Reading and Language Arts

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https://hdl.handle.net/10323/4416

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Browsing Reading and Language Arts by Author "Christ, Tanya"

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    An Exploration of Digital Handheld Game Features for Enhancing EFL Vocabulary Learning Outcomes
    (2023-11-18) Zeng, Yong; Christ, Tanya; christ@oakland.edu
    This dissertation delves into the pedagogical implications of handheld/mobile game features on EFL learners' vocabulary learning outcomes. The research is segmented into two comprehensive studies. The first study, a systematic review spanning from 2011 to July 2022, scrutinizes empirical research detailing the correlation between various game features and vocabulary learning outcomes. Key findings highlight the effectiveness of Holograms, Customized Word Lists, Gamified Assessments, and In- game Hints in fostering enhanced vocabulary learning. In the subsequent study, the emphasis shifts to the practical application, where the impact of 'competition' as a game feature is critically assessed. Executed with 331 freshman students in China over four weeks, participants engaged with two variants of the game, 'Vocarena', designed to elucidate the meanings of a hundred unfamiliar English words. Crucially, one version incorporated a competitive element, spurring participants to vie against one another, while the counterpart lacked this feature. Quantitative analysis revealed three pivotal results: the competition feature augmented participants' game-playing duration, bolstered English vocabulary learning outcomes. Collectively, these findings underscore the potential of game-specific features in optimizing EFL vocabulary learning, offering valuable insights for future research, educational game development, and innovative teaching methodologies.
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    Investigation of Running Records and How Teachers Use the Reading Information to Inform Instruction
    (2018-03-09) LeBlanc, Joanne Farley; Christ, Tanya; christ@oakland.edu
    A qualitative research approach was taken to examine (1) how teachers used running records to identify students’ needs, and (2) how those needs were addressed in subsequent instruction. Participants included three first-grade classroom teachers from across two schools, and one high-, average-, and low-performing reader in each classroom (nine first-grade students in all). Four data sources were collected: (1) brief initial interviews to identify demographic data for teachers and students, (2) video recordings of running record sessions and brief instruction immediately following these sessions, (3) artifacts from the running record sessions, and (4) semi-structured teacher interviews after teachers had time to more deeply analyze the running record assessment data. Data were coded using emergent coding and constant comparative analysis to identify themes and subthemes that reflected how teachers used running records to identify students’ needs and how those needs were addressed in instruction. Findings showed that (1) teachers’ data collection was inconsistent, (2) teachers blurred the line between assessment and instruction by integrating instruction into their assessment, (3) the quality of the in-the-moment analyses of assessment varied across teachers, (4) teachers identified most of their students’ needs when given additional time for analysis, (5) teachers addressed a limited breadth of needs (just chunking and retelling) despite broader student needs being evident, and (6) the quality of instruction was consistently varied. This study extended knowledge in the field about how first-grade classroom teachers use running records for assessment and to guide instruction.
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    Supporting the Literacy Success of African American Students with Religious Literacy Programming
    (2024-01-01) Coleman, Sherrayna; Christ, Tanya; Leigh, S. Rebecca; Currie, Ashelin
    This dissertation explores the intricate connections between African Americans, the Black Church, and educational outcomes, with a focus on implications for literacy development. Grounded in Critical Race Theory, the research seeks to unravel the structural complexities that contribute to the academic achievement gap faced by African American students. The theoretical framework guides an investigation into the potential impact of affiliations with the Black Church on academic success, reading skills, and family literacy needs. The study draws on a comprehensive literature review and a culturally relevant literacy intervention aligned with the Black Church. A unique family literacy book club, incorporating culturally relevant Biblical texts, serves as a focal point for exploring its impact on children’s attitudes and beliefs towards literacy. Findings suggest that aligning interventions with the Black Church significantly improves academic success, with CRT revealing structural barriers that can be addressed through strategic partnerships. The study contributes to a nuanced understanding of literacy development within the African American community and highlights the transformative potential of collaboration and culturally responsive strategies. Implications for policy, practice and future research are discussed within the framework of CRT, emphasizing the need for systemic change to promote educational equity and justice.
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    Teacher Knowledge Matters
    (2019-10-23) Baxa, Julienne; Christ, Tanya; christ@oakland.edu
    The DIGILIT FRAMEWORK Selecting and integrating the use of digital texts or tools in literacy lessons are complex tasks. The DigiLit Framework provides a succinct model to guide planning, reflection, coaching, and formative evaluation of teachers’ successful digital text or tool selection and integration for literacy lessons. For digital text or tool selection, teachers need to consider content accuracy, quality for supporting literacy development, intuitiveness, and user interactivity. For integrating these in instruction, modeling and guided practice should be provided for both literacy skills/strategies and the use of digital text or tool affordances. Also, instruction should capitalize on the digital affordances to transform instruction beyond what is possible with paper and pencil texts or tools. Examples of using the DigiLit framework to evaluate digital text and tool selections and their integration in literacy instruction are provided. DEMYSTIFYING IRI COMPREHENSION DATA: HOW ARE CLASSROOM TEACHERS USING IT? This study examined the classroom practices of nine teachers as they collected, scored, identified comprehension objectives, and used data from informal reading inventories (IRIs) to inform comprehension instruction with 23 students. Using open coding and constant comparative analysis (Corbin & Strauss, 2015), video recorded IRI administrations, post-IRI interviews, follow-up reading lessons, final interviews, and 440 pages of artifacts were analyzed. Data were analyzed for patterns of collection, scoring, comprehension objective identification, and follow-up instruction both within teachers and across teachers. Findings revealed that teachers showed strengths in administering suggested prompts, gaining additional information by asking open-ended questions, completely scoring comprehension sections, and scoring many sections completely accurately. Teachers’ needs were especially evident in the accurate identification of comprehension objectives for upcoming instruction based on IRI data and in how to provide appropriate follow-up instruction based on data from an IRI. Implications include the need to explore individualized professional development given that different teachers had differing strengths and needs as they used IRIs to collect, score, inform objectives and teach comprehension lessons.