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Writing is a complex process that requires a wide range of skills —

1. a strong vocabulary

2. an understanding of the genre

3. Understand text structure

4. voice

5.  basic mechanical skills (grammar and punctuation)

6.  organizational skills

7.  higher-order thinking

Writing | Reading Rockets

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The role of Writing in equity and justice for all learners

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The role of Writing in equity and justice for all learners

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I dentifying the role of Writing in equity and justice for all learners.

It is important for people with differing abilities or diagnoses, English learners, Black, female, Indigenous, Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities who have not been allowed or have been safe in education to be able to communicate write because they are underrepresented professionally in the field. They also bring their own perspective which adds to the reliability and validity of the research. This will empower students to express their thoughts and participate in social studies and other sciences.

Fatih Kayaalp, Elif Meral, Ufuk Simsek, & Ibrahim Fevzi Sahin. (2020). A search for a method to improve critical thinking skills in social studies teaching: Writing-to-learn. Review of International Geographical Education Online, 10(3), 400–430. https://doi.org/10.3316/informit.533387453863685

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Importance and connection to the Social Studies discipline

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Importance and connection to the Social Studies discipline

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Writing is an important skill to have in the social studies field because it is the main way people in the field communicate with each other. This will empower students to express their thoughts and participate in social studies and other sciences. There are many resources out there for social studies teachers to use in their subject area to teach writing skills. As well as the idea of social studies education, the book itself is titled "a literary approach". Our ability to communicate is very closely tied to social studies because you are trying to understand the human experience.

Fatih Kayaalp, Elif Meral, Ufuk Simsek, & Ibrahim Fevzi Sahin. (2020). A search for a method to improve critical thinking skills in social studies teaching: Writing-to-learn. Review of International Geographical Education Online, 10(3), 400–430. https://doi.org/10.3316/informit.533387453863685

Cruz, & Duplass, J. A. (2009). Making Sense of “Race” in the History Classroom: A Literary Approach. The History Teacher (Long Beach, Calif.), 42(4), 425–440.

Duplass, J. (2018). The Idea of a Social Studies Education. New York: Routledge.

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connections from WRITING to disciplinary teaching

Teachers need to focus on developing the following four skills for writing:

Basic writing skills: These include spelling, capitalization, punctuation, handwriting/keyboarding, and sentence structure (e.g., elimination of run-ons and sentence fragments). Basic writing skills are sometimes termed “mechanics” of writing.

Text generation: Text generation involves translating one’s thoughts into language, what might be thought of as the “content” of writing. Text generation includes word choice (vocabulary), elaboration of detail, and clarity of expression.

Writing processes: Especially beyond the earliest grades, good writing involves planning, revising, and editing one’s work. These processes are extremely important to success in writing, and increasingly so as students advance into the middle and secondary grades.

Writing knowledge: Writing knowledge includes an understanding of discourse and genre — for example, understanding that a narrative is organized differently than an informational text. Another example of writing knowledge includes writing for an audience, that is, the writer’s understanding of the need to convey meaning clearly and appropriately to the people who will be reading a particular piece of writing.

Writing grows through explicit instruction because writing is a skill with rules and structures. Good writers are created through systematic, explicit instruction, combined with many opportunities to write and receive feedback. There are many different strategies out there that follow this framework:

Descriptive Writing

Dictation

Framed Paragraphs

Paragraph Hamburger

Persuasive Writing

RAFT

Revision

Sentence Combining

Transition Words

Writing Conferences

One of my favorites is the first one because it challenges the kids to produce high-quality writing with enough scaffolding. Descriptive writing requires the students to think about how they perceive their senses and then how to communicate that. This strategy uses many skills of the previously stated skills.

Descriptive Writing | Classroom Strategies | Reading Rockets

Writing | Reading Rockets

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3 Writing Tips for Kids Who Don’t Like to Write

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understanding of VOCABULARY in developmental reading. 

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Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening, speaking, reading, and writing.

1. Listening vocabulary refers to the words we need to know to understand what we hear.

2. Speaking vocabulary consists of the words we use when we speak.

3. Reading vocabulary refers to the words we need to know to understand what we read.

4. Writing vocabulary consists of the words we use in writing.

Vocabulary | Reading Rockets

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The role of Vocabulary in equity and justice for all learners

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The role of Vocabulary in equity and justice for all learners

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I dentifying the role of VOCABULARY in equity and justice for all learners.

