Related Research Articles
Accelerated Reader (AR) is a website used to assist students with reading skills. It is a digital program that helps students and teachers manage and monitor independent reading practice in both English and Spanish. Students pick a book at their own level and read it at their own pace. When students finish the book, they take a short quiz on the computer to check their understanding. As students read and take quizzes, they earn points and track their progress toward their individualized Accelerated Reader goals.
The South San Francisco Public Library is located in South San Francisco, California, California. It is an independent city library and part of the Peninsula Library System, a consortium of city, county, and community college libraries in San Mateo County. The library holds approximately 166,000 volumes and has 29,000 borrowers. In the fiscal year 2007-2008, the library circulated 687,000 items. The library provides access to homebound delivery services, numerous children's programs, a literacy program, a community learning center, 77 public computers, and free Wi-Fi.
Adolescent literacy refers to the ability of adolescents to read and write. Adolescence is a period of rapid psychological and neurological development, during which children develop morally, cognitively, and socially. All of these three types of development have influence—to varying degrees—on the development of literacy skills.
Kari-Lynn Winters, née Moore is a Canadian children's author, playwright, drama educator, and literacy professor. She taught children's literacy, literature, dance and drama education at the University of British Columbia from 2004 to 2009. In 2010, Winters became an assistant professor in the Faculty of Education at Brock University (Ontario) and co-editor of Teaching and Learning. She advanced to associate professor in 2014, and to full professor in 2021.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2019. According to the U.S. Department of Education, 54% of adults in the United States have prose literacy below the 6th-grade level.
Dr. Michael Sampson is a Fulbright Scholar and an American children's writer best known for easy-to-read books that feature rhythmic and repetitive language. Sampson's first children's book, The Football That Won, was written solo in 1992 and illustrated by Ted Rand. Later, Sampson wrote 21 books with his best friend and mentor Bill Martin, Jr., including Chicka, Chicka, 1, 2, 3 and The Bill Martin Jr Big Book of Poetry. Sampson taught at Texas A&M University–Commerce for 25 years before moving to the University of South Florida St. Petersburg. In August 2010 he was selected as Dean of the School of Education at Southern Connecticut State University. In July 2012 he became Dean of the College of Education at Northern Arizona University. In the summer of 2014, he moved to New York City to become Dean of the School of Education at St. John's University. In 2021-2022, he will teach at a university in Europe as a Fulbright Scholar.
The use of comics in education is based on the concept of creating engagement and motivation for students.
Annette Patricia Lareau is a sociologist working at the University of Pennsylvania.
Anne Haas Dyson is a professor at the University of Illinois. Her fields are the study of literacy, pedagogy, and contemporary, diverse childhoods. Using qualitative and sociolinguistic research procedures, Dyson examines the use of written language from children's perspectives within their social worlds, and as they engage with popular culture. Books she has published include The Brothers and Sisters Learn to Write, Popular Literacies in Childhood and School Cultures (2003), Writing Superheroes, Contemporary Childhood, Popular Culture, and Classroom Literacy (1997), Social Worlds of Children Learning to Write in an Urban Primary School (1993), Multiple Worlds of Child Writers: Friends Learning to Write (1989). Dyson has also written articles for professional journals.
Susan Neuman is an educator, researcher, and education policy-maker in early childhood and literacy development. In 2013, she became Professor of Early Childhood and Literacy Education, and Chair of the Department of Teaching and Learning at NYU's Steinhardt School of Culture, Education, and Human Development.
Nell K. Duke is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, and reading comprehension instruction, with an emphasis on children living in poverty. She is currently a professor of language, literacy, and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
WestEd is a San Francisco-based nonprofit organization. The organization's mission states, "WestEd, a research, development, and services agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults."
The Create a Comic Project (CCP) is a youth literacy program and webcomic created by John Baird. The program uses comics, many taken from the Internet, to encourage children to write their own narratives. The program began in November 2006 at the main branch of the New Haven Free Public Library as an after-school program. The project has since worked with several other groups, including the Children's Museum of Pittsburgh, Braddock Carnegie Library, and the Pittsburgh YMCA. Baird has presented the results of his work on the project at several conventions and conferences, including South by Southwest Interactive and SXSWedu. The project has been praised for its work in engaging children in learning by Marjorie Scardino, CEO of Pearson, Professor Mirta Ojito of Columbia University, and Arne Duncan, the US Secretary of Education.
Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology & human learning in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology & Educational Technology and Teacher Education. His research focuses on the use of digital technologies for human learning in a number of domains.
Nichole Pinkard is an American computer scientist and associate professor of learning sciences and faculty director of the Office of Community Education Partnerships (OCEP) in the School of Education and Social Policy at Northwestern. She is helping lead a collaboration with Apple and the Chicago Public School system to teach computer programming to teachers.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Pop Culture Classroom, based in Denver, Colorado, is a nonprofit organization that educates in the areas of literacy and arts through alternative approaches to learning and character development. The organization creates educational programs for underserved youths, schools and communities by using comic books, graphic novels and related media to inspire passion for reading, art, and learning.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. He is also known as the author of the 1980s G.I. Joe public service announcements.
Angela Marie Calabrese Barton is an American professor of teacher education. She is a Full professor at the University of Michigan and co-founder of Green Energy Technology (GET) City program.
References
- ↑ Strauss, Valerie (2004-06-15). "Thinking Outside the Box, Inside the Panel". The Washington Post .
- 1 2 "Comics in the Classroom". The New York Times . 2008-01-03.
- ↑ Alderman, Jason (2012-04-18). "Using Comic Books to Teach Financial Literacy". Huffington Post .