• Classroom environment and literacy engagement.

      McAllister, Kayla J. (19/11/2012)
      The purpose of this descriptive study was to determine whether classroom environment played a role in literacy engagement and motivation. The study investigated whether classroom environment could hinder or promote literacy engagement and in what ways. Data collection included: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environmental Rating Scale. The participants included one classroom teacher and three students, one male and two females from her classroom. The teacher chosen was a [twenty] year teacher with a lot of experience and the students chosen included two, four year old females and one, five year old male. [Data] was collected through various ways including: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environment Rating Scale. The data [was] then coded for common trends found throughout the duration of the study. Findings from the data support that classroom environment does play a role in literacy engagement and motivation.
    • Effective Multimodal Texts to be Implemented in Secondary Science Classrooms

      Kucharski, Megan (State University of New York at Fredonia, 2019-05)
      There has been an abundant amount of multimodal texts in which high school science teachers were able to use throughout their instruction to communicate science content. The problem related to this topic was high school science teachers were either not using them or not using them appropriately. The question related to the problem of high school science teachers not correctly using multimodal texts was “What are effective multimodal texts that support content comprehension and science literacy and how can these resources be implemented in the secondary science classroom?” To address this question an extensive literature review, research analysis, and research synthesis were completed. The participants of the studies were in a variety of science courses at the middle school, high school or college level. Multiple findings resulted from the research synthesis. The findings were trade books and technology in science classes were effective at both middle and high school levels, primary literature in science classes were effective at the collegiate level, and middle and high school science students benefited from teachers embedding multimodalities in their instruction. The fifth finding was simulations at the high school level enhanced student science literacy. This was the finding that answered the research question. This finding was then used to create a professional development Google Site for high school science teachers of all content areas. The Google Site provided a resource for the teachers to learn about simulations, understand the research behind it, practice using them, and be instructed on how to implement them into science instruction at the high school level.
    • Effective Practices to Increase Kindergarten Readiness and Promote Literacy Skills for Preschool Teachers, Literacy Specialists, and Families

      Shaffer, LeighAnn (State University of New York at Fredonia, 2019-05)
      Researchers have found that students have been coming into kindergarten with difficulty, in need of additional reading support, causing challenges for teachers to meet the learning needs of all students (Brown, 2014; Curby, Rimm-Kaufman, & Ponitz, 2009). The purpose of this research was to investigate effective emergent literacy practices that could be implemented by teachers and families to increase kindergarten readiness. To determine effective practices, a qualitative methodology was used to conduct empirical research through a thematic analysis of data collected from a focus group interview that consisted of five consented participants. The participants included a mixture of general education teachers, a special education teacher, and a literacy specialist. From the data analysis, four overarching themes were found including: the importance of phonics in emergent literacy development, children’s behavior and social skills, the gap between low and high academically performing students in relation to literacy skills, and exposure to literacy-based activities. The participants explained that engaging in early literacy practices such as reading with and to children, everyday conversations to increase vocabulary development, and providing young children with activities to increase fine motor skills such as cutting and coloring can increase kindergarten readiness and literacy development to decrease the student performance gap.
    • The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction

      Ruber, Jessica (State University of New York at Fredonia, 2019-05)
      All educators, regardless of subject or grade level taught, are expected to incorporate literacy best practices into their classroom (Huang, 2017). They are also expected to inspire their students to be lifelong readers which can be problematic when teachers do not have positive personal reading habits (Nathanson, et al., 2008). Based on this understanding, this empirical study sought to answer the question: what is the impact of core middle school teachers’ personal reading habits on their classroom literacy practices? Participants consisted of nine middle school teachers. The study used an online survey tool and resulted in three main findings. First, there was no clear connection between the participant’s personal reading habits and their use of literacy best practices in the classroom. Second, the participants mainly valued reading but were not frequent readers themselves. Third, within the qualitative data, there was no connection between the participant’s reading habits and their use of best practices as they value a variety of best practices with an emphasis on more “non-social” strategies. In conclusion, the lack of reading habits of the middle school teachers surveyed did not impact their use of literacy best practices in the classroom.
    • Impacts of authentic children's literature and literacy strategies on teaching mathematical comprehension in elementary grades.