Since vocabulary is so closely linked with comprehension you can use vocabulary to teach about everyone including people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities have not been allowed or have been safe in education. This concept of vocabulary is at the center of Asset-based language and establishing Shared Language.  Our vocabulary is how we construct our identity but it is also heavily influenced by our one's culture.

Comparison Between Asset and Deficit Based Approaches - Engaged Scholar - The University of Memphis

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Importance and connection to the Social Studies discipline

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Importance and connection to the Social Studies discipline

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Vocabulary is important to the social studies discipline because it is necessary for comprehension. Since most vocabulary is learned indirectly it is easy to use social studies to teach it. The research has shown that social studies are a great way to teach vocabulary.

Here’s Why I Wouldn't Teach Less Reading to Improve Social Studies | Reading Rockets

What Is the Difference Between Social and Academic English? | Reading Rockets

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The Role of Vocabulary Learning in Social Studies

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connections from VOCABULARY to disciplinary teaching

Since there are so many types of vocabulary, strategies on how to are usually broken down into two broad categories. Direct and indirect.

Direct vocabulary instruction should be done less than indirect because children usually do most of their vocabulary learning through indirect learning. But you still need to do it sometimes. Direct instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the student's everyday experiences.

Common Strategies include:

Providing students with instruction in specific words that are important to students’ content learning or understanding of a particular text

Teaching students more general word-learning strategies that they can apply to a variety of words, such as analyzing parts of words (e.g., root words)

Indirect vocabulary instruction should be done more than direct. It usually occurs in three types of ways:

1. They engage daily in oral language

2. They listen to adults read to them

3. They read extensively on their own

The following classroom strategies have been identified as being effective for vocabulary  instruction:

List-Group-Label

Possible Sentences

Semantic Feature Analysis

Semantic Gradients

Word Hunts

Word Maps

Word Walls

It is also important to keep in mind that further research in the area needs to be done as mentioned in the definition.

Vocabulary | Reading Rocket.

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1. Oral- can under verbal language

2. Print- can understand non-verbal language (written langauge)

Classroom Strategies | Reading Rockets

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The role of Comprehension in equity and justice for all learners

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The role of Comprehension in equity and justice for all learners

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I dentifying the role of COMPREHENSION in equity and justice for all learners.

Comprehension is the reason for reading but historically, people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities have not been allowed or have been safe in education. We know starting at a very young age, that race usually impacts reading comprehension. But we can use race to teach reading comprehension. Since race is just a social construct it can be difficult for children to understand because of its abstract nature. This same concept can be applied to other groups of people as well because of how complex and abstract our identities can be.

Singh, Tan, A. R. Y., Lee, K., & Quinn, P. C. (2020). Sensitivity to race in language comprehension in monolingual and bilingual infants. Journal of Experimental Child Psychology, 199, 104933–104933. https://doi.org/10.1016/j.jecp.2020.104933

Washington, & Humphries, E. K. (2011). A Social Studies Teacher’s Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom. Theory and Research in Social Education, 39(1), 92–114. https://doi.org/10.1080/00933104.2011.10473448

Cruz, & Duplass, J. A. (2009). Making Sense of “Race” in the History Classroom: A Literary Approach. The History Teacher (Long Beach, Calif.), 42(4), 425–440.

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Pedagogy for Equity - Reading Comprehension

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Connection to the social studies discipline 

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Connection to the social studies discipline 

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Since comprehension is the reasoning for reading it is vital to the social studies discipline. Social studies can be used to teach comprehension according to reading rockets, "The literature also suggests that teaching comprehension in the context of specific academic areas — for example, social studies — can be effective. Something that we often do is "Building Background Knowledge". This is necessary to comprehend a story or text, young readers need a threshold of knowledge about the topic. Informational text, in particular, is likely to have a greater density of conceptual language and academic terms than typical storybooks or narrative texts.

What Works in Comprehension Instruction | Reading Rockets

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I Do, We Do, You Do: Scaffolding Reading Comprehension in Social Studies

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connections from COMPREHENSION to disciplinary teaching

The National Reading Panel identified three predominant elements to support the development of reading comprehension skills: vocabulary instruction, active reading, and teacher preparation to deliver strategy instruction.

