is prompted to maintain a faster
than normal reading rate (accelerated).Finds increases in reading commensurate with a regimen
of repeated reading with traditional still-based text.
#reading #vocabulary #decoding #strugglingreaders
Peterson, D. S., & Taylor, B. M. (2012). Using higher order questioning to accelerate students’
growth in reading. Reading Teacher, 65(5), 295-304.
Describes changes in reading instruction that teachers made that contributed to students’growth
in reading. Examines how teachers made the transition from instruction that was primarily
teacher-directed and focused on lower-level questions to instruction that supported students
in their higher-order talk and writing about texts. Discusses how these teachers worked with
diverse student populations in schools that had previously struggled to make adequate yearly
progress, yet across three years of reading reform their students continued to make important
gains in their reading achievement. Suggests that study findings and examples may stimulate

reflection and challenge other reading professionals to consider important research-validated
elements of effective reading instruction.
#reading #comprehension #strategies #motivation/engagement
Retelsdorf,J.,Koller,O.,& Moller,J.(2011).On the effects of motivation on reading performance
growth in secondary school. Learning and Instruction, 21(4), 550-559.
Identifies unique effects of reading motivation on reading performance when controlling for
cognitive skills and familial and demographic background. Draws upon a longitudinal sample
of 1,508 secondary school students from 5th to 8th grade. Measured two types of intrinsic
reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading
motivation (competition), and reading self-concept using self-report questionnaires. Assessed
cognitive skills (reasoning, decoding speed) and reading performance using standardized tests
and collected data on background variables using student and parent questionnaires. Applies
latent growth curve modeling, finding a positive unique effect of reading enjoyment and read-
ing self-concept and a negative unique effect of competition on the initial level of reading
performance. Moreover, a positive unique effect of reading for interest on reading performance
growth was recorded. Concludes that enhancing students’ interest might be fruitful in terms of
nurturing reading performance.
#reading #motivation/engagement #comprehension #decoding
Rudd, L. L., & Dunn, K. (2011).“Dudes don’t read, Ms. Rudd”: The voices behind the statistics.
In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles, & C. C.
Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 279-288). Oak Creek, WI:
Literacy Research Association.
Interviews 62 males ages 14–18 regarding their perceptions of reading. Finds that even though
respondents reported little reading, they perceived themselves as proficient readers, although
48% formulated simplistic definitions of what constitutes reading and most believed that they
needed to read more. A consistent factor related to their motivation to read was choice: 64% of
respondents wanted more choice in their reading.Women rather than men were more frequently
perceived to be role models for reading; 55% of respondents perceived females as“good readers.”
Sustained silent reading programs (SSR) adopted in three of their schools were not perceived
as enhancing motivation to read. Suggests the need to provide more choice for male readers as
well as making texts available that fulfill pragmatic reasons for reading, such as texts providing
technical information.
#reading #motivation/engagement #comprehension #independent reading
Shanahan,C.,Shanahan,T.,& Misischia,C.(2011).Analysis of expert readers in three disciplines:
History, mathematics, and chemistry. Journal of Literacy Research, 43(4), 393-429.
Identifies those disciplinary literacies employed by expert readers of history, mathematics, and
chemistry. Analyzes the think-aloud protocols, group discussions, and reflections on reading
processes employed by six experts in each of the three fields. Finds differences in how experts
in each field cite and employ sources, contextualize texts according to purposes for reading,
corroborate texts by referencing other texts, re-read or skim texts, respond critically to texts,
and employ knowledge of text structures. History readers focused on author’s knowledge
about an event, analysis of the different perspectives of an event, the narrative organization of
events, critical analysis of the author’s credibility, and use of one’s own perspective to analyze
the author’s perspective on the field. Math readers focused on relevant information to avoid
misinterpretation of how problems were solved,on the use of graphics to interpret information,
on the accuracy of the information, and used rereading to assess the information. Chemistry
readers focused on a report’s recency, how the report corroborated or challenged other reports,
the structure of the report to locate information, the plausibility of the scientific evidence cited
in the report,and the importance of significant,new information consistent with their interests.
#reading #contentliteracy #comprehension #strategies

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., &
Stillman-Spisak,S.(2011).Efficacy of collaborative strategic reading with middle school students.
American Educational Research Journal, 48(4), 938-964.
Examines the effects of collaborative strategic reading instruction on 61 7th and 8th grade
students randomly assigned to a treatment group that engaged in collaborative group reading
over an 18-week period or to a control group with traditional reading instruction. Finds that
students in the treatment group had significantly higher reading comprehension scores than
students in the control group; there were no significant differences on reading fluency.
#reading #comprehension #strategies #motivation/engagement
Wilkins, C., Gersten, R., Decker, L., Grunden, L., Brasiel, S., Brunnert, K., & Jayanthi, M. (2012).
Does a summer reading program based on Lexiles affect reading comprehension? (NCEE 2012-4006).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute
of Education Sciences, U.S. Department of Education.
Examines the impact of students’ participation in a summer reading program on their reading
ability. Randomly assigns (within schools) 1,785 third grade low-reading ability students from
four Texas school districts to a treatment group who were sent postcards and received eight books
during the summer before their fourth grade school year and a control group—students who did
not receive postcards or books. Administers a survey and the Scholastic Reading Inventory as a
posttest to both groups of students. Findings show a statistically significant effect of the sum-
mer reading program on the number of books students reported reading, including treatment
group students indicating that they read 1.03 more books over the summer than students in the
control group. Cautions that participation in the summer reading program had no statistically
significant impact on student reading comprehension, potentially due to the lack of reading
instruction or teacher/parent support associated with students’ independent summer reading.
#reading #independentreading #motivation/engagement #comprehension
Adelman, J. (Ed.). (2012). Visual word recognition, Volume 1: Models and methods, orthography
and phonology. New York: Psychology Press.
Adelman, J. (Ed.). (2012). Visual word recognition, Volume 2: Meaning and context, individuals
and development. New York: Psychology Press.
Blair,A. (2011). Reading up: Middle-class readers and the culture of success in the early twentieth-
century United States. Philadelphia: Temple University Press.
Blanc, N., Stiegler-Balfour, J. J., & O’Brien, E. J. (2011). Does the certainty of information in-
fluence the updating process? Evidence from the reading of news articles. Discourse Processes,
48(6), 387-403.
Brady,S.A.,Braze,D.,& Fowler,C.A.(2011).Explaining individual differences in reading: Theory
and evidence. New York: Psychology Press.
Brunswick, N. (2012). Supporting dyslexic adults in higher education and the workplace. New
York: Wiley-Blackwell.
Chu, S. K. W., Tse, S. K., Loh, E. K. Y., & Chow, K. (2011). Collaborative inquiry project-based
learning: Effects on reading ability and interests. Library & Information Science Research, 33(3),
236-243.
Collet,V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change.
Literacy Research and Instruction, 51, 27–47.
Crone, R., & Towheed, S. (Eds.). (2011). The history of reading, Volume 3: Methods, strategies,
tactics. New York: Palgrave Macmillan.

Cuevas, J., Russell, R., & Irving, M. (2012). An examination of the effect of customized reading
modules on diverse secondary students’ reading comprehension and motivation. Educational
Technology Research & Development, 60(3), 445-467.
Enriquez, G. (2011). Embodying exclusion: The daily melancholia and performative politics
of struggling early adolescent readers. English Teaching: Practice and Critique, 10(3), 90-112.
Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2011v10n3art6.pdf
Fischer, K. W., Bernstein, J. H., & Immordino-Yang, M. H. (2012). Mind, brain, and education
in reading disorders. New York: Cambridge University Press.
Flippo, R. F. (Ed.). (2011). Reading researchers in search of common ground: The expert study
revisited. New York: Routledge.
Gilliam, B. K., Dykes, F., Gerla, J. K., & Wright, G. L. (2011). Silent reading manifestations of
adolescent struggling readers. Reading Improvement, 48(3), 118-127.
Goodman,K.,Wang,S.,Iventosch,M.,& Goodman,Y.(Eds.) (2011).Reading in Asian languages:
Making sense of written texts in Chinese, Japanese and Korean. New York: Routledge.
Gunraj, D. N., & Klin, C. M. (2012). Hearing story characters’ voices: Auditory imagery during
reading. Discourse Processes, 49(2), 137-153.
Hidi, S. (2011). Interest, reading, and learning: Theoretical and practical considerations. Edu-
cational Psychology Review, 13(3), 191-209.
Johnston, R., McGeown, S., & Watson, J. (2012). Long-term effects of synthetic versus analytic
phonics teaching on the reading and spelling ability of 10-year-old boys and girls. Reading &
Writing, 25(6), 1365-1384.
Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning.
Current Directions in Psychological Science, 21(3), 157-163.
Kendeou, P., Muis, K. R., & Fulton, S. (2011). Reader and text factors in reading comprehension
processes. Journal of Research in Reading, 34(4), 365-383.
Lovett, M. W., Lacerenza, L., De Palma, M., & Frijters, J. C. (2012). Evaluating the efficacy of
remediation for struggling readers in high school.Journal of Learning Disabilities,45(2),151-169.
MacArthur, C., Konold, T., Glutting, J., & Alamprese, J. (2012). Subgroups of adult basic educa-
tion learners with different profiles of reading skills. Reading & Writing, 25(2), 587-609.
Maniates,H.,& Mahiri,J.(2011).Post-scripts: Teaching reading in the aftermath of prescriptive
curriculum policies. Language Arts, 89(1), 10-21.
Martin,J.R.,& Rose,D.(2012).Learning to write,reading to learn: Genre,knowledge and pedagogy
in the Sydney school. Sheffield, UK: Equinox Publishing.
Melby-Lervåg,M.,Lyster,S.H.,& Hulme,C.(2012).Phonological skills and their role in learning
to read: A meta-analytic review. Psychological Bulletin, 138(2), 322-352.
Nelson-Royes, A., & Reglin, G. L. (2011). After-school tutoring for reading achievement and
urban middle school students. Reading Improvement, 48(3), 105-117.
Norman, R. (2012). Reading the graphics: What is the relationship between graphical reading
processes and student comprehension? Reading & Writing, 25(3), 739-774.
Pishghadam, R., & Ghardiri, S. (2011). Symmetrical or asymmetrical scaffolding: Piagetian vs.
Vygotskyan views to reading comprehension. Journal of Language and Literacy Education, 7(1),
49-64. Retrieved from http://www.coa.uga.edu/jolle/2011_1/pishghadam_ghardiri.pdf
Pyle, N., & Vaughn, S. (2012). Remediating reading difficulties in a response to intervention
model with secondary students. Psychology in the Schools, 49(3), 273-284.
Sabatini, J. P., Albro, E., & O’Reilly, T. (2012). Measuring up: Advances in how we assess reading
ability. Lanham, MD: Rowman & Littlefield.

Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How reading
apprenticeship improves disciplinary learning in secondary and college classrooms (2nd ed.). San
Francisco: Jossey-Bass.
Scholin, S. E., & Burns, M. K. (2012). Relationship between pre-intervention data and post-
intervention reading fluency and growth: A meta-analysis of assessment data for individual
students. Psychology in the Schools, 49(4), 385-398.
Sugarman, S. (2011). Read, baby, read: Developing personal content knowledge to positively
impact the practice of teaching nonfiction reading. Journal of Language and Literacy Education,
7(2), 22-43. Retrieved from http://www.coe.uga.edu/jolle/2011_2/sugarman.pdf
Taylor, N., Greenberg, D., Laures-Gore, J., & Wise, J. (2012). Exploring the syntactic skills of
struggling adult readers. Reading & Writing, 25(6), 1385-1402.
Turner, F. D. (2012). Increasing word recognition with racially diverse second-grade students
using fluency-oriented reading approaches. Journal of Educational Research, 105(4), 264-276.
White, S. (2012). Mining the text: 34 text features that can ease or obstruct text comprehension
and use. Literacy Research and Instruction, 51(2), 143-164.
Wichadee, S. (2011). Developing the self-directed learning instructional model to enhance
English reading ability and self-directed learning of undergraduate students. Journal of College
Teaching & Learning, 8(12), 43-52.
Second Language Literacy
Tags: #secondlanguageliteracy #bilingual#immigrant/refugee #secondlanguageassessment
#culturaldifference#vocabulary #metalinguistic #ESLinstruction #foreignlanguageinstruction
#languageacquisition #cognitive
Alvarez, L. (2012). Reconsidering academic language in practice: The demands of Spanish
expository reading and students’ bilingual resources. Bilingual Research Journal, 35(1), 32-52.
Investigates the construct of academic language through a close examination of how Latino EL
students used language to participate in one academic task over several months: reading and
discussing science texts in Spanish. Uses design research methodology to develop interven-
tions and instructional theories grounded in the context of teaching a Spanish reading group
of fourth grade Latino ELs. Identifies and describes nine interactional moves used in collective
meaning-making: initiating,attending and monitoring,building context,questioning,rephras-
ing,hypothesizing,extending and elaborating,defining,and reflecting.Posits a general definition
of academic language as a social practice in which individuals learn and communicate about
academic content rather than a prescriptivist benchmark against which to judge the linguistic
abilities of Latino ELs in English and Spanish.
#secondlanguageliteracy #ESLinstruction #bilingual #contentliteracy
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of
translanguaging. The Modern Language Journal, 95(3), 401-417.
Describes translanguaging (integrated system of use of multiple languages) strategies of a
multilingual (French, Arabic, English) Saudi Arabian female graduate student in essay writing
as part of an ethnographic study in a class for teachers on the teaching of second-language
writing. Data include drafts of essays, journals, classroom assignments, peer review, stimulated
recall, and member check. Finds participant used four broad types of strategies that cover the
basic components of writing—contextual,personal,social,and textual.Finds that dialogue with
instructor and peers can help develop independence and metacognitive awareness. Concludes
that students must increase their codemeshing repertoires.
#secondlanguageliteracy #culturaldifference #cognitive

Cenoz, J., & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. Modern
Language Journal, 95(3), 356-369.
Explores the concept of a “Focus on Multilingualism” by examining the language acquisition
processes of multilingual students in Basque, Spanish, and English. Uses a questionnaire and
an informal writing sample to analyze composition, multidirectionality, general writing, and
language mixing. Suggests that current research on bilingualism that isolates languages into
separate spheres does not account for the complex process of acquiring multiple languages
simultaneously. Proposes instead a more holistic approach that considers the permeability of
language boundaries and emphasizes the full repertoire of linguistic resources that multilingual
students possess.
#languageacquisition #secondlanguageliteracy #culturaldifference #cognitive
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair,
and individual work. Journal of Second Language Writing, 21(1), 40-58.
Examines the effects of L2 students collaborative versus solo writing. Analyzes writing on the
same tasks by students in groups of four (n = 15), pairs (n = 15), and individuals (n = 21) in
terms of fluency, complexity, and accuracy, as well as the interactions within groups and pairs.
Finds that while both groups and pairs frequently focused their attention on language issues,
groups produced a higher percentage of correctly resolved language issues than pairs, resulting
in more accurate writing than those written by either the pairs or by individuals. Suggests the
value of group collaboration for teaching L2 writing.
#secondlanguageliteracy #writing #ESLinstruction #vocabulary
Dorner, L. M. (2012). The life course and sense-making: Immigrant families’ journeys toward
understanding educational policies and choosing bilingual programs. American Educational
Research Journal, 49(3), 461-486.
Analyzes six immigrant Mexican families’ negotiations related to their children’s enrollment/
placement in bilingual programs in a suburban Chicago school district. Employs ethnographic
analysis of how being in a certain time (family members’ composition and needs related to
children’s age and school experience) and place (history and structure of schools and bilingual
education policies) can influence families’ decisions regarding potential benefits or failures
related to their children’s success in school. Finds that, contrary to deficit assumptions about
these families’ abilities to make decisions, the families understood and critically examined the
bilingual school policies as well as negotiated with the schools for positive results. At the same
time, some families with less experience in a school lacked the background knowledge to un-
derstand and negotiate with the schools.
#secondlanguageliteracy #bilingual #immigrant/refugee #culturaldifference
Eckstein, G., Chariton, J., & McCollum, R. M. (2011). Multi-draft composing: An iterative
model for academic argument writing. Journal of English for Academic Purposes, 10(3), 162-172.
Given the challenge of ESL college writers attempting to adopt multi-draft writing models
employed in both composition and ESL writing programs, develops an alternative iterative
multi-draft model designed to be more manageable by ESL writers. Studies the benefits of
adopting this alternative model on 14 ESL students’ 42 compositions written over a semester.
Finds a significant effect on improvements in content, organization, and grammar but not in
word choice or referencing; the model also led to high quality writing that was the case with
using the standard multi-draft model. Suggests the need for ESL college writing programs to
adopt alternative models of multi-draft writing.
Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilin-
guals. Journal of Literacy Research, 44(1), 45-75.

Used qualitative methods to examine code-switching patterns in the writing-related talk of six
emergent Spanish-English bilingual first-grade children.Analyzed audio recordings,field notes,
and writing artifacts for language prevalence, form, content, and purpose. Finds that English
played a prevalent role in the creation of Spanish texts, but not vice versa. Findings suggest that
emergent bilinguals have a wide linguistic, communicative, and cultural repertoire to support
their conversational and literacy goals.
#secondlanguageliteracy #bilingual #writing #sociolinguistic
Guan, C., Liu, Y., Chan, D., Ye, F., & Perfetti, C. (2011). Writing strengthens orthography and
alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational
Psychology, 103(3), 509-522.
Explores through two quantitative design studies the hypothesis that learning to write words in
Chinese as a second language can support word recognition processes and thus increase read-
ing skills among college-age students in a beginning Chinese class. The first study examines
the learning pattern of Chinese lexical constituents when characters were introduced through
reading and handwriting compared to only reading.Shows reading combined with handwriting
was more beneficial than the comparison treatment. The second study examines a) whether
typing Pinyin (and therefore coding pronunciation) would help develop strong phonological
representations, b) whether a combination of character handwriting and Pinyin typing would
strengthen connections among character,pronunciation,and meaning,and c) motor activity in
the writing condition.Shows a complementary effect of alphabetic coding through Pinyin-typing
in auditory identification and orthography-phonology mapping tasks. Finds that alphabetic
(Pinyin) typing supported only phonological representations and the link between the character
and the phonology of the word. Inclusion of writing Chinese characters by hand and typing
Pinyin promotes learning to read Chinese as a second language.
#secondlanguageliteracy #vocabulary #foreignlanguageinstruction #languageacquisition #cog-
nitive
Gwynne, J., Pareja, A. S., Ehrlich, S. B., & Allensworth, E. (2012). What matters for staying on-
track and graduating in Chicago public schools: A focus on English language learners. Chicago:
The Consortium on Chicago School Research (CCSR) at the University of Chicago. Retrieved
from http://tinyurl.com/6nphc6t
Follows a cohort of ELL versus non-ELL students in the Chicago Public Schools (CPS) as 9th
graders over a five-year period to determine if absences,GPA,and course failures served as valid
predictors of high school graduation. Finds that GPA was highly predictive (82 percent of the
time) of graduation for ELL students, more so than English language proficiency level (60%
of the time) as well as whether students experienced interruptions in their education. Only 52
percent of Hispanic ELLs who had not achieved proficiency when they entered high school
graduated within four years; all Hispanic students, regardless of their ELL status, had far lower
graduation rates than White students or Asian ELL students. Hispanic students who obtained
English language proficiency before sixth grade performed better in their ninth grade courses
compared to other Hispanic sub-groups. ELL students who were newcomers to CPS after age
12 were less likely to graduate than other students with the same grades and attendance.
#secondlanguageliteracy #bilingual #immigrant/refugee #secondlanguageassessment
Jimenez-Castellanos, O., & Topper, A. M. (2012). The cost of providing an adequate education
to English language learners: A review of the literature. Review of Educational Research, 82(2),
179-232.
Reviews cost-study research related to the attention devoted to funding ELL programs. Of the
70 empirical cost studies examined, only a few focused on ELL funding. Finds wide variations
in how ELL funding costs are studied, as well as that current funding levels are not sufficient to
provide high quality ELL instruction. Suggests the need for more research on ELL funding to

improve transparency of issues facing ELL instruction in schools.
#secondlanguageliteracy #secondlanguageassessment #ESLinstruction #bilingual
Kibler, A. (2011). “I write it in a way that people can read it”: How teachers and adolescent L2
writers describe content area writing. Journal of Second Language Writing, 20(3), 211-226.
Examines how four ELL adolescent students perceive their writing assignments in humanities
and biology courses as well as how teachers define their expectations for students’ writing in
these courses. Uses interviews, observations, and analysis of student writing to determine these
perceptions and expectations. Finds wide disparities between students’ versus teachers’ percep-
tions of their content-area writing. Students do not perceive themselves adopting the roles
teachers imagine them adopting. Students also struggle with language issues as well as lack of
disciplinary literacies that content area teachers may not acknowledge. Suggests the need for
open discussion of these disparate perceptions between teachers and students.
Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners
and their classmates, kindergarten to grade 8. American Educational Research Journal, 49(5),
1187-1225.
Analyzes U.S. data to determine the influence of language minority (LM) status and English
proficiency on English reading growth across the elementary and middle school years. Finds
that LM learners who are fluent in English catch up with native English speakers nationally by
first grade and maintain national-average reading levels through eighth grade. In contrast, LM
learners with limited English proficiency in kindergarten demonstrated below average reading
levels in elementary grades, but match reading levels of non-LM students from similar socio-
economic backgrounds during middle school.
#secondlanguageliteracy #reading #bilingual #secondlanguageassessment
Lee, O., Penfield, R. D., & Buxton, C. A. (2011). Relationship between “form” and “content” in
science writing among English language learners. Teachers College Record, 113(7), 1401-1434.
Examines the link between English literacy development and science content knowledge at the
elementary school level. Conducted an intervention that included a multi-year professional
development workshop battery for science teachers on pedagogical strategies for ELLs and
science curriculum units specifically tailored for ELLs. Results indicated a positive correlation
between learning science content and English simultaneously as well as increased proficiency in
academic English. Concludes that contrary to most models of elementary ELL instruction, in
which students are isolated from content area material while they learn basic English skills, an
approach that integrates both content area material and English is most beneficial, particularly
for higher level ELLs.
#secondlanguageliteracy #literacy #ESLinstruction #cognitive
Meyer, T., Young, M., & Lieberstein-Solera, F. (2012). Lost in translation: Assessing writing of
English language learners. English Journal, 101(5), 93-96.
Examinestheuseof asix-pointscoringrubrictranslatedintoSpanishforuseinassessingstudents’
writing. Shares the translated rubric with bilingual educators for their feedback and applies the
rubric to student writing in Spanish. Finds that students’ scores in Spanish were higher than
for those who chose to write in English, while at the same time recognizing that ELL students
who chose to write in English were taking risks to do so, even though that may have resulted in
lower scores using an English rubric.
#secondlanguageliteracy #writing #secondlanguageassessment #ESLinstruction
Rochecouste,J.,Oliver,R.,& Mulligan,D.(2011).English language growth after university entry.
International Journal of Educational Research, 53, 1-8.

Surveys 800 international students from non-English speaking backgrounds enrolled at five
Australian universities regarding their language/language learning background; strategies for
learning English; motivation,attitudes and beliefs about learning English; and academic learning
strategies. Correlations with this data and students’ GPAs indicate that some of the language
learning strategies employed in their home countries, such as rote-learning, have negative cor-
relations to GPAs, while high-risk strategies, such as guessing alternative word meanings or
socializing with others, have weak but positive correlations with GPAs.
#secondlanguageliteracy #bilingual #immigrant/refugee #ESLinstruction
Tang,S.,Dearing,E.,&Weiss,H.(2012).Spanish-speaking Mexican-American families’involve-
ment in school-based activities and their children’s literacy: The implications of having teachers
who speak Spanish and English. Early Childhood Research Quarterly, 27(2), 177-187.
Examines the relationships between 72 low-income, Spanish-speaking Mexican-American
families’ involvement in school-based activities and their children’s literacy in their preferred
language (English or Spanish) for K through 3. Finds that family involvement in school-based
activities increased for students who displayed early literacy problems, particularly for students
who consistently had bilingual teachers. Increased family involvement also predicted higher lit-
eracy skills at third grade,particularly for children who struggled early.Suggests the importance
of having teachers who are fluent in Spanish and English.
#secondlanguageliteracy #bilingual #immigrant/refugee #culturaldifference
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of
comprehensive error correction in second language writing. Language Learning, 62(1), 1-41.
Examines the effect of direct and indirect comprehensive corrective feedback (CF) as a revising
tool on ELL learners’written accuracy.Two-hundred sixty-eight Dutch secondary students were
randomly assigned to one of two experimental treatments—one receiving direct CF that identi-
fied errors and the needed correction and one receiving indirect CF that identified errors but left
it up to the student to make the correction,as well as one of two control groups—one that invited
students to revise on their own and one that did not involve revision but another new writing
task. Finds that both direct and indirect comprehensive CF had significantly higher accuracy
corrections than did either of the control groups. The CF treatment groups also improved in
structural complexity and lexical diversity. Only the direct CF resulted in grammatical accuracy
gains in new writing, while pupils’non-grammatical accuracy benefited most from indirect CF.
Suggests the value of CF for fostering revision at the language editing level.
#secondlanguageliteracy #writing #metalinguistic #vocabulary
Yaghoub Zadeh, Z.,Farnia,F.,& Geva,E. (2012). Toward modeling reading comprehension and
reading fluency in English language learners. Reading & Writing, 25(1), 163-187.
Longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using
structural equation modeling.Examines the mediating role of Grade 2 word-level reading skills
in the association between Grade 1 phonological awareness, naming speed, and listening com-
prehension and Grade 3 reading comprehension and reading fluency.Suggests that the oft-cited
correlations between reading fluency and reading comprehension can be understood in terms
of distinct constructs with common underlying factors. Provides a more complex model of the
factors that contribute to subsequent reading achievement in ELLs.
#secondlanguageliteracy#ESLinstruction#reading#comprehension#fluency
Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Pedagogical strategies for
teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational
Psychology, 81(4), 629-653.

Asencin-Delaney,Y.,& Collentine,J.(2011).A multidimensional analysis of a written L2 Spanish
corpus. Applied Linguistics, 32(3), 299-322.
Avery, J. A., & Steward, M. H. (Eds.). (2012). Language learning: New research. Hauppauge, NY:
Nova Science Publishers.
Bagheri, M., & Fazel, I. (2011). EFL learners’ beliefs about translation and its use as a strategy
in writing. The Reading Matrix, 11(3), 292-301.
Blumenfeld, H., Kaushanskaya, M. & Marian, V. (2011). The relationship between vocabulary
and short-term memory measures in monolingual and bilingual speakers.International Journal
of Bilingualism, 15(4), 408-425.
Braunmüller,K.,& Gabriel,C.(Eds.).(2012). Multilingual individuals and multilingual societies.
Philadelphia: John Benjamins.
Chan, A. (2012). The use of a monolingual dictionary for meaning determination by advanced
Cantonese ESL learners in Hong Kong. Applied Linguistics, 33(2), 115-140.
Chang, C. (2012). Peer review via three modes in an EFL writing course. Computers and Com-
position, 29(1), 63-78.
Chuang, H-K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-language transfer of reading ability:
Evidence from Taiwanese ninth-grade adolescents. Journal of Literacy Research, 44(1), 97-119.
Connery, M. C. (2011). Profiles in emergent biliteracy. New York: Peter Lang.
DaSilva Idding, A. C., & Rose, B. C. (2012). Developing pedagogical practices for English-
language learners: A design-based approach. Pedagogies: An International Journal, 7(1), 32-51.
Diaz-Vera, J. E. (Ed.). (2012). Left to my own devices: Learner autonomy and mobile-assisted
language learning. Bingley, UK: Emerald Group Publishing.
Doolan, S.M., & Miller, D. (2012). Generation 1.5 written error patterns: A comparative study.
Journal of Second Language Writing, 21(1), 1–22.
Enright,K.,& Gilliland, B.(2011). Multilingual writing in an age of accountability: From policy
to practice in U.S. high school classrooms. Journal of Second Language Writing, 20(3), 182-195.
Flowerdew,L.(2012).Corpora and language education: Research and practice in applied linguistics.
New York: Palgrave Macmillan.
Francis, N. (2011). Bilingual competence and bilingual proficiency in child development. Cam-
bridge, MA: MIT Press.
Franquiz, M., & Salinas, C. (2011). Newcomers developing English literacy through historical
thinking and digitized primary sources. Journal of Second Language Writing, 20(3), 196-210.
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quar-
terly, 9(2), 113-132.
Fulcher, G., & Davidson, F. (Eds.). (2012). The Routledge handbook of language testing. New
York: Routledge.
Hashimoto, K. & Lee, J. (2011). Heritage-Language literacy practices: A case study of three
Japanese American Families. Bilingual Research Journal, 34(2), 161-184.
Henn-Reinke, K. (2012). Considering trilingual education. New York: Routledge.
Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning, Vol. 2.
Honigsfeld, A., & Dove, M. G. (Eds.). (2012). Co-teaching and other collaborative practices in
the EFL/ESL classroom rationale, research, reflections, and recommendations. Charlotte, NC:
Information Age Publishers.
Jeon,E.(2011).Contribution of morphological awareness to second-language reading compre-
hension. The Modern Language Journal, 95(2), 217-235.

