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Extra Resources to Share and Explore
We'll use this space for extra resources to share with each other over the course of the semester. Feel free to upload files here if you think they will be helpful to others.

Feb. 3: Feb. 10: Feb. 17: Feb. 24: March 3: March 10: March 24: March 31: April 7: April 21: April 28:
 * Snack List: (Julie will bring cups/plates to each class)**


 * Week 1: Introductions**
 * Our Jeopardy Game Introduction to EDC565 [[file:EDC565 Jeopardy Game.ppt]] or you can [|view the slideshow online]
 * A blank Jeopardy slide show all ready for you to add your own hints and questions for your own students! [[file:Blank Jeopardy Game.ppt]]
 * The [|Literacy Leader] social networking site for sharing and exchanging effective strategies for teaching students how to read, write, listen, and speak
 * [|Reading Strategy of the Month Archives] from the Florida Online Reading Professional Development


 * Week 2: Thinking Critically About Research**


 * [[file:Final Handout.doc|Final NRP Replication Study Handout Coiro et al 2003]] Here is a summary conference handout of the outcomes of the NRP Technology subcommittee replication study I worked on that I mentioned in class. The results of this replication indicate that, even when strict criteria were established, more than twice as many experimental or quasi-experimental studies, published in peer-reviewed journals, meet the original NRP criteria (n=43). When expanded criteria were used, including more diverse populations, new technologies, writing, and more contemporary research, nearly ten times (n=191) the number of original studies appeared.


 * Week 3: Reading Theories and Models**
 * [|The Basketball Video]: When viewing the video, try to count the total number of times that the people wearing white pass the basketball. Do not count the passes made by the people wearing black. After viewing the video, consider how such a phenomenon might be applied to looking at reading research and data collection from one particular lens.
 * [|Jean Chall's Stages of Reading Development] (scroll down to the bottom of this page) and [|a video of Louisa Moats] (along with a handout you can download) explaining these stages: Do you agree with all aspects of these stages? Why or why not?
 * [|Thinking Critically About Facebook]: Critical Literacy In Action
 * [|Understanding and Teaching Reading]: An Interactive Model (By Emerald Dechant, 1991) - Chapter 1 of the Google Scholar book does a very nice job summarizing top down, bottom up and interactive models of reading.
 * A brief summary of [|bottom-up], [|top-down], and [|interactive] models of reading (from LinguaLinks Library) to help you make decisions about how each of the theories fall on the continuum.
 * [|An interesting blog posting] that summarizes several models of reading
 * [|Teaching Second Language from an Interactive Perspective] offers a nice overview of theoretical models of reading integrated into approaches for address second language issues as part of instruction
 * You may also be interested in [|a range of children's and researcher's definitions about reading and the reading process].
 * Pearson, P. D. (2004). The reading wars: The politics of reading research and policy - 1988 through 2003. Educational Policy, 18(1), 216-252. [[file:Pearson 2004 Reading Wars.pdf]]
 * [|Lenses on Reading]: 1st chapter from Diane Tracey and Leslie Mandel Morrow - available through Amazon's preview feature


 * Week 4: Oral language and literacy**
 * [|Interview with Marilyn Jager Adams], regarded for her work with sound-letter connections and phonemic awareness with beginning readers
 * [|Multilingualism brings communities closer together:] Another related spin on the issue of bilingual education as part of literacy learning - from //Science Daily,// Feb. 10, 2009
 * [|ANOVA (Analysis of Variance)] tests for significant differences between means by comparing (or analyzing) the variances in the means for more than two groups
 * F-test: tests whether the ratio of the two variances is significantly greater than 1; it's an extension of the t-test to more than two groups
 * Interaction: the distributions of two variables interact (or cross over) to indicate that an effect is modified by another effect
 * [|Explanation of Hierarchical Regression] (used in the Miller article) involves testing the extent to which one or more variables predict the score on another variable. Important terms to recognize in the output often displayed in journal articles include R, R2, Adjusted R2, F-ratio, F change, and p value
 * R = correlation (the strength and direction of the association between two variables)
 * R2 = proportion of variance accounted for by the model (measures how well future outcomes are likely to be predicted by the model)
 * R2 change = how much more variance is accounted for when that variable is added to the model (after controlling for other variables)
 * F ratio = measures the extent to which the means of two or more groups are significantly different; it's a ratio of found variation of the group averages over the expected variation of the group averages)
 * F-change = how much change is explained after the other variable have been partialed out
 * p-value = the probability of obtaining a result, assuming that the null hypothesis is true - if the p-value is smaller than or equal to the significance level, the null hypothesis is rejected. If the p-value (or alpha) is 0.05, then the results are likely to happen 95% of the time. If the p-value is 0.01, then the results are likely to happen 99% of the time; for a p-value of .001, the results are likely to happen 99.9% of the time.