Since a part of comprehension is based on understanding words instruction is often based on strengthening vocabulary. While much is known about the importance of vocabulary to success in reading, there is little research on the best methods or combinations of methods of vocabulary instruction and the measurement of vocabulary growth and its relation to instruction methods.

Two types of vocabulary:

1. Oral- can under verbal language

2. Print- can understand non-verbal language (written langauge)

The larger the reader's vocabulary (either oral or print), the easier it is to make sense of the text.

Text comprehension readers derive meaning from a text when they engage in intentional, problem-solving thinking processes.

The types of instruction are:

Comprehension monitoring, where readers learn how to be aware of their understanding of the material

Cooperative learning, where students learn reading strategies together

Use of graphic and semantic organizers (including story maps), where readers make graphic representations of the material to assist comprehension

Question answering, where readers answer questions posed by the teacher and receive immediate feedback

Question generation, where readers ask themselves questions about various aspects of the story

Story structure, where students are taught to use the structure of the story as a means of helping them recall story content in order to answer questions about what they have read

Summarization, where readers are taught to integrate ideas and generalize from the text information

The rationale for the explicit teaching of comprehension skills is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to understanding what they are reading.

To view reading as a problem-solving task that necessitates the use of strategic thinking

To learn to think strategically about solving comprehension problems

For example, teachers are taught that they could teach students the skill of finding the main idea by casting it as a problem-solving task and reasoning about it strategically.

teacher preparation to deliver strategy instructio n

The Direct Explanation approach focuses on the teacher's ability to explain explicitly the reasoning and mental processes involved in successful reading comprehension. Rather than teach specific strategies, teachers help students

To view reading as a problem-solving task that necessitates the use of strategic thinking

To learn to think strategically about solving comprehension problems

For example, teachers are taught that they could teach students the skill of finding the main idea by casting it as a problem-solving task and reasoning about it strategically.

Transactional Strategy Instruction also emphasizes the teacher's ability to provide explicit explanations of thinking processes

National Reading Panel. (April, 2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Institute of Child Health and Human Development.

Listen-Read-Discuss (LRD) | Classroom Strategies | Reading Rockets

Classroom Strategies | Reading Rockets

Jigsaw | Classroom Strategies | Reading Rockets

What Works in Comprehension Instruction | Reading Rocket.

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If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own. Comprehension is defined as "intentional thinking during which meaning is constructed through interactions between text and reader"

What Works in Comprehension Instruction | Reading Rockets

Reading Comprehension | Reading Rockets

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Fluency is the ability to read a text accurately, quickly, and with expression.

Fluency | Reading Rockets

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How to assess fluency:  1992 National Assessment of Educational Progress (NAEP) in reading (Daane, Campbell, Grigg, Goodman, and Oranje, 2005)

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C onnections from FLUENCY to disciplinary teaching.

When children read too slowly or haltingly, the text devolves into a broken string of words and/or phrases; it's a struggle just to remember what's been read, much less extract its meaning. It is because of this that we need to give students the opportunity to practice their fluency skills.

Teachers are adopting learning strategies such as Reader's Theater that would engage students in practicing their oral reading skills. By doing this students will be able to improve their fluency. Students while reading from their script can be assessed using the scale above.

Reader's theater (a suggestion sequence):

1. Choose only scripts that are fun to do with lots of good dialogue. Boring scripts are no better than boring stories.

2. Start slowly and spend the time necessary so students feel comfortable in the performance mode. Provide opportunities for students to practice. Students do not memorize their parts; they always read from their scripts.

3. A stage is unnecessary. Students simply stand or sit in a semicircle.

4. Model each character's part and match roles to readers.

5. Combine parts if there are too many, and cut out scenes and characters that aren't important. Scripts are not sacrosanct. Change them if they work better another way.

6. Work with small groups, not with the whole class, whenever possible.

7. Provide instructional support for new vocabulary and for understanding the different characters.

Audio-Assisted Reading

Audio-assisted reading is an individual or group reading activity where students read along in their books as they hear a fluent reader read the book on an audio recording (audiotape, audiobook, or iPod). As confidence and reading skills develop, students read the same passage or text without the assistance of the audio recording.

It helps to build fluency skills including proper phrasing and expression.

It helps students improve sight word recognition.

It helps build comprehension.

Students needing more support can be asked to listen to the tape and read along with it, reading just a little slower so that they are "echoing" the taped reading.