Kanno, Y., & Harklau, L. (Eds.). (2012). Linguistic minority students go to college: Preparation,
access, and persistence. New York: Routledge.
Ko,M.(2012).Glossing and second language vocabulary learning.TESOL Quarterly,46(1),56-79.
Krizman, J., Marian,V., Shook, A., Skoe, E., & Kraus, N. (2012). Subcortical encoding of sound is
enhanced in bilinguals and relates to executive function advantages.Washington,DC: Proceedings
of the National Academy of Sciences of the United States of America.
Leikin,M.,Schwartz,M.,& Tobin,Y.(Eds.).(2011).Current issues in bilingualism: Cognitive and
socio-linguistic perspectives. New York: Springer.
Li, Y. (2012). “I have no time to find out where the sentences came from; I just rebuild them”:
A biochemistry professor eliminating novices’ textual borrowing. Journal of Second Language
Writing, 21(1), 59-70.
Li,Y., & Casanave, C. (2012). Two first-year students’strategies for writing from sources: Patch-
writing or plagiarism? Journal of Second Language Writing, 21(2), 165-180.
Littlemore, J., Chen, P. T., Koester, A., & Barnden, J. (2011). Difficulties in metaphor compre-
hension faced by international students whose first language is not English. Applied Linguistics,
32(4), 408-429.
Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: A practical
guide. Malden, MA: Wiley-Blackwell.
McNeil, L. (2012). Using talk to scaffold referential questions for English language learners.
Teaching and Teacher Education, 28(3), 396-404.
Ossein Nassaji, H. (2011). Ease of inferencing, learner inferential strategies, and their relation-
ship with the retention of word meanings inferred from context. Canadian Modern Language
Review, 68(1), 54-77.
Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang,Y., & Li, H. (2011). What is in the naming?
A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to
subsequent reading skills in both native Chinese and English as a second language. Journal of
Educational Psychology, 103(4), 897-908.
Pease-Alvarez, L., & Samway, K. D. (2012). Teachers of English learners negotiating authoritarian
policies. New York: Springer.
Pichette, F., De Serres, L., & Lafontaine, M. (2012). Sentence reading and writing for second
language vocabulary acquisition. Applied Linguistics, 33(1), 66-82.
Pinter,A. (2011). Children learning second languages: Research and practice in applied linguistics.
New York: Palgrave Macmillan.
Prichard, A., & Matsumoto, Y. (2011). The effect of lexical coverage and dictionary use on L2
reading comprehension. The Reading Matrix, 11(3), 207-225.
Russell, V. (2012). Learning complex grammar in the virtual classroom: A comparison of pro-
cessing instruction, structured input, computerized visual input enhancement, and traditional
instruction. Foreign Language Annals, 45(1), 42-71.
Salaberry, R., & Comajoan, L. (Eds.). (2012). Research design and methodology in studies on L2
tense and aspect. New York: de Gruyter Mouton.
Sani, A.M., & Zain, Z. (2011). Relating adolescents’ second language reading attitudes, self
efficacy for reading, and reading ability in a non-supportive ESL setting. The Reading Matrix,
11(3), 243-254.
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of
Second Language Writing, 20(4), 286-305.
Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of
Second Language Writing, 21(2),134-148.

Short,D.,Echevarria,J.,& Richards-Tutor,C.(2011).Research on academic literacy development
in sheltered instruction classrooms. Language Teaching Research, 15(3), 363-380.
Sparks, R., Patton, J., Ganschow, L., & Humbach, N. (2012). Do L1 reading achievement and
L1 print exposure contribution to the prediction of L2 proficiency? Language Learning, 62(2),
473-505.
Swanson, H., Orosco, M., Lussier, C., Gerber, M., & Guzman-Orth, D. (2011). The influence of
working memory and phonological processing on English language learner children’s bilingual
reading and language acquisition. Journal of Educational Psychology, 103(4), 838-856.
Tambulukani,G.,& Bus,A.(2012).Linguistic diversity:A contributory factor to reading problems
in Zambian schools. Applied Linguistics, 33(2), 141-160.
Thomas, H. K., & Healy, F. (2012). A comparison of rereading benefits in first and second lan-
guage reading. Language Learning, 62(1), 198-235.
Thordardottir,E.(2011).The relationship between bilingual exposure and vocabulary develop-
ment. International Journal of Bilingualism, 15(4), 426-445.
Tsou,W.(2011).The application of readers theater to FLES (Foreign language in the elementary
schools) reading and writing. Foreign Language Annals, 44(4), 727-748.
Walters, J. (2012). Aspects of validity of a test of productive vocabulary: Lex30. Assessment
Quarterly, 9(2), 172-185.
Weigle, S., & Parker, K. (2012). Source text borrowing in an integrated reading/writing assess-
ment. Journal of Second Language Writing, 21(2), 118-133.
Whittaker, R., Llinares, A., & McCabe, A. (2011). Written discourse development in CLIL at
secondary school. Language Teaching Research, 15(3), 343-362.
Wolter, B., & Gyllstad, H. (2011). Collocational links in the L2 mental lexicon and the influence
of L1 intralexical knowledge. Applied Linguistics, 32(4), 430-449.
Wong, W., & Pyun, D. (2012). The effects of sentence writing on second language French and
Korean lexical retention. Canadian Modern Language Review, 68(2), 164-189.
Wray, A., & Bloomer, A. (2012). Projects in linguistics and language studies. UK: Hodder Educa-
tion Publishers.
Yamamoto,Y.(2011).Bridging the gap between receptive and productive vocabulary size through
extensive reading. The Reading Matrix, 11(3), 226-242.
Yang, H., & Plakans, L. (2012). Second language writers’ strategy use and performance on an
integrated reading-listening-writing task. TESOL Quarterly, 46(1), 80-103.
Yang,W.,& Sun,Y.(2012).The use of cohesive devices in argumentative writing by Chinese EFL
learners at different proficiency levels. Linguistics and Education, 23(1), 31-48.
Yau, J. (2011). Roles of mental translation in first and foreign language reading. International
Journal of Bilingualism, 15(4), 373-387.
Yoon, C. (2011). Concordancing in L2 writing class: An overview of research and issues. Journal
of English for Academic Purposes, 10(3), 130-139.
Zainal, A. (2012). Validation of an ESL writing test in a Malaysian secondary school context.
Assessing Writing, 17(1), 1-17.
Zeeuw, M., Verhoeven, L., & Schreuder, R. (2012). Morphological family size effects in young
first and second language learners: Evidence of cross-language semantic activation in visual
word recognition. Language Learning, 62(1), 68-92.
Zyzik, E. (2011). Second language idiom learning: The effects of lexical knowledge and peda-
gogical sequencing. Language Teaching Research, 15(4), 413-433.

