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Utilizing Informative Assessments towards Effective Literacy Instruction offers research driven solutions to improving student literacy success through the exploration of advancements in literacy assessment and instruction. As the first volume in the series, Literacy Research, Practice, and Evaluation, distinguished authors share a comprehensive portrayal of why assessments are necessary, how to select appropriate assessments, and how to effectively use data for curricular planning and instruction. By addressing concerns before, during, and after literacy instruction with research-based instructional techniques embedded within the chapters, readers garner rich perspectives on literacy assessment that can immediately impact their effective teacher practices. This text is founded on the principle that praxis, or the combination of research with practice, should be the ultimate goal of educational missions and visions alike. It provides a fresh examination of current issues and trends in literacy assessment salient to novice and experienced educators alike.

Literacy. --- Illiteracy --- Education --- General education --- Literacy strategies. --- Curriculum planning & development. --- Literacy --- Language arts --- Evaluation. --- Teaching Methods & Materials --- General. --- Ability testing.

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Literacy --- Study and teaching --- Illiteracy --- Education --- General education --- 371.3 --- 02 --- 371.3 Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- Library science

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This edited volume provides a collection of research-based chapters that reflect the state of the art for video reflection in literacy settings. The volume foregrounds explorations of disciplinary literacies and discourses in teacher education and pre-K-12 classrooms. Authors explore literacy and use of video in relation to English Language Arts, math, science, social studies, and educational administration across a variety of contexts ranging from a preschool classroom, to a high school, to preservice and inservice teacher education and development. In their research-based studies, authors address topics of disciplinary literacy, identity, discourses or multimodality. Some chapters present research findings while others are specifically devoted to methodological concerns and addresses how researchers who wish to carry out literacy investigations using video can work through challenges in research, design, or analysis.

Literacy --- Visual education. --- Reading comprehension. --- Research. --- Study and teaching. --- Illiteracy --- Education, Visual --- Visual instruction --- Education --- General education --- Comprehension --- Object-teaching --- Audio-visual education --- Slides (Photography) --- Visual aids --- Education. --- Literacy. --- General.

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Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come. By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.

Teaching --- Methodology. --- Literacy. --- Education. --- Education --- Reading skills. --- Teaching Methods & Materials / Reading & Phonics. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Illiteracy --- General education

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This book is the representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities. After the stories were collected, the author conducted several negotiation sessions with the boys and their parents at the school, as well as in their homes. These negotiations facilitated a methodological concept that the book terms distillation: an interim step for determining which narratives in an inquiry are emblematic. Several lenses for conceptualizing the stories of these boys were made evident during the research. An analysis of the collected stories revealed that the boys stories moved beyond current conceptions of either identity or literacy alone and instead offered a way of defining literate identity as simultaneously being and doing literacy. In light of this definition, the boys stories revealed plotlines that together described literate identity as a form of capital. The question of how the boys story themselves, the original research question, is ultimately answered using a meta-narrative, or archetype, where a hero distributes a boon, or gift to his society. The implications for this research include a need to examine classroom space in order to facilitate the deployment of literate identity capital, as well as space for living out the meta-narratives that these boys are composing.

Teenage boys --- Literature and morals. --- Identity (Psychology) in adolescence. --- Psychological aspects. --- Literature --- Morals and literature --- Adolescent boys --- Male adolescents --- Influence --- Moral and ethical aspects --- Adolescent psychology --- Ethics --- Boys --- Teenagers --- Education --- Literacy strategies. --- Literacy. --- Experimental Methods. --- Teaching Methods & Materials --- General. --- Books and reading. --- Illiteracy --- General education