Students who are more skilled readers can try to stay one or two syllables ahead so that the tape is an "echo".

Teachers may wish to have students use the computer to listen to online-audio readings or MP3 readings for this activity.

It allows students to hear the tone and pace of a skillful reader.

It's a flexible strategy that can be used across content areas.

A suggestion for strategy sequence:

1. Choose a reading passage and audio recording of the reading that is slightly above students' independent reading levels.

2. Ask students to listen to the audio while following along on the paper copy of the passage.

3. Have students read out loud along out loud with the audio recording.

4. Ask students to read the passage without the audio.

5. Have students read and re-read along with the audio until they feel comfortable reading the text unassisted.

Reader’s Theater | Classroom Strategies | Reading Rockets

Readers Theater (varsitytutors.com)

Reader’s Theater: Giving Students a Reason to Read Aloud | Reading Rockets

Audio-Assisted Reading | Classroom Strategies | Reading Rockets

Understanding and Assessing Fluency | Reading Rocket

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understanding of PHONICS in developmental reading

Teaches the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle the idea that letters and letter patterns represent the sounds of spoken language (Reading Rockets, 2020).

https://www.readingrockets.org/teaching/reading-basics/phonics

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Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. Explicitness by which the phonic elements are taught and practiced in the reading of text.

Two types of Phonics instruction

Systematic: the letter-sound relationship is taught in an organized and logical sequence.

Explicit: the instruction provides teachers with precise directions for teaching letter-sound relationships.

Analogy phonics
Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump).

Analytic phonics
Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation.

Embedded phonics
Teaching students phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning.

Phonics through spelling
Teaching students to segment words into phonemes and to select letters for those phonemes (i.e., teaching students to spell words phonemically).

Synthetic phonics
Teach students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words.

Some teachers have started using an alphabet matching strategy to teach word sounds and learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.

The matching books strategy is also being used by teachers to teach phonics and their patterns. The reading instruction uses materials (books, stories, poems) that contain a large number of words that children can decode. By decoding the phonics or even creating their own students can develop a deeper understanding of the material.

Matching Books to Phonics Features | Classroom Strategies | Reading Rockets

Alphabet Matching | Classroom Strategies | Reading Rockets

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Importance and connection to the Social Studies discipline

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Importance and connection to the Social Studies discipline

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Phonics are important to the social studies discipline because they are necessary to understand any text. Since much of the content comes in the form of text. The study below said that

Many schools provide a “literacy block” that can stretch to more than two hours per day, much of it allocated to efforts to develop reading skills such as “finding the main idea,” and “determining the author’s perspective.” But it doesn’t seem to be working."

Yet a small army of cognitive psychologists, analysts, and educators has long cast doubt on the view that reading is a discrete skill that can be mastered independently from acquiring knowledge. To these contrarians, a focus on academic content—not generalized reading skills and strategies—will equip students with the background knowledge they need to comprehend all sorts of texts and make them truly literate.

This study just further proves that reading skills themselves can be improved by high-quality social studies instruction.

Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study | The Thomas B. Fordham Institute

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In this special Reading Rockets video series, reading expert Linda Farrell works one-on-one with students in grades K-3 to help ensure that they master the skills they need to become proficient readers.

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The role of Phonics in equity and justice for all learners

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The role of Phonics in equity and justice for all learners

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I dentifying the role of Phonics in equity and justice for all learners.

Historically, people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities have not been allowed or have been safe in education. Since these groups are excluded from educational spaces, phonics of English can be used to teach all groups because almost all languages use phonics. Phonics are used for teaching Print awareness (a child's earliest introduction to literacy) and "Decoding" (the act of sounding out words using phonics). One of the reasons that make the English language difficult to learn is that there are so many different dialects. There are also different sounds in different languages which can make learning English difficult for emerging bilinguals. Even if the child does know some English they are still at a disadvantage because if their parents are not proficient in English this also puts the child at a disadvantage. English can be hard to learn because written English is often considered the most difficult element - even native English speakers make mistakes in their writing, especially when it comes to punctuation. There are lots of rules, English vocabulary has mixed origins, Idioms can make language learning confusing, There are so many tenses, and all mean something slightly different, The rules around plurals aren’t always synonymous, Pronunciation is difficult, You can’t use synonyms interchangeably.

Is English the Hardest Language to Learn? | Oxford Summer Courses

Peer, & Reid, G. (2012). Multilingualism, literacy and dyslexia : a challenge for educators. Routledge. https://doi.org/10.4324/9780203432372

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0:00 / 52:55•Watch full video

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Systematic phonics instruction: Ensuring equity in early literacy | CKLA

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Two components

Phonological awareness is a critical early literacy skill that helps kids recognize and work with the sounds of spoken language.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words.

Phonological and Phonemic Awareness | Reading Topics A-Z | Reading Rockets

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Phonological awareness is important to instruction because of how important it is to the development of reading and spelling writing skills. The phonological processor is designed to extract the meaning of what is said, not to notice the speech sounds in the words. Therefore, developing reading and spelling skills it requires a level of metalinguistic speech that is not natural or easily acquired. It is a proven fact that Phonological awareness is critical for learning to read any alphabetic writing system.

In an effort to help their students, some teachers have been replacing traditional word walls with "sound walls". Sound walls are more effective than traditional word walls because the phonological processor is designed to extract the meaning of what is said and is not taking into account the sounds of the words. Therefore, the sound wall gives them extra support in reading and spelling these words.

Transitioning from Word Walls to Sound Walls | Reading Rockets

Why Phonological Awareness Is Important for Reading and Spelling | Reading Rockets

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Oral language is the system through which we use spoken words to express knowledge, ideas, and feelings. There are five different components according to Moat. These would be " phonological skills, pragmatics, syntax, morphological skills, and vocabulary."
Oral Language Development Kindergarten -Grade 3. (n.d.). Retrieved September 18, 2022, from https://buffettinstitute.nebraska.edu/-/media/beci/docs/oral-language-development-nancy-1-19-17.pdf?la=en#:~:text=Oral%20Language%20Oral%20language%20is%20the%20system%20through

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Importance and connection to the Social Studies discipline

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Importance and connection to the Social Studies discipline

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The biggest reason why Fluency is important in social studies is because of how much we use it. When you are trying to understand the thought process of a person when reading text fluency is important. Social fluency is the concept of demonstrating proficiency in social situations and/or interpersonal relations. Social Fluency is frequently discussed in the academic areas of social interaction, psychological anthropology, and social development. It can affect your social fluency of the text. If you are unable to keep pace it will change if you can understand the emotions behind what they are saying.

Supporting fluency and comprehension using practices grounded in the science of reading - Teach. Learn. Grow. (nwea.org)

Evans. (2008). The Sociology of Expertise: The Distribution of Social Fluency. Sociology Compass, 2(1), 281–298. https://doi.org/10.1111/j.1751-9020.2007.00062.x

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Importance and connection to the Social Studies Discipline 

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Importance and connection to the Social Studies Discipline 

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The biggest reason why oral language is vital in the social sciences is because Of how much we use it. Most of the research that is conducted in the social sciences is through oral language. We conduct surveys, interviews, case studies, etc so almost all our data is gathered from oral language. In a social studies classroom, most of the learning is done through Oral language. So much of social studies revolve around the development of cultural capital and literacy. This can be seen in Tara Yosso’s six-part Cultural Wealth Model includes six types of cultural capitals that educational leaders may use to frame their interactions with students.

Box. (n.d.). Usf.app.box.com. Retrieved September 18, 2022, from https://usf.box.com/s/mn1afno00shxj2m06c8n6v7o41igj9d7

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Importance of practicing speech in the classroom because it adds to comprehension. 

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Oral language, traditionally, has been used in the classroom primarily by the teacher giving instruction. Today, we have since seen a paradigm shift in education putting the cognitive load onto students thus shifting for more application of knowledge. In terms of oral language there are many different ways to do this in the classroom.

Presentations:

Presentations can be used as an opportunity to practice oral language. Not only can just practice but they can also work on their social skills during group presentations. There are so many different ways to utilize presentations in your classroom. You could even have students give critique on other student's presentations.

Readers' Theatre

Readers' Theatre can be used to practice reading skills as well as just reading aloud. while a student is reading other students are taking notes. You can even have the students debrief each other by making them retell what the reader said.

Digital storytelling

You can use different programs and software's to create original narrative and informational pieces about content. Shout out to Padlet but there are also programs like Flipgrid.