Writing
Tags: #writing #writinginstruction #argumentation #writingstrategies #revision #feedback
#writingquality #writingassessment #authorialidentity #genre #portfolio #expressivewriting
#writing-to-learn
Alamargot, D., Caporossi, G., Chesnet, D., & Ros, C. (2011). What makes a skilled writer?
Working memory and audience awareness during text composition. Learning and Individual
Differences, 21, 505–516.
Examines the role of working memory capacity in the ability to compose a text with communi-
cative efficiency based on audience awareness. Analyzes its effects on writing processes and on
the content of the finished product. Twenty-five graduate students composed a text explaining
how to assemble a model turbine.They were free to consult a visual source that features pictures
of turbine parts and assembly steps. Graphomotor and eye movements were recorded using
“Eye and Pen” software with an eye-tracker and digitizing tablet. Finds that writers with a high
working memory capacity used a different strategy to explore the visual source, making longer
writing pauses and producing more detailed procedures, and achieved the communicative goal
more efficiently by introducing more reader supports.
#writing #writing strategies #writingquality
Andringa,S.,De Glopper,K.,& Hacquebord,H.(2011).Effect of explicit and implicit instruction
on free written response task performance. Language Learning, 61, 868-903.
Examines whether second-language (L2) learners used explicit knowledge in a free written re-
sponse task if that knowledge is present.Eighty-one 12–18-year-old learners of Dutch as L2 took
part in a computer-assisted language learning experiment, receiving either explicit or implicit
instruction about two grammar structures. The ability to use these structures was measured
by means of a grammaticality judgment task and a free written response task. Finds that both
explicit and implicit instruction promoted the use of the target structures in free response tasks.
#writing #writinginstruction #writingquality #secondlanguageliteracy
Artemeva, N., & Fox, J. (2011). The writing’s on the board: The global and the local in teach-
ing undergraduate mathematics through chalk talk. Written Communication, 28(4), 345-379.
Analyzes uses of writing during lectures conducted by 50 instructors in university mathematics
lecture classrooms. Identifies the genre of chalk talk involving writing about math problem-
solving while talking aloud that served as a primary, global mode of instruction across a range
of different local contexts. Suggests the importance of studying particular genres operating
within global disciplinary communities in understanding learning of disciplinary literacies.
#writing #writinginstruction #genre
Barkaoui, K. (2011). Effects of marking method and rater experience on ESL essay scores and
rater performance. Assessment in Education: Principles, Policy & Practice, 18(3), 279-293.
Examines the effects of marking method and rater experience on ESL (English as a Second
Language) essay test scores and rater performance.Thirty-one novice and 29 experienced raters
rated ESL essays holistically and analytically. Essay scores were analyzed to compare test-takers’
writing ability estimates, inter-rater agreement, and rater severity and self-consistency across
marking methods (holistic vs. analytic) and rater groups (novice vs. experienced). Finds that
raters were less severe with analytic marking.Holistic marking led to a higher level of inter-rater
agreement, while analytic marking led to higher self-consistency.Suggests that the two marking
methods might be useful for different assessment purposes, contexts, and raters.
#writing #secondlanguageliteracy #writingassessment

Behizadeh, N., & Engelhard, G. (2011). Historical view of the influences of measurement and
writing theories on the practice of writing assessment in the United States. Assessing Writing,
16(3), 189-211.
Conducts an historical analysis of how measurement and writing theories influenced writing
assessments during the 20th century in the United States. Identifies two types of measurement
theories—test-score and scaling—and three types of writing theories—form, idea and content,
and sociocultural context.Finds that while measurement theory once had a much stronger influ-
ence on writing assessments than writing theory, the emergence of a new discipline of writing
assessment that recognizes the need to better mesh writing and measurement theories creates
the potential for new forms of writing assessment in the 21st century.
#writing #writingassessment #writinginstruction
Boscolo, P., Gelati, C., & Galvan, N. (2012). Teaching elementary school students to play with
meanings and genre.Reading &Writing Quarterly: Overcoming Learning Difficulties,28(1),29-50.
Reports on an experimental study with two groups of fourth graders writing in 10 weekly
workshops of 90 minutes each. The experimental group consisted of 66 fourth graders, and
the control group consisted of 48 fourth graders, both skilled and less skilled writers. The ex-
perimental group children were taught and practiced “linguistic games” in which they had to
modify narrative texts according to a specific rule or by introducing a new element,with the aim
of creating a new and coherent text. Finds that the experimental group improved their ability
to modify texts and showed an increase in their liking of narrative.
#writing #writinginstruction #writingquality #expressivewriting
Bourke, L., & Adams, A. (2011). Is it differences in language skills and working memory that
account for girls being better at writing than boys? Journal of Writing Research, 3(3), 249-277.
Examines gender differences in language and working memory skills as a possible explanation
for differences in writing progress between girls and boys. Sixty-seven children participated.
Qualitative differences in writing progress were examined using a writing assessment scale from
the Early Years Foundation Stage Profile. Quantitative measures of writing were also used (e.g.,
number of words, diversity of words). The children were assessed on tasks measuring their
language production and comprehension skills and the visual-spatial,phonological,and central
executive components of working memory. Finds that boys performed less well than girls on
all measures of writing except for grammatical complexity of sentences. No differences were
found between the genders on the capacity and efficiency of their working memory functioning.
#writing #writingquality #writingassessment
Bridgeman,B.,Trapani,C.,& Bivens-Tatum,J.(2011).Comparability of essay question variants.
Analyzes the effects of the use of six different argumentative essay question variants on 7,473
examinees for argument prompts and 10,827 on issue prompts, a variant typically employed
in essay assessments to ensure test security. Finds similar means, standard deviations, and rater
reliabilities across different prompt variants and no interaction with gender,ethnicity,or language
(as determined by self-report that a certain language was one’s “best” language). Suggests that
prompt variants can be employed in writing assessments to generate valid and reliable results.
#writing #writingquality #writinginstruction #argumentation
Brunstein,J.C.,&Glaser,C.(2011).Testingapath-analyticmediationmodelof howself-regulated
writing strategies improve fourth graders’ composition skills: A randomized controlled trial.
Journal of Educational Psychology, 103(4), 922-938.
Compares the effects of instruction in writing strategies combined with self-regulation with
the effects of instruction in writing strategies without self-regulation on 117 fourth-graders’

story writing. Finds that teaching strategies combined with self-regulation improved students’
planning and revising of stories,resulting in higher-quality stories as well as student self-efficacy
and knowledge of what constitutes effective writing.
#writing #literaryresponse/literature/narrative #writinginstruction #revision
Chang, C. F. (2012). Peer review via three modes in an EFL writing course. Computers and
Composition, 29, 63–78.
Examines the effects of a combination of three modes of peer feedback—face-to-face, synchro-
nous,and asynchronous—on second language students’peer review.Finds that the affordance of
the three modes influenced students’ task engagement, comment categories, and perception of
peer review. Results further suggest that a combination of different modes in the multiple-draft
process may benefit peer review and satisfy individual preference toward a particular mode for
peer review. The results imply that arranging various modes appropriately at different stages of
drafting and customizing peer review training in using these modes may maximize the effects
of peer review in the writing process.
#writing #feedback #revision #secondlanguageliteracy
Chen,Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT
Journal, 66(2), 184-192.
Investigates the instructional efficacy of a genre-based approach to teaching summary writing for
EFL university students.Forty-one students in Taiwan were asked before and after the instruction
to summarize a simplified version of The Adventures of Tom Sawyer in a maximum of 500 words.
Students’ summaries on the pre- and post-tests were evaluated against content, organization,
vocabulary, and language use. Results showed that such an approach was effective in improving
students’ overall summarization performance of a narrative source text and that the students
benefited to a greater extent in content and organization than in vocabulary and language use.
#writing #writingquality #genre #writinginstruction
Coe, M., Hanita, M., Nishioka, V., & Smiley, R. (2011). An investigation of the impact of the 6+1
trait writing model on grade 5 student writing achievement: Final report. NCEE 2012-4010. Wash-
ington, DC National Center for Education Evaluation and Regional Assistance. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED527445&site=ehost-live
Assesses the impact of the 6+1 Trait Writing model on fifth grade writing achievement in 74
Oregon schools over a one-year period. Evaluates for student performance in ideas, organiza-
tion,voice,word choice,sentence fluency,conventions,and presentation and compares between
gender and across ethnicity. Finds that the 6+1 Trait Writing model significantly increased
student writing scores for students in a treatment group with scores higher than the estimated
average score of students in a control group. Treatment-group students also had significantly
higher scores on organization, voice, and word choice than did control-group students, while
differences for ideas, sentence fluency, and conventions were not significant. There were no ef-
fects according to gender or ethnicity. Suggests the value of using the 6+1 Trait Writing scoring
for improving certain aspects of students’ writing.
#writing #feedback #writingassessment #writinginstruction
Crossley,S.A.,Weston,J.L.,McLain-Sullivan,S.T.,& McNamara,D.S.(2011).The development
of writing proficiency as a function of grade level:A linguistic analysis. Written Communication,
28(3), 282-311.
Compares writing of ninth-grade, eleventh-grade, and first-year college students by using the
computer-automated tool Coh-Metrix to determine developmental differences in lexical so-
phistication (i.e., word frequency, word concreteness), syntactic complexity (i.e., the number
of modifiers per noun phrase), and cohesion (i.e., word overlap, incidence of connectives).

