Integrating Literacy Rich Strategies to Reach All Learners. Zahra Bijarkhan, Heather Mulling, Katie Nunn, and Grace Tegga EDUC 4800 Action Research Project Georgia Gwinnet College School of Education Fall 2012. Introduction.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Zahra Bijarkhan, Heather Mulling, Katie Nunn, and Grace Tegga
Action Research Project
Georgia Gwinnet College
School of Education
“Best Practices in Writing Instruction”
This resource provides clear-cut strategies for improving K-12 writing instruction.
Proven ways are demonstrated to teach different aspects of writing, including planning,
revision, and using the internet as part of instruction for all learners. This tool helped in
my research by offering best-practice guidelines for designing an effective writing program.
Graham, Steve. (2007). “Best Practices in Writing Instruction” (Volume 1) Guilford
Press. Retrieved October 28, 2012 from: Best Practices in Writing Instruction,book
“Reading and Writing to Learn: Strategies Across the Curriculum”
This resource helped in my research by offering and providing numerous activities for
reading, writing, affective, cooperative, and best practices for all content areas,
emphasizing on writing and literacy. The lessons are geared to accommodate different
learning styles, a range of reading abilities, and various levels of motivation.
Kuta, Katherine Wiesolek (2008). “Reading and Writing to Learn: Strategies Across the
Curriculum.” Libraries Unlimited/Teacher Ideas Press. Retreived October 25, 2012
from: Reading and Writing to Learn: Strategies Across the Curriculum, book.
“Best Practices for Literacy Instruction”
This resource helped in my research by providing strategies for helping all students
succeed—including struggling readers and English Language Learners—and for
teaching each of the major components of literacy. It also addresses ways to organize
instruction and innovative uses of technology. Every chapter includes concrete
examples, engagement activities, and resources for further learning.
Gambrell, Linda B. (2011). “Best Practices for Literacy Instruction, Fourth Edition.”
Guilford Press. Retrieved October 15, 2012 from: Best Practices for
Literacy Instruction, book.
“What Does a Balanced Literacy Approach Mean?”
This article discusses using two different approaches and balancing them to teach students
how to read. Whole language approach teaches students to read through authentic
connections through texts and without explicit instruction. Phonics approach teaches
students with explicit instruction and rules of text by the way they are written and spelled.
Wren, S. (2003). What does a "balanced approach" Retrieved from http://www.hershey.
“A Balanced Literacy Initiative for One Suburban School District in the United States”
This article discusses the research of the use of balanced literacy across the United
States and the several variations in the results of effectiveness due to different factors
such as classroom management, teacher decision, social, historical, economic,
psychological, philosophical, demographic, and political factors.
Shaw, D. & Hurst, K. (2012). A balanced literacy initiative for one suburban school district
in the united states. Retrieved from http://www.hindawi.com/journals/edu/
“Balanced instruction: Insights and Considerations”
This article discusses the uses of balanced instruction and the different strategies to teach it by using explicit and non-explicit instruction through whole language and phonics.
Freppon, P. & Dahl, K. (1998). Balanced instruction: Insights and. 33(2), 240-251. Retrieved from www.tc.edu/rwp/articles/Balanced Literacy Instruction/Research Base for BL Instruction/RRQ- Balanced Literacy Instruction-Freppon.pdf
GLISI (Georgia Leadership Institute for School Improvement) Module Graphic Organizers
"Tech Tally: Approaches to Assessing Technological Literacy”
This article has a key point: in order for elementary school students to be literate in technology the teachers must be literate in technology. The authors’ state technology in the United States is still in the “infancy” period. The last portion that I reflected and understood from this book was that by the time we create and implement a perfect assessment to monitor the students and teachers that technology might be gone and another whole new concept of technology might be walking in!
E. Garmire, Greg Pearson, national Academy of Engineering. Committee on Assessing Technological Literacy Tech Tally: Approaches to Assessing Technological Literacy Island Press, Dec 1, 2006 - 358 pages
What did you find out as a result of research?
What did you choose to display and why?
Meaning to Us as Educators:
Things We Would Do Differently Next Time: