Language and Literacy Education

The purpose of this qualitative research case study was to determine what language and literacy skills preschool and kindergarten teachers believe are necessary for kindergarten readiness. Author: Bobbie Ahrens, Northcentral University.

The purpose of this study was to identify and categorize the morphologically complex words in the Kindergarten and First Grade Common Core State Standards English and Language Arts (CCSS ELA) Exemplar Texts. Author: David L. Ray, Seattle Pacific University.

American Sign Language (ASL) has been investigated as a functional communication method for students with intellectual and developmental disabilities and autism spectrum disorder, but has not been investigated as an instructional method for use in literacy tasks in this population. Author: Josephine Stump, University of Washington.

The purpose of the study was to determine what factors in a child's life affects their ability to learn early literacy skills before entering school. Author: Dawn Marie Schwarzkopf, Northcentral University.

This pretest-posttest study examined the effects of a professional development training on five volunteer instructors’ (VI) utilization of language and literacy facilitation strategies within interactive storybook readings with low-income preschool children. Author: Jacqueline Schmitt, University of Kansas.

This paper has been designed to address the growing concern over the opportunities for English Language Learners (ELLs) to receive appropriately differentiated and culturally responsive literacy instruction. Author: Brian Maire, State University of New York Empire State College.

Using Vygotsky’s social development theory as a guide, the purpose of this historical analysis of case studies was to gain a deeper understanding of the educational and practical problems of students in South African elementary schools in regards to language and literacy. Author: Anne Marie Ginnane, Northcentral University.

The purpose of this qualitative case study was to explore literacy instructional practices being used by teachers that will help to narrow the literacy achievement gap between English Language Learners and native English speakers in the third, fourth, and or fifth grade. Author: Stacey Tyra Lopez, Northcentral University.

The purpose of this qualitative study was to examine parent involvement practices of the Early Beginnings Head Start program and to determine the impact that parent involvement has on the early language and literacy development of preschool children. Author: Lindsay A. Koch, Drexel University.

In an attempt to fill this gap, utilizing tenets of ethnography, critical ethnography and autoethnography and a pattern analysis for examining data, I sought to understand: What happens when a school administrator and teachers of three- four- and five-year-old children engage in long-term professional study designed to explore issues of culture, race, language? What challenges are met? How are those challenges negotiated? How is the experience reflected in day-to-day life in the classrooms, particularly as it relates to supporting children's positive literate identities? What is the role of the administrator in this process? Author: Maria Sabina Mosso-Taylor, University of South Carolina.