Finds a defined development related to increased production of more sophisticated words and
more complex sentence structure and a reduction in uses of cohesive features in text. Suggests
that linguistic development at these levels results in generating texts that are more elaborate
and less cohesive.
#writing #literacy #writingassessment #writingquality
Cuenca-Sanchez, Y., Mastropieri, M. A., Scruggs, T. E., & Kidd, J. K. (2012). Teaching students
with emotional and behavioral disorders to self-advocate through persuasive writing. Excep-
tionality, 20(2), 71-93.
Examines the effects of a Self-Regulated Strategy Development (SRSD) model of writing
instruction including a self-determination training designed for middle-school students with
emotional and behavioral disorders. Students in the treatment group received instruction in
persuasive writing to self-advocate as well as self-determination skills, while students in the
control group received writing instruction based on the school’s curriculum. Students in the
treatment group had significantly higher post-essays scores and showed greater ability to recall
ideas from a persuasive essay, greater self-efficacy, and greater self-determination knowledge.
Suggests the value of the SRSD method combined with self-determination training for teaching
students with emotional and behavioral disorders.
#writing #writinginstruction #argumentation #writingstrategies
Davila, B. (2012). Indexicality and “standard” edited American English: Examining the link
between conceptions of standardness and perceived authorial identity. Written Communica-
tion, 29, 180-207.
Problematizes indexicality, which marginalizes underrepresented students—especially African
American—by forming ideological associations between privileged,White students and uses of
“standard.”Analyzes interviews with composition instructors’responses to anonymous student
texts. Finds that instructors draw on indexicality in constructing students’identities to perceive
writing as nonstandard in ways that privilege some students over others in terms of race and
class differences.
#writing #cultural/discourse analysis #writingassessment #authorialidentity
De Smet, M. J. R., Broekkamp, H., Brand-Gruwel, & Kirschner, P.A. (2011). Effects of electronic
outlining on students’argumentative writing performance. Journal of Computer Assisted Learn-
ing, 27, 557-574.
Examines the effect of electronic outlining on the quality of students’writing and on the students’
perceived mental effort during the writing task. The writing products and self-report data from
34 tenth-grade students of a Dutch pre-university school were analyzed. Students wrote two
argumentative texts with or without an outline tool. Finds that electronic outlining improves
the quality of students’ argumentative texts and decreases mental effort.
#writing #writinginstruction #argumentation #writingquality
Diab, N.M. (2011). Assessing the relationship between different types of student feedback and
the quality of revised writing. Assessing Writing, 16, 274-292.
Compares the effects of peer-editing with those of self-editing on the quality of students’revised
drafts. Two intact classes of an English course participated. The experimental group practiced
peer-editing while the control group engaged in self-editing. After receiving training in their
respective type of editing, both groups wrote an argumentative essay in two drafts. Results
indicated a significant difference in revised writing in favor of peer-editing. A random sample
of seven peer-edited and self-edited essays was analyzed to determine the differences between
peer-editors’ and self-editors’ ability to notice errors and to revise and improve them. Results
showed that while peer-editors and self-editors had the same observational ability, writers who

engaged in self-editing revised more errors than writers who received peer-feedback.In contrast,
writers who engaged in peer-editing improved their revised drafts more than self-editors did.
#writing #writinginstruction #revision #feedback
DiPardo, A., Storms, B. A., & Selland, M. (2011). Seeing voices: Assessing writerly stance in the
NWP Analytic Writing Continuum. Assessing Writing, 16(3), 170-188.
Describes a NationalWriting Project rubric development team’s issues and difficulties in attempt-
ing to develop a scoring rubric over a two-year period for what was identified first as Voice and
subsequently as Stance. Finds that defining the meaning of Voice and Stance poses challenges
in terms of assigning rating scores for concepts that writing teachers value.
#writing #writingassessment #writingquality #writinginstruction
Dryer, D. B. (2012). At a mirror, darkly: The imagined undergraduate writers of ten novice
composition instructors. College Composition & Communication, 63(3), 420-452.
Compares 10 new graduate teaching assistants’ (GTAs) beliefs about academic writing with
reactions to first-year essay drafts during their GTA practicum training and instruction.Analyzes
interviews conducted during the sixth,eleventh,and sixteenth weeks of the term in which GTAs
commented about three anonymous student essays and, upon being asked to “characterize the
work this writer is doing in this essay,”constructed imaginary identities for the authors of these
essays. Finds that GTAs’confidence about teaching academic writing, particularly among those
GTAs with prior teaching experience, actually declined; this is argued to reflect an increased
ambivalence about and a diminished pleasure in teaching,possibly due to an increased awareness
of the complexity of academic writing itself and the teaching of academic writing.
#writing #professionaldevelopment/teachereducation #writinginstruction #feedback
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement
strategies and reflection on feedback use: Effects on students’ writing motivation, process, and
performance. Learning and Instruction, 22, 171-184.
Examines the effects of feedback providing improvement strategies and of a reflection assign-
ment on students’ writing motivation, process, and performance. Students in the experimental
condition (n = 41) received feedback including improvement strategies, whereas students in
the control condition (n = 41) received feedback without improvement strategies. Within each
condition, half of the students received a reflection assignment on feedback use and revision,
while the other half received a reflection assignment on feedback perception. Finds that in the
experimental feedback condition, writing performance gained from the control reflection as-
signment,while in the control feedback condition,writing performance gained from the experi-
mental reflection assignment. Improvement strategies positively predicted planning/revising.
#writing #writinginstruction #writingstrategies #feedback #revision
García, A., & Gaddes, A. (2012). Weaving language and culture: Latina adolescent writers in
an after-school writing project. Reading & Writing Quarterly: Overcoming Learning Difficulties,
28(2), 143-163.
Explores the experiences of Latina adolescent students during an after-school writing project
based on a culturally and linguistically responsive literacy instruction model. Reports on the
writing experiences of young women from diverse backgrounds as they examined issues of race,
power, voice, and linguistic identity through the use of culturally authentic literature. Qualita-
tive analyses of data from writing samples reveal (a) the process of Latina youth “authoring”
themselves through writing and (b) the composing of meaning from a transnational perspective.
#writing #discourse/culturalanalysis #writinginstruction #literaryresponse/literature/narrative

Graham,S.,Berninger,V.,&Abbott,R.(2012).Are attitudes toward writing and reading separable
constructs? A study with primary grade children. Reading & Writing Quarterly: Overcoming
Learning Difficulties, 28(1), 51-69.
Examines whether attitude toward writing is a unique and separable construct from attitude
toward reading for young beginning writers. Participants were 241 first-grade and third-grade
children. Attitudes toward writing and reading were assessed by a 24-item attitude measure.
Students also wrote a narrative about a personal event in their life.Finds that writing and reading
attitudes are separable constructs for young beginning writers. At the third-grade level, writing
attitude made a unique and significant contribution to the prediction of measures of writing:
quality, length, and longest correct word sequence. At the first-grade level, none of the attitude
measures predicted students’ writing performance.
#writing #reading #literaryresponse/literature/narrative #writingquality
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. Journal of
Reports a meta-analysis of 29 experimental and quasi-experimental studies conducted with
students in Grades 1–12 to examine if process-writing instruction improves the quality of
students’ writing and motivation to write. Finds a significant but modest improvement in the
overall quality of writing as a result of the process writing approach for students in general
education classes (average effect size = 0.34). Finds no significant improvement in students’
motivation nor in the quality of struggling writers’ compositions.
#writing #writinginstruction #writingquality
Harwood, N., & Petric, B. (2012). Performance in the citing behavior of two student writers.
Written Communication, 29(1), 55-103.
Analyzes two MBA students’ citation practices as a reflection of their identity performance,
drawing on Goffman’s notion of performance as impression management as students attempt
to make a positive impression on their MBA program instructors grading their papers.Interview
data indicated that the students deliberately cited those sources on their course reading lists,
regardless of whether those sources were useful, to give the impression that they were attending
to those readings; cited a large number of sources even though they may not have read them
carefully to give the impression that they read widely; and citing sources discussed in class to give
the impression that they were attentive in class discussions. One student cited the instructor’s
perceived ideological orientation in her writing to attempt to gain the instructor’s positive view
of her work. Suggests the value of using Goffman’s theory to unpack ways in which students
perform identities through their citation/writing practices.
#writing #authorialidentity #writingstrategies #feedback
Helstad, K., & Lund, A. (2012). Teachers’ talk on students’ writing: Negotiating students’ texts
in interdisciplinary teacher teams. Teaching and Teacher Education, 28, 599-608.
Examines how a team of teachers in a Norwegian upper secondary school evaluates students’
writing in and across different disciplines. Aims at identifying discourse strategies and profes-
sional development as the teachers discuss students’ texts and at exploring how the teachers
develop a shared understanding of how writing relates to students’ learning. Finds that the
teachers’discourse reflects an emerging understanding of how writing is both a subject-specific
and interdisciplinary skill conducive to learning but also how institutional traditions and
discipline-specific concerns together allow for and constrain teachers’ learning.
#writing #writingassessment #feedback #writing-to-learn
Hoover, T. M., Kubina, R. M., & Mason, L. H. (2012). Effects of Self-Regulated Strategy De-
velopment for POW+TREE on high school students with learning disabilities. Exceptionality,
20(1), 20-38.

