https://padlet.com/easmith5/j0zpdcuz008c LR551- Summer 1 2017 en-us 2017-06-17 00:14:32 UTC 2024-07-03 19:10:55 UTC hello@padlet.com easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176704475 This is a wonderful article that suggests that there are  "Seven Rules of Engagement" when it comes to motivation and reading. Teachers can use these rules of engagement to design literacy instruction and classroom instruction in general that is meaningful, engaging and diverse.

Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.]]> 2017-06-17 00:19:18 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176704475 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176704553 This article is a worthwhile read for teachers, as it includes an often forgotten, or left behind, perspective when it comes to motivation to read: the student! In this article, teachers asked students directly what motivates them to read, and how to make reading more meaningful for them. These perspectives seem widely held among many students, and reading this article may help teachers to rethink their approaches to literacy instruction to better account for students' needs in the classroom.

Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59(5), 414-424.]]> 2017-06-17 00:24:15 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176704553 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176704743 This website is a great resource to help teachers not only motivate reading in the classroom, but understand the differences between intrinsic and extrinsic motivation, and how to foster intrinsic motivation in the classroom. This website suggests that Concept-Oriented Reading Instruction is an effective way to foster intrinsic motivation, specifically, in the classroom.

McRae, A., & Guthrie, J.T. (2009). Promoting reasons for reading: Teacher practices that impact motivation. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 55-76). New York: Guilford Press.]]> 2017-06-17 00:33:27 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176704743 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176704860 In this article, Morgan et. al studied how early reading failure impacts children's motivation to read and found a marked correlation between the motivation levels of skilled and unskilled readers. These findings are important for teachers to consider, and suggest that teachers need to work to find new and exciting ways to motivate and engage students who may struggle to read and have negative self-concepts when it comes to reading, in order to increase their self-confidence and reverse students' deficit thinking.

Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008). Does early reading failure decrease children's reading motivation?. Journal of learning disabilities, 41(5), 387-404.]]> 2017-06-17 00:41:11 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176704860 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705113 This meta-analysis of vocabulary research with Deaf and Hard of Hearing students was conducted in 2010, and the results are extremely useful for teachers to consider. The article provides some background on development of vocabulary and offers instructional strategies based on the research findings for how to promote the vocabulary development of Deaf and Hard of Hearing students in the classroom.

Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155(1), 38-67.]]> 2017-06-17 00:53:19 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705113 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705427 Findings of this article suggests that Deaf students do, in fact, activate signed translations of written English to help them to comprehend text and parse out the meaning of various English texts. This is important for teachers to understand, and may inform the signs they choose to use in the classroom and the ways in which they approach teaching English literacy.

Morford, J. P., Wilkinson, E., Villwock, A., Piñar, P., & Kroll, J. F. (2011). When deaf signers read English: Do written words activate their sign translations?. Cognition, 118(2), 286-292.]]> 2017-06-17 01:04:54 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705427 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705523 Although this is an older article, the findings are critical for teachers to understand, specifically hearing teachers who often use fingerspelling in the classroom significantly less often than teachers who are Deaf. Fingerspelling does, in fact, play a large role in the development of students' vocabulary.

Hirsh-Pasek, Kathy. "The metalinguistics of fingerspelling: An alternate way to increase reading vocabulary in congenitally deaf readers." Reading Research Quarterly (1987): 455-474.]]> 2017-06-17 01:09:01 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705523 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705590 The findings of this article suggest that ASL proficiency is correlated with vocabulary and writing for Deaf students, as students who were proficient and had native-like competency in ASL wrote in a less formulaic way and incorporated a more diverse vocabulary lexicon in their writing as compared with Deaf students who limited proficiency. This article can help teachers to understand patterns that Deaf writers tend to make in their writing, as well.