      Sliwa, Elizabeth M. (12/11/2013)
      In this Master’s thesis project, empirical studies regarding the use of children’s literature and literacy strategies to teach mathematics are researched. The impacts on mathematical comprehension are discussed and include: An increase in motivation, an increase in achievement, and increase in early numeracy, and an increase in interest of mathematics. The studies researched include findings on how using children’s literature to teach mathematics can increase their motivation for learning and increase their interest in mathematics. Studies about using literacy strategies to teach mathematics include information on how activating prior knowledge, direct vocabulary instruction, and inferencing can have a positive impact on students’ mathematical comprehension. A series of professional development workshops are prepared from the findings from the literature review. The workshop consists of small group and whole group discussions on ways to use children’s literature and literacy strategies to teach mathematics in elementary classrooms.
    • Literacy instruction in math classes.

      Near, Shannon M. (2014)
      This thesis capstone project is a research synthesis to address the question of which literacy instructional practices, when applied to mathematics teaching, produce positive math performance results for elementary students? For this exhaustive literature review, 36 published studies were found that addressed the question. These studies were grouped into four categories: the relationship of reading performance to math performance, the relationship of comprehension of reading and the comprehension of math problems, vocabulary instruction in reading and mathematics, and specialized instruction in reading and mathematics. Synthesis of the findings produced a number of results: first is that this problem of the relationship between literacy and math has been around and been researched for decades and in many countries besides the United States, with the main focus being on students in grades three to six. A major result from this study is that there appears to be a direct correlation between reading performance and math performance but not math to reading: proficient reading performance translates to proficient math performance, but proficient math performance does not appear to directly correlate to proficient reading performance. The two subcategories of reading performance that appear to most significantly impact math performance are comprehension and vocabulary development, while the instructional strategies of conducting think-alouds, providing direct instruction, modeling, and using graphic organizers appear to have a positive impact on both literacy and mathematics learning. These results are packaged for the professional development of elementary teachers in the form of a DVD.
    • The Most Effective Fluency Strategies to Use in the Classroom

      Parrotta, Natalie (State University of New York at Fredonia, 2019-05)
      Many adolescent students have often struggled with reading fluently which hindered other aspects of literacy, such as comprehension. Therefore, it was necessary that elementary school teachers used more effective fluency strategies to remove this deficit in middle and high school. To address this problem the principal investigator asked the question, “What are the most effective fluency strategies that elementary teachers can use in the classroom?” Since technology has been an up-and-coming feature in the classroom, specific studies that focused on technology-based fluency strategies were selected along with repeated reading, peer-assisted tutoring, and Readers Theatre. Studies had taken place only in the elementary classroom (grades one through six). After a review of the literature and a research synthesis, it was found that technology-based fluency strategies contributed to student motivation and contained a student-centered approach, more so than the other fluency strategies. Improvements in reading fluency were also noticed with the technology-based fluency strategies. These findings formed the basis of a professional development project presented through a workshop for elementary school teachers (grades one through six). Technology-based fluency strategies were explained and practiced during the workshop, and then implemented in the classroom.
    • Perceptions of Social Studies Teacher Roles in Literacy Instruction

      Hubbard, Justin (State University of New York at Fredonia, 2019-05)
      Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social Studies teachers perceptions of their role in literacy instruction? The principal investigator of this study interviewed two experienced Secondary Social Studies teachers on their perceptions and implementation of literacy in the Social Studies content area. It was found by these interviews that these participants had been using higher level literacy instruction techniques as part of their daily instruction in the content area and that they perceive literacy instruction as the responsibility of the Social Studies teacher not only for the benefit of literacy ability, but for Social Studies content knowledge as well.
    • Reading preferences of elementary males and females.

      Langworthy, Matthew (08/01/2013)
      No Author abstract.
    • A review of the effect of literacy education on the rehabilitation and recidivism rates of formerly incarcerated criminals.