Investigates the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea,
Organize my notes, Write and say more) + TREE (Topic sentence, Reasons—three or more,
Examine, Ending) for persuasive quick writes with four high school students with learning dis-
abilities. Finds that the students increased the number of response parts written and showed
increased stability in the number of words written.
#writing #writingstrategies #writinginstruction #writingquality
Kaufman,J.H.,& Schunn,C.D.(2011).Students’perceptions about peer assessment for writing:
Their origin and impact on revision work. Instructional Science, 39(3), 387-406.
Investigates undergraduate students’ negative perceptions about an online peer assessment
system for writing across the disciplines. Examines the nature of students’ resistance to peer
assessment, what factors influence that resistance, and how students’ perceptions impact their
revision work. An end-of-course survey was administered to 250 students in ten courses across
six universities using an online peer assessment system called SWoRD for their writing assign-
ments. Results indicated that students have the most positive perceptions of SWoRD in those
courses where an instructor graded their work in addition to peers (as opposed to peer-only
grading). Next, perceptions and revision work among 84 students using SWoRD and no in-
structor grading for assessment of writing in one university class were examined. Finds that
students sometimes regard peer assessment as unfair and often believe that peers are unqualified
to review and assess students’ work. However, students’ perceptions appear to be unrelated to
the extent of their revision work.
#writing #digitaltechnologytools #revision #feedback
Kim, I., Anderson, R. C., Miller, B., Jeong, J., & Swim, T. (2011). Influence of cultural norms
and collaborative discussions on children’s reflective essays. Discourse Processes, 48(7), 501-528.
Investigates the influence of culture and discussion participation on rhetorical patterns in the
reflective essays of 238 Korean and 196 American fourth graders. Finds that Korean children’s
essays and American children’s essays differ significantly in types of reasons, uses of argument
elements, and uses of rhetorical forms. No difference in organizational structure was found.
The effects of free-flowing collaborative discussions on children’s essays interacted with culture.
After participating in a series of discussions, Korean children made larger gains than American
children in use of elements of argumentative discourse.
#writing #cultural/discourseanalysis #argumentation #writingquality
Kim, Y. S., Al Otiaba, S., Puranik, C., Sidler Folsom, J., Greulich, L., & Wagner, R. K. (2011).
Componential skills of beginning writing: An exploratory study. Learning and Individual Dif-
ferences, 21, 517–525.
Examines end-of-kindergarten writing, using data from 242 kindergartners, focusing on the
importance of spelling,letter writing fluency,reading,and word- and syntax-level oral language
skills in writing.Finds that oral language,spelling,and letter writing fluency were positively and
uniquely related to writing skill after accounting for reading skills.Reading skill was not uniquely
related to writing once oral language,spelling,and letter-writing fluency were taken into account.
#writing #reading #literacy #writingquality
Kliewer,W.,Lepore,S.J.,Farrell,A.D.,Allison,K.W.,Meyer,A.L.,Sullivan,T.N.,& Greene,A.Y.
(2011).A school-based expressive writing intervention for at-risk urban adolescents’aggressive
behavior and emotional ability. Journal of Clinical Child & Adolescent Psychology, 40(5),693-705.
Analyzes the effects of expressive writing about experiencing and witnessing violence or about
a nonemotional topic (control condition) on 258 seventh-grade students from three schools in
high-violenceurbanneighborhoods.Studentswereassessedaccordingtoteacher-ratedemotional
ability and aggressive behavior. After a two month period, students writing about their experi-
ences with violence had significantly lower levels of teacher-rated aggression and ability than

did control-group students, particularly for students with higher levels of exposure to violence.
#writing ##expressivewriting #writinginstruction #writing-to-learn
Llosa, L., Beck, S.W., & Zhao, C. G. (2011). An investigation of academic writing in secondary
schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16,
256-273.
Examines the most prevalent types of academic writing at the secondary level and the challenges
that both English Language Learners (ELLs) and non-English-Language Learners (non-ELLs)
experience with this type of writing. Finds that exposition/argument is the most prevalent and
most valued genre assigned as a writing task in secondary classrooms. Also finds that both
intermediate ELLs and non-ELLs articulated translating (the process of articulating ideas in
the conventions of written English) as the most frequent challenge. However, the two groups
differed in the kinds of translating challenges and in the types and range of other challenges
they articulated: ELLs reported fewer challenges specifically related to the genre of exposition
than did non-ELLs.
#writing #secondlanguageliteracy #writinginstruction #argumentation
Mason, L. H., Meadan, H., Hedin, L. R., & Cramer,A. M. (2012).Avoiding the struggle: Instruc-
tion that supports students’ motivation in reading and writing about content material. Reading
& Writing Quarterly: Overcoming Learning Difficulties, 28(1), 70-96.
Examines motivation among 20 fourth-grade students who struggled with reading and writing
prior to and after receiving either self-regulated strategy development (SRSD) instruction for
expository reading comprehension or SRSD instruction for expository reading comprehension
plus informative writing. Finds that students’ efficacy increased after instruction in both inter-
ventions. However, efficacy was more varied across interventions for interest, self-regulation
(intrinsic and extrinsic motivation), and task perception. Findings indicate that social factors
could be better developed in both interventions.
#writing #reading #writinginstruction #writingstrategies
McCarthey, S. J., & Ro, Y. S. (2011). Approaches to writing instruction. Pedagogies: An Interna-
tional Journal, 6(4), 273-295.
Examines 29 third- and fourth-grade teachers’ conceptions of their approaches for teaching
writing and how those approaches influenced their classroom instruction. Employs interviews
with teachers and classroom observations to identify these approaches and influences.Finds that
teachers employ several different approaches: writer’s workshop, traditional skills, genre-based
instruction and hybrid/eclectic,as well as an emerging use of a focus on different,specific genres
and the use of graphic organizers.Also finds that state standards and professional development
have an influence on teachers’ writing instruction.
#writing #professionaldevelopment/teachereducation #writinginstruction #writingstrategies
Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A
meta-analysis of research findings. Reading and Writing, 25, 641–678.
Reviews 27 studies with weaker writers in grades 1–12, using word processing as a writing tool.
Finds that word processors may remedy common difficulties among weaker writers/readers.
Finds effects on writing quality (d = 0.52), length (d = 0.48), development /organization of
text (d = 0.66), mechanical correctness (d = 0.61), motivation to write (d = 1.42), and prefer-
ring word processing over writing by hand (d = 0.64). Especially powerful writing quality
effects were associated with word processing programs that provided text quality feedback or
prompted planning, drafting, or revising (d = 1.46), although this observation was based on a
limited number of studies.
#writing #digital/technologytools #writingquality #feedback

Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Rethinking grammar: The impact of
embedded grammar teaching on students’ writing and students’ metalinguistic understanding.
Research Papers in Education, 27(2), 139-166.
Investigates whether contextualised teaching of grammar, linked to the teaching of writing,
would improve student outcomes in writing and in metalinguistic understanding. Participants
were 744 students in 31 schools in the southwest and the Midlands of England. Classes were
randomly allocated to either a comparison or intervention group. Finds a significant positive
effect for the intervention, but the benefit was experienced more strongly by the more able
writers in the sample. Teachers found the explicitness, the use of discussion, and the emphasis
on playful experimentation to be the most salient features of the intervention.
#writing #writinginstruction #writingquality #writingstrategies
Negretti, R. (2012). Metacognition in student academic writing: A longitudinal study of
metacognitive awareness and its relation to task perception, self-regulation, and evaluation of
performance. Written Communication, 29(2), 142-179.
Examines how first-year college writers’ task perceptions, metacognitive awareness of strate-
gies,and evaluation of performance develop qualitatively over time.Analyzes journals collected
from 17 students of first-year college composition to determine qualitative changes. Finds a
relation between task perception and students’ conditional metacognitive awareness—their
understanding of how and why to adapt writing strategies to specific rhetorical requirements of
the task—and performance evaluation.Metacognitive awareness also seems to have a reciprocal
relationship with self-regulation and students’ development of individual writing approaches.
#writing, #authoridentity #writingstrategies #expressivewriting
Olinghouse, N. G., Zheng, J., & Morlock, L. (2012). State writing assessment: Inclusion of
motivational factors in writing tasks. Reading & Writing Quarterly: Overcoming Learning Dif-
ficulties, 28(1), 97-119.
Evaluates large-scale state writing assessments for the inclusion of motivational characteristics
in the writing task and written prompt. Analyzes 222 prompts from 44 states. Finds that ap-
proximately half of the prompts did not specify an audience, with secondary-level prompts
specifying an audience more often than elementary-level prompts. Two-thirds of the prompts
narrowed the topic or the procedure, reducing student choice and possibly motivation for the
writing task. Twenty-two percent of the prompts specified a stance for students to take in their
writing.Suggests that the relationship between state writing assessments and classroom instruc-
tion should be an essential component of future research in the field.
#writing, #writingassessment #writingquality #writinginstruction
Olson,C.B.,Kim,J.S.,Scarcella,R.,Kramer,J.,Pearson,M.,van Dyk,D.A.,& Land,R.E.(2012).
Enhancing the interpretive reading and analytical writing of mainstreamed English learners in
secondary school: Results from a randomized field trial using a cognitive strategies approach.
American Educational Research Journal, 49(2), 323-355.
Examines the effects of instruction associated with The Pathway Project, a cognitive strategies
approach to teaching interpretive reading and analytical writing,on mainstreamed ELL students’
writing. Seventy-two teachers in the Santa Ana, California district were randomly assigned to
a treatment group involving use of the cognitive-strategies approach or to a control condition
employ teaching textbook content. Teachers in the treatment group were trained on writing
assessment methods for helping ELL students read and writing analytical essays. Analysis of
treatment effects indicated positive student growth for an on-demand writing assessment (d =
.67) as well as transfer to improvements on a standardized writing test (d = .10), suggesting the
value of instruction in reading/writing cognitive strategies for mainstreamed English learners.
#writing, #secondlanguageliteracy #writingquality #writinginstruction