Singleton, J. L., Morgan, D., DiGello, E., Wiles, J., & Rivers, R. (2004). Vocabulary use by low, moderate, and high ASL-proficient writers compared to hearing ESL and monolingual speakers. Journal of Deaf Studies and Deaf Education, 9(1), 86-103.]]> 2017-06-17 01:12:05 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705590 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705740 This is a great article that once again debunks the myth that the use of American Sign Language in the classroom detracts from the development of reading and writing skills and even offers an approach for teachers to consider using to teach writing: Strategic and Interactive Writing Instruction. This type of instruction was found to improve the ASL and English skills of students, and promoted students' metalinguistic awareness of both languages.

Dostal, H. M., & Wolbers, K. A. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53(3), 245-268.]]> 2017-06-17 01:17:57 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705740 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176705821 I thought that this guide was a useful resource to include in this toolbox, as it can be a resource that teachers can use when working with parents of Deaf children. This guide is a really accessible and informative for parents, and might help schools, teachers and parents to develop family-school partnerships in order to promote reading comprehension in the Microsystems of both school and home. I think this is especially important for hearing parents of Deaf children who might not know how to approach literacy with their child and even teachers who might feel lost when trying to help both students and parents.

Developing deaf children's reading and writing skills in primary school. (n.d.). Retrieved June 22, 2017, from http://www.ndcs.org.uk/family_support/education_for_deaf_children/education_during_school_years/developing_reading.html]]> 2017-06-17 01:23:38 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176705821 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176707484 This article can also inform the instruction that teacher's use to help develop and improve Deaf students' writing skills. Findings of this article and the specific instructional method used, incorporating Morning Message into the school day, suggest that interactive writing instruction does in fact improve students' writing.

Wolbers, K. A. (2007). Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students. Journal of Deaf Studies and Deaf Education, 13(2), 257-277.]]> 2017-06-17 02:40:13 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176707484 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176707641 This article might be helpful for teachers to read as it provides an overview of the research related to writing instruction for Deaf students over the last 25 years. It might help provide background knowledge to teachers regarding the writing process and help shape their instruction related to writing as a result.

Strassman, B. K., & Schirmer, B. (2013). Teaching Writing to Deaf Students: Does Research Offer Evidence for Practice?. Remedial and Special Education, 34(3), 166-179.]]> 2017-06-17 02:47:58 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176707641 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176707786 This is an especially informative article, as it sheds light on some of the different types of spelling errors that Deaf and Hard of Hearing students tend to make. These errors seem to be common and widespread, and associated with specific linguistics elements of spelling. Being able to identify these more specific spelling errors can help teachers to understand what they need to focus on in the classroom when it comes to spelling.

Bowers, L., McCarthy, J. H., Schwarz, I., Dostal, H., & Wolbers, K. (2014). Examination of the spelling skills of middle school students who are deaf and hard of hearing. The Volta Review, 114(1), 29-54.]]> 2017-06-17 02:52:53 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176707786 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176782666 This book is a worthwhile read for teachers in respect to assessing literacy. In this book, readers can learn about the history of assessment, and how to assess children's literacy development, progress and reading level in grades K-8. This an especially helpful resource for future teachers, who like me, have never had to formally assess literacy in the classroom.

Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.]]> 2017-06-18 21:58:16 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176782666 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176782852 This website was launched by the Northwest Evaluation Association as a resource for teachers to use to gain insight and information related to assessments in literacy: what they mean, how to interpret the data, how to assess in the classroom and how to determine what is a "sound" assessment. This may help teachers to re-evaluate their own assessment practices to ensure that they are equitable and truly evaluate students and their progress.

Understanding, Interpreting, Applying Assessment. (n.d.). Retrieved June 22, 2017, from http://assessmentliteracy.org/]]> 2017-06-18 22:02:52 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176782852 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176783046 This document contains a lengthy list of many different assessments that can be used to evaluate Deaf and hard of hearing students' language and literacy skills. From writing, to vocabulary, to social language, this list could be extremely useful for teachers to have as a resource to refer to when working with students and trying to assess them in the classroom.