      Erny, Brea (11/11/2013)
      This is a professional development project that examines research regarding the effects of literacy education programs within incarceration facilities on the rehabilitation and recidivism rates of inmates. This project also reveals the factors that affect the success of such programs. The findings indicate that literacy education programs within incarceration facilities have positive implications on rehabilitation and post-release life as well as decrease the recidivism rates of the inmates. In addition, the findings indicate that positive relationships between teachers and inmates, incentives as motivation for program completion, and the age and race of inmates affect programs’ success. Based on these findings, the researcher develops a professional development workshop as well as coaching follow-ups for literacy education teachers within a federal prison.
    • The role of literacy in school readiness

      Noble, Brittney (State University of New York College at Fredonia, 2016-05)
      School readiness is a problem for Kindergarten and grade one teachers and for school administrators who may not have a clear understanding of what the term includes or how it is measured. This problem of confusion of concept and measurement of "school readiness" leads a reading specialist to ask the question, what does research indicate to be the role and measurement of school readiness especially as related to literacy development? To address this question, an extensive literature review and synthesis were conducted. Results indicate four findings. First is that there appears to be no universally accepted definition for the term "school readiness." Second is that school readiness appears to be defined in one of three ways: as a measurement of certain literacy skills (frequently oral language skills, letter recognition, letter sounds, phonological awareness, knowledge of print); as a measurement of certain behavioral skills (generally: emotional coping, problem solving, self-regulation); or as a measurement of a combination of behavioral and literacy skills. The third finding is that only a few researchers define readiness exclusively in terms of literacy skills, many define it exclusively in terms of behavioral skills, and some define it in terms of a combination of literacy and behavioral skills. The fourth finding is that when including literacy skills in the definition, there is no one literacy skill or set of skills that universally determine school readiness, and no one measurement or set of measurements for measuring those skills. These findings will be disseminated through an informational professional development brochure. [from author's abstract]
    • Transitions.

      Anderson, Marcus B. (2014)
      This empirical research thesis examines how adolescents perceive their out-of-school literacies and literacy skills, and how they see themselves using or not using these skills within their current and future school work. With a sample of two participants from a rural high school in Chautauqua County, this study uses a qualitative methodology to collect data from researcher interviews and field notes. Descriptive interview data analysis reveals that adolescents instead of making connections between outside school literacies and in-school literacies appear to use the school model of literacy skills to determine out-of-school literacy skills, rather than have the out-of-school model of literacy skills to determine out-of-school literacy skills, rather than have the out-of-school literacy activities produce their own model of literacy skills. Moreover, analysis indicates that these adolescents lack meta-cognition or metalinguistic knowledge about literacy skills and how they are transferable between various social groups or settings. Instead findings indicate a disconnect between adolescents’ out- of- school literacies and literacy skills as the adolescents attempt to apply school-based literacy concepts to non-school literacy events instead of recognizing skills as being not tied to or limited to school class work. More metacognitive metalinquistic awareness may help students to recognize and transfer literacy skills across reading tasks and reading activities.
    • What research shows about literacy instructional strategies specifically for students with specific learning disabilities.

      Braunscheidel, Jennifer R. (2015)
      Within general education and special education classrooms are students with specific learning disabilities, and within these classrooms are general education and special education teachers who may or may not have specific training in how to teach reading to those students. This situation leads to the question of what literacy instructional strategies general education and special education teachers can use for literacy instruction with students who have specific disabilities related to literacy. The most appropriate way to answer this research question was with a research synthesis. The exhaustive literature review and subsequent research synthesis for this study produced three findings. The first is that research has determined five literacy instructional strategies that produce positive impact on students with specific learning disabilities: direct instruction with individuals, direct instruction in groups, repeated oral reading, technology integration, and simultaneous use of multiple strategies. The second is that the most useful and versatile instructional strategies are the three that produce positive results for all three age ranges of elementary, middle school, and adolescents: repeated oral reading which impacts oral fluency, direct instruction with an individual, and simultaneous use of multiple strategies, both of which impact reading comprehension. The third finding is that the main literacy skills to be targeted by literacy instruction for students with specific learning disabilities at the middle school and adolescent age range appears to be reading comprehension. These findings then form the basis of professional development for teachers that takes the form of an online interactive module.