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Interrogating Assumptions to Pursue Truth: Research That Reframes How We Talk About and Teach Readers
Thu, April 13, 4:40 to 6:10pm CDT (4:40 to 6:10pm CDT), Hyatt Regency Chicago, Floor: East Tower - Concourse Level, Randolph 3Session Type: Symposium
Abstract
Fitting the theme, "Interrogating Consequential Education Research in Pursuit of Truth”, this symposium reconsiders current assumptions accepted as truths to reframe how we talk about and teach readers. Study 1 considers how multimodal composing mediates academic learning for multilingual learners. Study 2 examines the characteristics of words that students scoring below-basic did and did not recognize. Study 3 investigates teachers’ perspectives on implementation of a language-based small group intervention for multilingual learners. Study 4 validates an assessment of adult digital skills. Study 5 adds considers tools and behaviors middle school students use to support digital and paper reading comprehension. Overall, this symposium reconsiders current assumptions, reframing narratives that emphasize weaknesses or obstacles to focus on learning and possibility for students.
Sub Unit
Chair
Papers
"I Am Learning Things I Didn't Know!" Multilingual Adolescents' Academic Learning Through Multimodal Composing - Blaine E. Smith, Vanderbilt University
Revisiting Views of Below-Basic Readers: Building on What They Know - Elfrieda H. Hiebert, TextProject; Yukie Toyama, University of California - Berkeley; Robin Irey, University of California - San Francisco; Julie Alonzo, University of Oregon; Gerald A. Tindal, University of Oregon
Extending Research to Include Teachers' Perspectives: What Are Teachers' Perspectives on Implementing the Cultivating Linguistic Awareness for Voice and Equity in Schools Intervention? - Annie Camey Kuo, Stanford University; Kristin Keane, Stanford University; Jackelyn Rivera-Orellana, Stanford University; Aaron Talbot Kennedy Coleman, Boston College; Patrick Proctor, Boston College; Rebecca Silverman, Stanford University
Digital Skills Assessment and Learning Modules for Adult Basic Education Learners - John P. Sabatini, University of Memphis; Colin Carmon, University of Memphis; Arthur Graesser, University of Memphis, Tennessee; John Hollander, University of Memphis; Elizabeth Smith, University of Memphis
Is Digital Reading Generally More Difficult? Nuances of Effective Reading Behaviors for Middle School Readers - Amanda P. Goodwin, Vanderbilt University; Michael Samuel Havazelet, Vanderbilt University; Sun-Joo Cho, Vanderbilt University; Jorge Salas, Vanderbilt University; Matthew Naveiras, Vanderbilt University