Listening Gallery Walk

During a Listening Gallery Walk students create a visual image, record themselves talking about the image, and then code it with a symbol that will allow others to access the digital file. This can probably most easily be done with QR codes or the Aurasma app.

Fisher, D., & Frey, N. (2016, September 28). Speaking and Listening in Content Area Learning. Reading Rockets. https://www.readingrockets.org/article/speaking-and-listening-content-area-learning

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listening and reading comperhension for RED.PNG

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Importance and connection to the Social Sciences Education

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Importance and connection to the Social Sciences Education

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Phonological Awareness is connected to the social studies classroom through source literacy. To develop source literacy you need to develop a student's "historical reading skills". This includes:

1. Sourcing- identifying the intentions of the author's purpose and position and how it impacted the source

2. Contextualization- understanding the historical context of an event or source

3. Corroboration- understanding how to determine if a source is reliable

4. Close Reading- Identifying bias in a source

All of these skills require things like detecting tone which is tied to Phonological Awareness. Phonological Awareness is required to understand any type of language. Especially when it is a language you are not familiar with plus you are trying to understand it in a very abstract way which can be difficult for children.

History Lessons | Stanford History Education Group

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historical reading skills chart from SSE 4600

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The role of Fluency in equity and justice for all learners

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The role of Fluency in equity and justice for all learners

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I dentifying the role of Fluency in equity and justice for all learners.

Studies have found that using culturally relevant readings helps support emerging bilingual students to practice their fluency and improve. We know that Fluency develops gradually over time and through practice because it is mostly procedural knowledge. Through multicultural education, we are able to teach fluency to all students including people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities who have not been allowed or have been safe in education. Being culturally responsive teachers can potentially help students develop fluency in other languages as well.

Barber, Cartledge, G., Council, M., Konrad, M., Gardner, R., & Telesman, A. O. (2018). The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners’ Fluency and Comprehension. Learning Disabilities (Weston, Mass.), 16(2), 205–.

Hixson, & McGlinchey, M. T. (2004). The Relationship between Race, Income, and Oral Reading Fluency and Performance on Two Reading Comprehension Measures. Journal of Psychoeducational Assessment, 22(4), 351–364. https://doi.org/10.1177/073428290402200405

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Fluency and Equity | Dr. Tim Rasinski | Helping all kids access grade-level text

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The role of Oral Language in equity and justice for all learners

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The role of Oral Language in equity and justice for all learners

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Identifying the role of ORAL LANGUAGE in equity and justice for all learners

Oral language is how we share our stories so it is essential to create a shared language that everyone can understand and uses Assets-based Language. This is important so all students can succeed academically and have a successful dialogue. Civic dialogue is vital to democracy because it facilitates the passing of ideas among people. Historically, people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and/or food insecurities have not been allowed or have been safe in education. Promoting equity among all learners in such a diverse world requires a shared language so that we can express our different perceptions of reality to the best of our abilities. The journey of identity development is the link between self and society (Hammack, 2008)

Hammack, P. L. (2008). Narrative and the cultural psychology of identity. Personality and Social Psychology Review,  12(3), 222–247.

Duplass, J. (2018). The Idea of a Social Studies Education. New York: Routledge.

Comparison Between Asset and Deficit Based Approaches - Engaged Scholar - The University of Memphis

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The role of Phonological Awareness in equity and justice for all learners

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The role of Phonological Awareness in equity and justice for all learners

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I dentifying the role of Phonological Awareness in equity and justice for all learners.

Phonological Awareness is the number one predictor of reading success making it essential for all students. Historically, people with differing abilities or diagnoses, English learners, Black, Indigenous, and Students of Color, LGBTQIA+ students, and those experiencing economic, housing, and food insecurities have not been allowed or have been safe in education. Because these groups have historically been kept out of education people from these groups may have generational gaps in Phonological Awareness. This can prevent parents from teaching their children reading skills, perpetuating a cycle of illiteracy.

MANLY, JACOBS, D. M., TOURADJI, P., SMALL, S. A., & STERN, Y. (2002). Reading level attenuates differences in neuropsychological test performance between African American and White elders. Journal of the International Neuropsychological Society, 8(3), 341–348. https://doi.org/10.1017/S1355617702813157

Phonological Awareness: The Number One Predictor of Reading Success | Getting Smart

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Black Student Voices: Classroom Discussions on Race