 * Week 5: Early reading skills**
 * [|Developing Early Literacy: Report of the National Early Literacy Panel] National Institute for Literacy and National Center for Family Literacy 2008
 * This report presents findings from the National Early Literacy Panel, convened in 2002 to synthesize available research on effective teaching methods and methods of parental support for literacy in children under age five. It expands on the work of the 2000 National Reading Panel to address four areas: skills in young children that predict later literacy success; programs and instructional methods that foster literacy skills; children's characteristics that facilitate or inhibit those skills; and the effect of children's environments on those skills. Six "precursor" skills in particular had significant impact on later literacy if mastered between birth and kindergarten: knowledge of the alphabet; phonological awareness (ability to distinguish between sounds); rapid automatic naming (RAN) of random letters or digits (ability to swiftly name a sequence of them); RAN of objects or colors; ability to write isolated letters or own name on command; and phonological memory (ability to remember spoken information for a short period of time). Other areas like oral language (ability to produce or comprehend spoken words) and reading readiness (defined as a combination of alphabet knowledge, concepts of print, vocabulary, memory, and phonological awareness) were not found to have a consistently predictive effect on later literacy (//when other important contextual variables were accounted for or have not yet been evaluated by researchers in this way//). This bulky and technical report is not itself an easy read; but since it is chock full of helpful advice for educators, we hope a user-friendly guide will be available soon.


 * Week 6: Motivation and Engagement**
 * [|What's the difference between reliability and validity]? A very nice summary of the types of reliability and validity, as well as "threats" to each of these.
 * [|Reading Engagement for Adolescent Literacy (REAL)] New research project from 2007-2012 with Allan Wigfield and John Guthrie - [|more links here]
 * CORI Research Project from 2001-2007: [|Research Website]and [|Professional Development Website]


 * Week 7: Vocabulary**
 * [|The Underground Railroad:] Scholastic Activity (Cassandra and Nicole)
 * Explanation of the [|different types of ANOVA's] (Analysis of Variance)
 * Simplified definition of [|Standard Error of Measurement]
 * Collins (2005) IRA Dissertation Award: [|ESL Preschooler's English Vocabulary Acquisition From Storybook Reading]
 * [|Interesting Things For ESL Students]: free web-based textbook and fun study site
 * [|English Clubnet]: features grammar and vocabulary activities, word games, pen pal listings, and free classroom handouts.
 * [|Interactive Audio-Picture Language Lessons]: Tons of great books and activities to get you learning new words in many languages, even in free online modules from BBC
 * Catherine Snow's [|Word Generation Research Project] and [|Related Teaching Materials]


 * Week 8: Reading Comprehension**
 * [|Notes on Understanding Interactions] (ANOVA)
 * [|Towards Thoughtful Strategy Instruction] (an interesting article from Choice Literacy)


 * Week 9: Cultural & linguistic differences and reading**
 * [|Deficit Thinking]: Teachers frequently attribute the academic struggles of English language learners to the students' inability or unwillingness to learn English, but this "deficit thinking" can better be replaced by a focus on what immigrant students bring to the classroom.
 * [|Funds of Knowledge:] How teachers can use the knowledge students gain from their family and cultural backgrounds to make their classrooms more inclusive
 * [|Explaining the difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)]

Week 10: Multiliteracies and Critical Literacy**
 * [|Critical Literacy Slide Show and Teaching Guide Materials] from Jeff Share

Week 11: New technologies and New Literacies Week 12: Classroom Contexts for Learning