2007 Program - Literacy Research Association

Friday • November 30, 2007
teachers and practicing teachers? (d) What is the nature of the relationship
between preservice teachers’ visions, their teaching, and reflections
on teaching? (e) How might visioning serve as a transformative
practice in preparing reading teachers to work effectively in culturally
diverse classrooms?
1. Research Talks
Rebecca Mercado, University of Maryland at College Park
Jean Rohr, University of North Carolina - Greensboro
Roya Leiphart, University of North Carolina - Greensboro
Jennifer D. Turner, University of Maryland at College Park
Gerald G. Duffy, University of North Carolina - Greensboro
8:30 A.M.–10:00 A.M. TEXAS 3
SYMPOSIUM SESSION
Talkin’ Bout a Revolution: A Symposium on New Literacies and
Pedagogies in Higher Education
Chair: Dana J. Wilber, Montclair State University
Discussant: Julia Davies, University of Sheffield
This symposium presents the results of three empirical research projects
into the new literacies of college-age students across a variety of
classroom contexts, focusing on their literacy practices and the ways in
which their uses of new media are paradigmatically and ontologically
new. In addition, we analyze two different university programs that use
students’ new literacies as the center of their pedagogical approach.
Implications for both research and pedagogy will be presented and
analyzed.
1. JumpStart: Integrating New Literacies and Media into a
College Pre-freshman Summer Reading Program
Dana J. Wilber, Montclair State University
2. Virtual Worlds and New Literacies = Real Pedagogies:
Examining Teaching, Learning and Literacies in Virtual
Communities of Practice
Charles K. Kinzer, Teachers College, Columbia University
3. Cultural Models of Students’ New Literacies in the First-year
College Classroom
Sarah Lohnes, Teachers College, Columbia University
8:30 A.M.–10:00 A.M. TEXAS 5
SYMPOSIUM SESSION
English Language Learners and the Third Space: An Examination
of Practice and Policy
Chair: Jung Kim, University of Illinois at Chicago
Discussant: Aria Razfar, University of Illinois at Chicago
We investigate ways in which curriculum, instruction, and policy may
or may not afford opportunities for English language learners to participate
in classroom learning. We argue that improving the literacy performance
of ELL students will require reshaping disciplinary classrooms
and policy to allow for multiple paths to literacy development.
1. Developing Writing Competencies in a Second Language: A
Look at the Role of Policy and Standards
Christina Madda, University of Illinois at Chicago
2. Adolescent English Language Learners Reading in History
Patrick Bresnahan, University of Illinois at Chicago
3. Health Care, English, and Critical Awareness: Developing the
Multiple Literacies of English Language Learners
Beverly Troiano, University of Illinois at Chicago
8:30 A.M.–10:00 A.M. TEXAS 6
SYMPOSIUM SESSION
Enhancing Students’ Text Comprehension: Interventions that Work
Chair: Peggy N. Van Meter, Pennsylvania State University
Discussant: Patricia A. Alexander, University of Maryland
There is no debate surrounding the need to find instructional interventions
that promote learning from text. Yet, interventions that affect
learning from text are extremely difficult to design and implement.
This symposium showcases four instructional strategy interventions
that work to foster reading comprehension of narrative, expository, and
multimedia texts.
1. Examining the Influence of Contextual and Individual
Difference Variables in Discussions about Text
P. Karen Murphy, Pennsylvania State University
2. Does the Worked Example Work When Reading Statistics
Texts?
Jonna M. Kulikowich, Pennsylvania State University
Jill A. Zeruth, Pennsylvania State University
3. Promoting Struggling Adolescent Students’ Reading
Comprehension of and Writing about Expository Text through
Strategy Instruction
Linda H. Mason, Pennsylvania State University
Maeghan N. Edwards, Pennsylvania State University
4. The Effects of Mini Instructional Interventions to Promote
Learners’ Knowledge Construction from Expository Texts and
Explanative Diagrams
Rayne A. Sperling, Pennsylvania State University
8:30 A.M.–10:00 A.M. TEXAS 7
SYMPOSIUM SESSION
Interventions for Struggling Adolescent Readers: Problems and
Promise
Chair: Michael C. McKenna, University of Virginia
Discussant: Elise Harrison, University of Virginia
Every day some 7,000 American students drop out of high school, and
intervention programs of many types and at many levels have arisen
to address this challenge. This symposium summarizes research into
middle school intervention programs, offers a new tool for evaluation,
and presents findings related to three such programs.
1. Evaluating Interventions for Struggling Middle School Readers
Douglas Fisher, San Diego State University
Gay Ivey, James Madison University
2. Urban Literacy Reform for Striving Readers: Investing in Youth
by Investing in Teachers
William G. Brozo, George Mason University
3. Targeting Both Skill and Will: An Intervention Designed
to Motivate Struggling Adolescents while Improving
Comprehension Proficiency
Jessica Matthews, University of Virginia
Carrie Nagel, University of Virginia
Michael C. McKenna, University of Virginia
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57th National Reading Conference • November 28 - December 1, 2007