Tanner, M. Assessment Tools for Students who are Deaf and Hard of Hearing. ]]> 2017-06-18 22:08:17 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176783046 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176783242 This book contains a compilation of entries from scholars and leaders in field of Deaf Education all related to Deaf Cognition. The chapters each focus on a different subtopic of Deaf Cognition but are all related to how the Deaf population develops cognitively, and learns and comprehends. Chapter 12 specifically, which is titled "Language Comprehension and Learning by Deaf Students," explores in depth the way in which Deaf students learn in the classroom and provides theoretical underpinnings for their learning which are extremely important for teachers of the Deaf to understand.

Marschark, M., & Hauser, P. C. (Eds.). (2008). Deaf cognition: Foundations and outcomes. Oxford University Press.]]> 2017-06-18 22:12:58 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176783242 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176783449 This article defines what exactly authentic literacy comprehension is, and provides many examples of instructional strategies and lessons that teachers can use across disciplines to ensure that students are truly comprehending and learning in the classroom. The instructional strategies for both reading and writing mentioned in the article are for a wide range of genres including informational texts and procedural texts. There are also example activities and lessons from a science classroom that can help teachers to visualize the instruction and spark their creativity, which is extremely helpful.

Duke, N. K., Purcell‐Gates, V., Hall, L. A., & Tower, C. (2006). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), 344-355.]]> 2017-06-18 22:18:33 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176783449 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176783685 I personally love the diverse reading strategies that are in the article to promote comprehension in the classroom, as they seem to appeal to all types of learners. There is a reading strategies and instructional tool for almost every type of student in the classroom, and teachers can easily pull from this list based on the content, what students' are reading, and what students need in the classroom.

25 Reading Strategies That Work In Every Content Area. (2017). Retrieved June 22, 2017, from http://www.teachthought.com/pedagogy/literacy/25-reading-strategies-that-work-in-every-content-area/]]> 2017-06-18 22:24:20 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176783685 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176783857 Technology is now an ever present part of schooling. It's hard to avoid, and is often thought to be a distraction to students' learning. However, in this article, teachers are provided with 10 different ways through which they can use technology to specifically build students' vocabulary lexicon. Some of these strategies are especially appealing for teaching Deaf students, such as making visuals for vocabulary like semantic maps. In addition, the article states that using technology in the classroom can also serve as an immediate reference for students, as teachers can link definitions to text being used, and students can search any vocabulary terms they may come across in the classroom and might not know. The ideas in this article are great, and worth implementing. 

10 Ways to Use Technology to Build Vocabulary. (2016, December 08). Retrieved June 22, 2017, from http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary]]> 2017-06-18 22:28:42 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176783857 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176784323 This article presents a new model related to Deaf students' vocabulary learning in which takes a model related to bilinguals' vocabulary learning and make its more Deaf friendly. It recognizes Deaf students as Bilingual Learners and the need for proficiency in L1 before L2. Although the study took place in the Netherlands, this model is still useful to consider and highly applicable in bilingual classrooms.

Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2007). Modeling reading vocabulary learning in deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education, enm057.]]> 2017-06-18 22:39:08 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176784323 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176885104 This article is a great resource for both teachers and parents that explains the role that fingerspelling plays in reading. It gives an overview of the development of fingerspelling throughout the life of a Deaf child which is important for teachers to understand, as Deaf children can process fingerspelling from a very early age and should therefore be exposed to it as soon as possible. In addition, the different types of fingerspelling are explained as well as how to appropriately use fingerspelling in the classroom. I love this article because it helped expand my understanding of fingerspelling and its usefulness in the classroom.

Baker, S. (2010). The importance of fingerspelling for reading. Visual Language and Visual Learning Science of Learning Center.(Research Brief No. 1). Washington, DC.]]> 2017-06-19 16:36:43 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176885104 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176885600 This is an awesome lesson plan/instructional plan for teachers to read through to get some ideas about how to teach spelling and thus help children to improve their writing. The author identifies the problems that Deaf students face when it comes to spelling and expands on the traditional spelling list strategy that is often used to teach spelling, and even incorporates a visual spelling list in which the teacher videotapes herself signing each word and in the context of a sentence. This is an awesome idea.]]> 2017-06-19 16:41:10 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176885600 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176885899 The key takeaway that I got from this article was that there are some patterns of mistakes that Deaf children tend to make when spelling. The results of this research demonstrate that and using fingerspelling is a key strategy that good Deaf readers use to decode English print. This once again reaffirms that fingerspelling has an important place in the classroom and as a result, the researchers offer some recommendations for how to better incorporate fingerspelling into the classroom.

Wakefield, P. (2006). Deaf Children's Approaches to Spelling—Difficulties, Strategies and Teaching Techniques. Deafness & Education International, 8(4), 174-189.]]> 2017-06-19 16:43:59 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176885899 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176886451 I love some of the ideas in this article for how to teach spelling and engage students in spelling. I actually observed some of these ideas being implemented in a classroom I worked in last summer at Lexington School for the Deaf, specifically using a Graffiti Wall. The students were so excited when they found out they were going to throw water balloons on the wall and try to hit different words once they identified them correctly. These are really great ways to mix up spelling instruction and make it more fun. It's certainly better than going through a spelling word list!

5 Fun Ways to Teach Spelling. (2016). Retrieved June 22, 2017, from http://www.reallygoodstuff.com/community/5-fun-ways-to-teach-spelling/]]> 2017-06-19 16:48:59 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176886451 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/176886751 When I first started looking for resources related to assessment, I was thinking big picture and of huge assessments. However, assessing students' progress daily in the classroom is just as important as assessing performance on a big unit exam. These are 20 ways that teachers can assess students in the classroom without disrupting instruction during the natural flow of the school day such as posing open ended questions, think-pair-shares, writing, exit tickets etc.

 20 Simple Assessment Strategies You Can Use Every Day. (2017). Retrieved June 22, 2017, from http://www.teachthought.com/pedagogy/assessment/20-simple-assessment-strategies-can-use-every-day/]]> 2017-06-19 16:52:01 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/176886751 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/177152647 I love all of the instructional ideas that this article offers teachers. Some of the ideas target how to start the writing process, how to inspire students, how to improve students' writing, and how to make writing fun in general. There are also explicit examples of each of the 30 ideas to help teachers to visualize how each instructional strategy might look in the classroom, which is extremely helpful. 

30 Ideas for Teaching Writing. (2003). Retrieved June 22, 2017, from https://www.nwp.org/cs/public/print/resource/922]]> 2017-06-22 01:06:09 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/177152647 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/177152857 Some of the tips that the author offers related to teaching vocabulary are so useful in the classroom. Specifically, I love how Robert Marzano's process of explicit/direct vocabulary instruction is included, as explicit vocabulary instruction is extremely important for Deaf learners who do not have always have access to incidental learning opportunities to build vocabulary knowledge.

Alber, R. (2010). Doing It Differently: Tips for Teaching Vocabulary. Retrieved June 22, 2017, from https://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber]]> 2017-06-22 01:11:17 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/177152857 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/177155790 There are four main factors that  motivate students: competence, autonomy, relatedness, and interest/value. This article provides instructional examples of how to better meet students' needs for these things in the classroom and also what not to do when trying to increase student motivation in the classroom and thus foster students' love for reading.

Hurst, S. (2013, January 23). The Four Keys to Motivating Struggling Readers. Retrieved June 22, 2017, from http://www.readinghorizons.com/blog/post/2013/01/23/four-keys-to-motivating-struggling-readers]]> 2017-06-22 02:07:12 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/177155790 easmith5 https://padlet.com/easmith5/j0zpdcuz008c/wish/177156467 An overview of research related to the phonemic approach, whole word approach and the morphemic approach to teaching spelling is provided in this meta-analysis of spelling research.The findings highlight the importance of explicit/ direct spelling instruction in the classroom which include sequences lessons, cumulative review and systematic error connection. In addition, some spelling programs are highlighted which might be useful to consider using in the classroom for spelling instruction.

Simonsen, F., & Gunter, L. (2001). Best Practices in Spelling Instruction: A Research Summary. Journal of Direct Instruction, 1(2), 97-105.]]> 2017-06-22 02:14:54 UTC https://padlet.com/easmith5/j0zpdcuz008c/wish/177156467