Parkinson,J.(2011).The discussion section as argument: The language used to prove knowledge
claims. English for Specific Purposes, 30, 164–175.
Examines the lexico-grammar used to argue and prove knowledge claims in the discussion
section of research articles. Relies on two small corpora, one of physics research articles and
the other of student physics laboratory reports. Finds the means employed in the student writ-
ing to be more congruent, more emphatic, and less closely argued than in the research article
corpus. Suggests specific grammatical resources which might form the subject of tasks from
which students could benefit.
#writing, #argumentation #writingquality #writingstrategies
Peterson, S. S. (2012). An analysis of discourses of writing and writing instruction in curricula
across Canada. Curriculum Inquiry, 42(2), 260-284.
Conducts a content analysis of the grade 6 writing curriculum in all ten of Canada’s 10 provinces
and two of its three territories. Categorizes objectives and activities in terms of six categories:
skills discourse,creativity discourse,process discourse,genre discourse,social practices discourse,
and sociopolitical discourses. Finds that the process discourse predominated, along with some
focus on skills,creativity and genre discourses,and little focus on social practices or sociopolitical
discourses.Suggests the need to construct hybrid discourses that mesh a focus on social practices
or sociopolitical discourses with teaching writing process, skills, or genres.
#writing #discourse/culturalanalysis #writinginstruction #writingstrategies
Pifarré, M., & Fisher, R. (2011). Breaking up the writing process: How wikis can support un-
derstanding the composition and revision strategies of young writers. Language and Education,
25(5), 451-466.
Investigates how writing in a wiki environment might facilitate and support students’ use of
composition and revision strategies. Participants were twenty-five primary education students
aged 9–10 years. Finds that wikis can enlarge young writers’ experience of the process of com-
position and revision both through their own efforts and by observing the process in others.
Students employed a wide range of types of revisions, both surface and text-based changes.
These revisions took place during the process of composition as well as at the end. Argues that
writing in a wiki not only provides young writers with experience in a mode of composition
prevalent in the contemporary work environment, but also breaks up the process of writing in
a way that may support students’ understanding of the processes of composition and revision.
#writing #digital/technologytools #revision #writingstrategies
Plakans, L., & Gebril, A. (2012). A close investigation into source use in integrated second lan-
guage writing tasks. Assessing Writing, 17(1), 18–34.
Investigates the writers’ use of sources in their writing, the functions these sources serve, and
how proficiency affects discourse synthesis.Participants were 145 undergraduate students work-
ing on a reading-to-write task who also completed a questionnaire. In addition, nine students
participated in think-aloud writing sessions and follow-up interviews. Finds that source use
serves several functions including generating ideas about the topic and serving as a language
repository. Score level affected text comprehension, especially at lower levels, but was not found
to relate to the source use functions.
#writing, #secondlanguageliteracy #reading #writingassessment
Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship
between self-efficacy in reading and in writing and undergraduate students’ performance in
essay writing. Educational Psychology, 32(1), 9-20.
Assesses the relationship between self-efficacy in reading and self-efficacy in writing.Participants
were 145 first- and second-year undergraduate psychology students.Finds that both self-efficacy
in reading and self-efficacy in writing are related to actual writing performance. Writing self-

efficacy had a stronger relationship than reading. Supports the importance of the concept of
self-efficacy in relation to student performance.
#writing #reading #authoridentity #writingquality
Puranik,C.S.,& Lonoigan,C.J.(2012).Early writing deficits in preschoolers with oral language
difficulties. Journal of Learning Disabilities, 45(2), 179–190.
Investigates whether preschool children with language impairments, a group with documented
reading difficulties,also experience writing difficulties.Participants were 293 preschool children
who were divided into four groups based on their language and cognitive performance. Finds
that children with weaker oral language skills lagged behind their peers with stronger oral lan-
guage skills in terms of their writing-related skills. Children with oral language and cognitive
deficits performed more poorly than children whose deficits were confined to oral language.
The cognitive ability of children was found to also have an impact on emergent writing skills,
but it appears to be moderated by oral language skills.
#writing #literacy #writingquality #writingstrategies
Reiff, M. J., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre
knowledge to negotiate new writing contexts in first-year composition. Written Communica-
tion, 28(3), 312–337.
Investigates how students access and make use of prior genre knowledge when they encounter
new writing tasks in first-year composition courses.Methods were a survey and interviews among
university students. Finds a range of ways students make use of prior genre knowledge, with
some students breaking down their genre knowledge into useful strategies and repurposing it
and others maintaining known genres regardless of task. Suggests that talking about genres can
facilitate students’ metacognitive reflection in productive ways.
#writing #genre #writingstrategies #writingquality
Roth, K., & Guinee, K., (2011). Ten minutes a day: The impact of Interactive Writing instruc-
tion on first graders’ independent writing. Journal of Early Childhood Literacy, 11(3), 331–361.
Investigates the effects of Interactive Writing, a dynamic approach to writing instruction on
the independent writing of first graders. Participants were 101 first grade students who were
assigned to an Interactive Writing condition or a comparison group. Finds a larger growth in
measures of independent writing in the Interactive Writing condition than in the comparison
group.Suggests that InteractiveWriting instruction can improve children’s independent writing
without increasing the time spent on writing instruction and has potential as a daily practice to
improve children’s independent writing.
#writing #writinginstruction #writingquality #writingstrategies
Rowsell,J.,& Decoste,E.(2012).(Re)designing writing in English class:A multimodal approach
to teaching writing. Pedagogies: An International Journal, 7(3), 246-260.
Examines how 14 11th-grade students and a teacher in an urban Toronto school employ mul-
timodal writing based on mixing sound, visuals, and material. Employs ethnographic observa-
tions over a two-year period to focus on how students and the teachers adopted design concepts
to quickly shift across different modes to generate engaging texts. At the same time, finds that
students perceive little purpose in more traditional forms of print-based English as a subject
for their lives, given their engagement with multimodal texts outside of schools. Suggests the
challenge in attempting to redefine English in multimodal ways, given the lack of theories of
designing multimodal writing instruction.
#writing #digital/technologytools #writinginstruction #expressive writing
Scheuer, N., de la Cruz, M., Pedrazzini, A., Iparraguirre, M. S., & Pozo, J. I. (2011). Children’s
gendered ways of talking about learning to write. Journal of Writing Research, 3(3), 181-216.

Investigates if and how gender operates in the ways girls and boys conceive of learning to write.
Analyses individual interviews of 160 schoolchildren—equally distributed between boys and
girls—in kindergarten to seventh grade in an elementary school in Argentina. Finds distinctive
gender differences regarding both the content and the form of responses: boys tended to adopt
a report talk style, while girls tended to integrate to a greater extent a set of procedures charac-
terizing a narrative modality by speaking at length of human actions, intentions, and feelings.
Stresses the educational potential of considering gender as an important aspect that influences
children’s conceptions of how one learns.
#writing #authoridentity #genre #expressive writing
Shaw, E. J., Mattern, K. D., & Patterson, B. F. (2011). Discrepant SAT critical reading and writing
scores: Implications for college performance. Educational Assessment, 16(3), 145-163.
Analyzes the relationships between students’reading and writing SAT score discrepancy on their
first-year college performance.Finds that by controlling for relevant student characteristics and
prior academic performance, this reading-writing score discrepancy had an effect on English
course grades as well as on first-year GPA, with students with higher writing scores relative to
their reading scores earning higher English course grades and having a higher GPA. Suggests
the importance of writing for first-year college success.
#writing #reading #writingassessment #writingquality
Silva,M.L.(2012).Camtasia in the classroom: Student attitudes and preferences for video com-
mentary or Microsoft Word comments during the revision process. Computers & Composition,
29(1), 1-22.
Compares students’ attitudes and preferences for a teacher using Microsoft Word comments
versus screencasting visual/audio commentary. Finds that differences in preferences depended
on what students value in feedback. Students who preferred screencasting noted the value of
the teacher’s conversational quality, clarification of expectations, and reference to more global
issues in writing.Students who preferred the MicrosoftWord comments noted the value of com-
ments targeted to specific places in their drafts so that they could know what to edit. Challenges
the need for an either/or perspective on mode of feedback and suggests the value of adopting
a combination of both modes.
#writing #technology/digitaltools #feedback #revision
Watts, J., & Burnett, R. E. (2012). Pairing courses across the disciplines: Effects on writing per-
formance. Written Communication, 29(2), 208-235.
Compares the quality of 12 reports written by student teams for an actual client generated in a
writing-intensive agronomy course versus the same agronomy course paired with an English
course. Expert raters ranked these reports according to argument effectiveness, document us-
ability, and professionalism. Finds that all of the top-rated reports were generated in the paired
courses while the lowest-rated reports were generated in the stand-alone agronomy course.
Suggests the value of paired-course instruction that provides dual problem-solving spaces,
awareness of rhetorical aspects of workplace realities,and writing feedback in the English course.
#writing #writinginstruction #writingquality #feedback
Williams,J.D.,& Takaku,S.(2011).Help seeking,self-efficacy,and writing performance among
college students. Journal of Writing Research, 3(1), 1-18.
Investigates the role of adaptive help seeking and self-efficacy in writing center tutoring on
writing performance. Participants were 671 undergraduates, approximately half of whom were
international students for whom English was a second or third language. Finds an inverse cor-
relation between self-efficacy and help-seeking behavior.In addition,high levels of help-seeking
behavior results in better performance in composition classes,especially for the ESL participants.
Concludes that even students with minimal English proficiency are able,when appropriate help

is available, to make significant progress toward mastering academic writing.
#writing #secondlanguageliteracy #authoridentity #writinginstruction
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4),
510-522.
Analyzes measures of self-efficacy and anxiety for 738 college English students in four Chinese
universities related to performance on a writing task. Finds that while both anxiety and self-
efficacy predicted writing performance,a further analysis indicated that the relationship between
writing performance and anxiety was mediated by self-efficacy. Anxious students were more
likely to experience parental pressure, have low effort perceptions and low actual effort, which
have negative influences on writing performance, while high efficacy students were more likely
to have high effort perceptions, were less likely to experience parental pressure and were likely
to spend longer studying English, which have positive influences on writing performance.
#writing #authoridentity #writingquality #writinginstruction
Ädel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and
non-native speakers of English:A lexical bundles approach.English for Specific Purposes,31,81–92.
Alvarez, D. M. (2011). Writing to survive: How teachers and teens negotiate the effects of abuse,
violence, and disaster. Lanham, MD: Rowman & Littlefield.
Anderson, J. S., & Mohrweis, L. C. (2011). Using rubrics to assess accounting students’ writing,
oral presentations, and ethics skills. American Journal of Business Education, 1(2), 85-94.
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