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Effects of Curriculum Supplementation with ALAs on Literacy Skills & Reading Motivation

Gabriella Nasta

What are the effects of supplementing the required ELA curriculum with affective literacy activities (ALAs) on literacy skills and reading motivation for second grade learners?

Hilliker, A. (2021). Fun with Phonological Awareness. English in Texas, 51(2), 7–10.

lack of passion in reading

Luther, V. L. (2022). The Impacts of Self-Efficacy and Intrinsic Motivation: Mentoring Students to Be Motivated Readers. Language and Literacy Spectrum, 32(1).

need to improve literacy skills

evaluating motivation

Education has begun to focus so heavily on the teaching of how to read and literacy skill proficiency that the enjoyment that reading can bring has gotten lost.

Marcell, B., & Ferraro, C. (2013). So Long, Robot Reader! A Superhero Intervention Plan for Improving Fluency. Reading Teacher, 66(8), 607–614.

Historical Background

need for choice

Pace, T. (2020). Reading Adventures. Science and Children, 57(5), 30–34.

cultivate interests

Young, C., Mohr, K. A. J., & Landreth, S. (2020). Improving Boys’ Reading Comprehension with Readers Theatre. Journal of Research in Reading, 43(3), 347–363.

Education has begun to focus so heavily on the teaching of how to read and literacy skill proficiency that the enjoyment that reading can bring has gotten lost.

Diperna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2016). Effects of a Universal Positive Classroom Behavior Program on Student Learning. Psychology in the Schools, 53(2), 189–203.

Related

Linder, D. E., Mueller, M. K., Gibbs, D. M., Alper, J. A., & Freeman, L. M. (2017). Effects of an animal-assisted intervention on reading skills and attitudes in second grade students. Early Childhood Education Journal, 46(3), 323–329. https://doi.org/10.1007/s10643-017-0862-x

Vaknin-Nusbaum, et. al., (2018)

Marinak et. al. (2015)

Vaknin-Nusbaum, V., & Tuckwiller, E. D. (2023)

Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and my reading profile: a tool for assessing early reading motivation. Reading Teacher, 69(1), 51–62.

Related Research

motivation's key role in literacy development coupled with the idea that foundation skills and reading preferences develop simultaneously

negative feelings towards reading develop due to instances of academic struggle

developmental changes in reading motivation, sub factors of motivation, and the reading achievement and motivation

motivation and school-based well-being (covitality) are predictors of engagement in academically trying times

age-related window for literacy skills and how reading acquisition indicates literacy performance in higher grade levels

Vaknin-Nusbaum, V., & Tuckwiller, E. D. (2023). Reading Motivation, Well-Being and Reading Achievement in Second Grade Students. Journal of Research in Reading, 46(1), 64–85.

Research

Vaknin-Nusbaum, V., Nevo, E., Brande, S., & Gambrell, L. (2018). Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers. Journal of Research in Reading, 41(3), 438–454. https://doi.org/10.1111/1467-9817.12117

Brannan, L. R., Johnson, R. B., Giles, R. M., & Kent, A. M. (2020). The Beliefs and Practices of Second Grade Teachers Who Implement Independent Reading and Its Effect on Students’ Reading Achievement and Reading Volume. Language and Literacy Spectrum, 30(1).

Theoretical Belief Systems

Fraumeni-McBride, J. P. (2017). The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report. Journal of Montessori Research, 3(2), 19–38.

self-determination theory, expectancy–value theory of achievement motivation and motivation-reading relationship (children develop their self-perception as readers and assess their chances to successfully complete reading assignments.), Bandura’s social cognitive theory of self - efficacy (the belief in one’s own ability to succeed), and youth developmental asset frameworks (positive dispositions support healthy and robust development, well-being and learning across childhood and adolescence)

Theoretical & Conceptual Frameworks

Kreamer, H. M., Orme, S., Hobson, V., Moran, M., Mahoney, K., Moon, T. R., & Brighton, C. (2019). Elevating instruction: Enhancing literacy practices for advanced readers in primary grades. Gifted Child Today, 43(1), 34–45. https://doi.org/10.1177/1076217519880590

Snyder, E., & Golightly, A. F. (2017). The Effectiveness of a Balanced Approach to Reading Intervention in a Second Grade Student: A Case Study. Education, 138(1), 53–67.

Concepts

literacy, enjoyment, motivation, self-efficacy, balanced literacy, independent, value of reading, reading achievement, reading preferences, choice, and relationships

Department of Education, C. (2022, September). Asset-based pedagogies. Asset-Based Pedagogies - Educator Excellence (CA Dept of Education). https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp#:~:text=Asset%2DBased%20Pedagogies%20focus%20on,as%20assets%20and%20not%20deficits.

