Papers by Donna Alvermann
Journal of Educational Research, 2000
Аннотация Introduces the articles featured in the January/February 2000 issue ofThe Journal of Ed... more Аннотация Introduces the articles featured in the January/February 2000 issue ofThe Journal of Educational Research.'Includes research agenda for the federally funded Center for the Improvement of Early Reading Achievement; Review of the research literature on home-school connections; Family-community and classroom literacy practices.
American Secondary Education, Apr 1, 1981
In recent years there has been a proliferation of educational innovations, funded largely by fede... more In recent years there has been a proliferation of educational innovations, funded largely by federal and state agencies. One effect of these innovations has been an increased demand for inservice training. Since it is likely that this demand will continue to increase as secondary school enrollments decline causing emphasis to shift from pre-to inservice training, we may be entering a period of experimentation with alternative modes of inservice education. In particular, teachers may be expected to assume increased responsibilities ...
Reading World, 1982
Abstract This article examines the potential impact of recent developments in two very different ... more Abstract This article examines the potential impact of recent developments in two very different fields, neuroscience and electronic media, on reading assessment and instruction at the middle school level. Implications of the brain growth periodization phenomenon for early adolescents (ages 10–14) cognitive and affective growth are discussed. Arguments for restructuring developmental and remedial reading practices in the middle grades are presented based on current research findings. Finally, alternatives to traditional schooling ...
Abstract: A study was conducted (1) to determine if children select some strategies more frequent... more Abstract: A study was conducted (1) to determine if children select some strategies more frequently than others to comprehend story categories, and (2) to find out if children are able to talk about what they are thinking and doing as they read stories from a basal reader. Subjects, 30 second grade students reading at grade level, were randomly assigned to read one of two narratives, responding orally at predetermined points. Children's retellings were transcribed and scored. Results indicated that the children were competent in reporting ...
Abstract: A study sought to describe the nature of teacher and student behaviors related to textb... more Abstract: A study sought to describe the nature of teacher and student behaviors related to textbook reading assignments at the secondary school level, and to explore the relationship between the amount of time secondary school teachers devoted to specific assignment-related behaviors and students' subsequent performance on the assignments. The sample included 10 seventh, eighth, and ninth grade social studies teachers who were observed seven or eight times within a 8-week period. The results indicated that the teachers ...
This article, written for a general audience, focuses on the importance of keeping adolescents’ i... more This article, written for a general audience, focuses on the importance of keeping adolescents’ interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC’s web page (http://nrc.oakland.edu), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
Popular Culture in the Classroom, 2018
Methods of Research on Teaching the English Language Arts, 2005
274 METHODS OF RESEARCH ON TEACHING THE ENGLISH LANGUAGE ARTS subscribe to the notion that curren... more 274 METHODS OF RESEARCH ON TEACHING THE ENGLISH LANGUAGE ARTS subscribe to the notion that current conventions for reporting research in the social sciences largely obscure what is of human interest and value about such experience. In making this observation, we draw primarily from the work of scholars in a variety of disciplines who write at the intersections of fiction, social science, ethnography, and cultural studies (eg, Eisner, 1997; Ellis & Bochner, 1996; Lawrence-Lightfoot & Davis, 1997; Richardson, 1993, 1997; ...
Research in the Schools, 2012
Increasingly, digital literacies embedded in an array of social media are finding their way into ... more Increasingly, digital literacies embedded in an array of social media are finding their way into classrooms. These 21st century literacies have implications for teaching and learning in core content areas, such as science, mathematics, social studies, and the English language arts (Alvermann, 2010; Hagood, 2008). Here, we are referring not just to the literacies associated with text messaging, instant messaging, blogging, writing fan fiction, podcasting, social networking, and crafting game scripts, but also to the shifts in belief systems and practices that accompany these literacies—what Lankshear and Knobel (2011) referred to loosely as new ways of participating and communicating that rely on collaboration, remixed texts, and self-publishing. In fact, we would argue along with others (e.g., Lewis, Leander, & Wang, 2007) that young people’s Web 2.0 and social media practices have been influential in changing what counts as literacy in digitally mediated times. This article begins ...
Pedagogies: An International Journal, Oct 2, 2014
Choice Reviews Online, 1999
Choice Reviews Online, 1997
Page 1. The Art and Science i RR Shannon Page 2. Page 3. ... Page 5. THE ART AND SCIENCE OF OPTIC... more Page 1. The Art and Science i RR Shannon Page 2. Page 3. ... Page 5. THE ART AND SCIENCE OF OPTICAL DESIGN Page 6. Page 7. THE ART AND SCIENCE OF OPTICAL DESIGN ROBERT R. SHANNON University of Arizona JSm Cambridge UNIVERSITY PRESS Page 8. ...
Theoretical Models and Processes of Reading, 2013
In this chapter, we first clarify the meanings of theory and model, particularly in relation to l... more In this chapter, we first clarify the meanings of theory and model, particularly in relation to literacy studies. We then explore meanings of paradigm and their shifts relevant to the field of literacy research over the past half century or so. Subsequently, we review central theories and associated models that influence literacy research, especially reading, including constructivism, social constructionism, information/cognitive processing theory, sociocultural perspectives, sociocognitive theory, structuralism, poststructuralism, and motivational theory relevant to reading. Finally, we speculate on the evolution of literacy theories and models for future research.
Journal of Research in Science Teaching, 2007
Journal of Literacy Research, 2002
This article, written for a general audience, focuses on the importance of keeping adolescents... more This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
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Papers by Donna Alvermann
multiple forms (e.g., print, visual, digital) for science instruction. Specifically, I focus on the role of students’ questions in constructing knowledge about science texts. Toward that end, the chapter is divided into three sections: the first section defines multiliteracies and situates this concept within social constructionist learning theory; the second section
examines several assumptions underlying the literature on self-questioning; and the third draws implications from this literature for using multiliteracies and self-questioning in the service of science learning.