Literacyscape

Dymock, S. (2007). Comprehension strategy instruction. Teaching narrative text structure awareness. The Reading Teacher 61(2), 161-167.

Narrative strategy instruction gives students a more elaborate understanding of stories. It is one of a number of comprehension strategies children should be taught to use. Research shows that students who have a good understanding of narrative text structure have fewer problems comprehending this text type

Dymock, S. (2007). Comprehension strategy instruction. Teaching narrative text structure awareness. The Reading Teacher 61(2), 161-167.

Higher level language skills—inferencing, comprehension monitoring, and text structure knowledge—are critical to good reading comprehension and its development. These higher level skills play an important role in a reader’s (or listener’s) construction of a representation of a text’s meaning that is both accurate and coherent

Willingham, Daniel T. (Winter 2006/2007). The usefulness of brief instruction in reading comprehension strategies. American Educator 30, 39.

Teaching reading strategies is a low-cost way to give developing readers a boost. The main effect of strategy instruction may be to push the reader toward a new understanding of reading. It is not just a matter of decoding words but is more a matter of comprehending a meaningful message that the author is trying to communicate, and the student hasn’t truly “read” the material until he or she understands the message.

Kilpatrick, D.A. (Summer 2020). How phonology of speech is foundational for word recognition. Perspectives on Language and Literacy, 46 (3), 11-15.Herron, J. & Gillis, M. B. (Summer 2020). 

Encoding as a Route to Phoneme Awareness and Phonics: A Shift In Literacy Instruction. Perspectives on Language and Literacy, 46 (3), 11-15.

Perspective on Language and Literacy – Vocabulary  Research  Meets  the  Classroom

Vocabulary learning lies amidst the labours of decoding and the multi-layered processes of comprehension. This critical element in the development of literacy fills textbooks, research articles, and the agendas of many a schools professional development session. Knowledge regarding effective vocabulary instruction must be transferred from scientists through teachers to the millions of students sitting in classrooms. It is the objective of this journal to advance teacher knowledge about vocabulary, as well as serve as a call to action to apply what you learn to tomorrow’s vocabulary lesson.

This journal has several great articles focussing on various aspects of Vocabulary as listed below.

• Vocabulary Research Meets the Classroom
• Which Words Are Worth Teaching?
• Are You Lactating? On the Importance of Academic Language
• Preschool Vocabulary Learning and Instruction
• The Power of Content-Rich Vocabulary Instruction
• The Fundamentals of Academic Vocabulary: Essential Concepts for Middle School Students and Their Teachers
• Evidence-Based Vocabulary Instruction for English Learners
• “Reading with Your Ears” and Other Uses of Technology to Build Vocabulary
• Applying Imagery to Vocabulary Instruction

References:

Adams, M. (Winter 2010-11). Advancing our students’ literacy and language.  The challenge of complex texts. American Educator, 3-11, 53.

Beck, I. L., McKeown, M. G. & Kucan, L. (Spring 2003). Taking delight in words: Using oral language to build young children’s vocabularies. American Educator 27, 36-39, 41, 45-46

Ebbers, Susan Vocabulary blogpost provides a great summary of what robust vocabulary instruction might include

Neuman, S. & Wright, T. (Spring 2014).  The magic of words. Teaching vocabulary in the early childhood classroom.  American Educator, 5-13.

Kilpatrick, D.A. (Summer 2020). How phonology of speech is foundational for word recognition. Perspectives on Language and Literacy, 46 (3), 11-15.Herron, J. & Gillis, M. B. (Summer 2020). 

Encoding as a Route to Phoneme Awareness and Phonics: A Shift In Literacy Instruction. Perspectives on Language and Literacy, 46 (3), 11-15.

Perspective on Language and Literacy

This journal has several great articles focussing on various aspects of Syntax as listed below. 

• Syntax: its role in literacy learning
• Syntax Development in the School-Age Years: implications for assessment and intervention
• The Role of Complex Sentence Knowledge in Children with Reading and Writing Difficulties
• The Assessment of Written Syntax
• Syntax: somewhere between words and text

Eberhardt, N.C. (Summer 2013).  Syntax: Its role in literacy learning. Perspectives on Language and Literacy.  

Scott, C. M. (April 2009). A case for the sentence in reading comprehension.  Language, Speech, and Hearing Services in Schools 40: 184-191. 

Steffani, S. (Spring 2007).  Identifying embedded and conjoined complex sentences: Making it simple. Contemporary Issues in Communication Science and Disorders 34, 44-54. 

Perspective on Language and Literacy 

English has the most words of any language in the world. It is derived from several languages and has borrowed words from many other languages. These articles provide readers with some wonderful tools. We can all be word detectives using our reasoning skills to unravel some of the mysteries of the English Language. 

This journal has several great articles focussing on various aspects of Morphology as listed below. 

• Morphological Awareness: How the pieces add up
• Morphological Awareness Development and Assessment: What do we know?
• Morphological Awareness Intervention for Students who Struggle with language and Literacy
• Morphemes Matter: A framework for instruction
• Morphological Awareness Strategies for the General and Special Education Classroom
• Morphological Awareness and Second Language Learners