https://padlet.com/mpyle09/b4fs09g7fc61 October 4, 2016 en-us 2016-10-01 19:47:35 UTC 2025-11-08 04:23:39 UTC hello@padlet.com mpyle09 https://padlet.com/mpyle09/b4fs09g7fc61/wish/127694514  Iliana Reyes and Patricia Azuara (2013) focus their research on a topic that many educators face. As the immigrant population rises significantly in the United States, bilingual students and English Language students are enrolling in the American school system. Reyes and Azuara define the importance of educators understanding this movement in student population. The term "emergent bilinguals" was coined by Reyes and Azuara (p. 228). Rather than labeling students as English Language Learners (ELLs), emergent bilinguals are students that are going through the process of becoming bilingual or biliterate. The Discourse practiced in school is unknown to many. Not all students come to school speaking, reading, and understanding English. All languages should be valued and recognized in the classroom. Research becomes a necessity as educators strive to understand and assist students that come to school with the gift of another language. ]]> 2016-10-01 19:52:13 UTC https://padlet.com/mpyle09/b4fs09g7fc61/wish/127694514 mpyle09 https://padlet.com/mpyle09/b4fs09g7fc61/wish/127753939 Carol Lee's (2013) initiative for teaching literacy is known as the sociocognitive approach. The sociocognitive approach links both home and community experiences or interactions with what is practiced in the classroom. As educators, is important for all students to share their cultural and what ways they can personally connect with literacy. Lee's research study was conducted at an urban school known as Fairgate High School and selected students were categorized as underachieving. Lee also discusses students and their progression with the "Cultural Modeling Project," known as the empowerment movement that will enhance curriculum development, technology infusion, professional development, and assessment within the English Department (Lee, 2013, p. 267). Students' were able to identify with their own Discourses (Gee, 2013) as the literature was interpreted throughout class discussions.]]> 2016-10-02 21:22:54 UTC https://padlet.com/mpyle09/b4fs09g7fc61/wish/127753939 mpyle09 https://padlet.com/mpyle09/b4fs09g7fc61/wish/127753980 The impact of students' prior knowledge and experiences is examined by Mary  McVee, Kailonnie Dunsmore, and James Gavelek (2013). Schema has become more of a flexible theory that emphasizes social and cultural interactions. In the past, schema could be described as file folders that are strategically placed in a large cabinet. McVee, Dunsmore, and Gavelek dive into these social and cultural perspectives and how schema links to the cognitive routines that take place as children experience the reading process . As the shift in technology is mentioned by Shirley Heath (2013), McVee, Dunsmore, and Gavelek also recognize new and emerging technologies that may assist educators in modifying information that is presented. ]]> 2016-10-02 21:23:36 UTC https://padlet.com/mpyle09/b4fs09g7fc61/wish/127753980 mpyle09 https://padlet.com/mpyle09/b4fs09g7fc61/wish/127754041 In order to understand a reader's capabilities, miscue analysis must be used. This idea is derived from Yetta Goodman and Kenneth Goodman (2013). As educators and teacher of reading, it is crucial to understand the meaning of "miscue." Rather than using the term "errors," miscues can allow teachers to determine patterns, that will enhance future instruction or mini lessons. Kenneth Goodman sheds light on the idea that "miscues are unexpected responses cued by the readers' linguistic or conceptual cognitive structures" (2013, p. 525). As students read aloud during guided reading instruction, they may produce a miscue that will allow the teacher to develop further instruction on a given concept. ]]> 2016-10-02 21:24:41 UTC https://padlet.com/mpyle09/b4fs09g7fc61/wish/127754041 mpyle09 https://padlet.com/mpyle09/b4fs09g7fc61/wish/127754122 Goodman and Goodman (2013), also discuss "the linguistic and conceptual background a reader brings to reading not only shows in miscues but is implicit in the developing conceptions or misconceptions revealed through the reader's retelling" (p. 530). This idea relates to the conversation or discussions that should happen before, during, and after reading instruction. Teachers need to activate prior knowledge and allow students to share personal connections or text to text connections in order to deliver meaningful reading instruction. In teaching diverse students, I am aware that all students come to school with different experiences. Personally speaking, all of my students have their own schema due to these differing experiences. As this relates to the sociocultural approach, Mary McVee, KaiLonnie Dunsmore, and James Gavelek (2013) discuss the theory of schema and how it can relate to the student's social and cultural communities. Each student has their own schema, which is based on their cultural experiences. When teachers allow students to share their formulated ideas, all students will benefit. ]]> 2016-10-02 21:26:03 UTC https://padlet.com/mpyle09/b4fs09g7fc61/wish/127754122