Terminology

standardized curriculum - resources provided to teachers to disseminate information to students based on the topics they must know for their current grade level

literacy/literacy skills - phonological awareness, decoding, word recognition, comprehension, fluency,

affective literacy activities - student work that evokes an emotional connection towards learning

reading motivation - the rate and quantity in which students want to see a book and discover its story

Terminology

Concepts Guiding Intervention

Concepts

enjoyment - how much you like what you are doing

interest - likes, preferences, and favorites

engagement - how interested you are in something (student engagement is generally used to express the level of cognitive, emotional, and behavioral connection and commitment of students to school and educational activities (Fredricks, Blumenfeld & Paris, 2004; Newman, Wehlage & Lamborn, 1992) as cited by Dadandi & Dadandi, (2022) )

relationships - interaction between two or more people

self-efficacy - belief in your own abilities

balanced literacy - combination of teacher led reading and writing activities partnered with independent student learning

independent - by oneself (scaffolded support at start of year)

value of reading - how important reading is

reading achievement - reading more than you did the day before, knowing more words, liking more genres, enjoying reading more, etc.

reading preferences - what you like or dislike to read about

choice - options for what, how, where you read

culturally relevant stories - stories that show diverse characters and life circumstance

repeated reading - reading the same story multiple times

literature circles - 3 or more students reading the same story and talking about it

flashlight Fridays - having all lights off and turning on a battery operated light to see the words in a book

book buddy reading - reading to another student or stuffed animal out loud

reader of the month/weekly activities/prizes - tracking quantity of books read and picking a student or students who have read the most, providing them with special prizes or activities (prize box, book club w/ teacher)

Citations

Exploration of Instructional Practices That Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. NCEE 2017-4024. National Center for Education Evaluation and Regional Assistance.

Step” on Early Elementary Students’ Academic Outcomes: A Randomized Controlled Trial. School Psychology Quarterly, 33(4), 561–572.

International Journal of Teaching and Learning in Higher Education, 31(3), 512–523.

Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. Participatory Educational Research, 9(3), 98–110.

Chiang, H., Walsh, E., Shanahan, T., Gentile, C., Maccarone, A., Waits, T., Carlson, B., & Rikoon, S. (2017). An

Cook, C. R., Low, S., Buntain-Ricklefs, J., Whitaker, K., Pullmann, M. D., & Lally, J. (2018). Evaluation of “Second

Hovland, I. (2019). Bringing Reading into the Classroom: Using Active Learning to Practice the Invisible Skill.

Urfali Dadandi, P., & Dadandi, I. (2022). The Relationships among Teachers’ Behaviors That Encourage

Trust, E., & Mdrc. (2021, July 21). The importance of strong relationships - a strategy to solve unfinished

With Second Grade Students

focused on middle and high school level students

connection between motivation, engagement, effective literacy activities supplementing the core curriculum of BEST for All and Foundations on literacy skill improvement

see the effect of these specific affective activities (culturally relevant stories partnered with repeated reading, literature circles, flashlight Fridays, book buddy reading, choice during independent reading, and reader of the month weekly activities and prizes) on literacy skills and intrinsic motivation

Field Gaps

Purpose of

Research

Students should be repeatedly exposed to texts, especially texts that follow a one of the predictable pattern (circle-tales, rhyming text, and repetitious stories).

Professional Needs

Student Needs

Grote-Garcia, S., & Durhah,

P. (2013). Engaging Readers, Increasing Comprehension, and Building Skills: The Power of Patterned Books. Texas Journal of Literacy Education, 1(1), 45–53.

  • inspiration
  • see themselves in what they are reading
  • high interest texts
  • repeated exposure to texts
  • choice,
  • free to pick
  • what they read
  • where they read it
  • who they read it to
  • how they talk about it
  • what they want to share

Students and Professional

  • understand why reading has become such a tedious task
  • identify emotional baggage surrounding reading
  • how to best implement affective literacy activities
  • what kind of stories to provide my readers with
  • how many choices they should be presented with
  • my students are entering my room with
  • know my students and be able to tell when something is off or doesn't seem right, when they had a terrible morning, haven’t eaten since lunch the day before, or didn’t get enough sleep

All that students can enter into a classroom with and how it can affect student’s learning, especially during language arts.

Dutro, E. (2017). Let’s Start

with Heartbreak: The Perilous Potential of Trauma in Literacy. Research & Policy, 94, 326–337.

Kosanovich, Lee, and Foorman provide practical and in depth recommendations for families to become involved in their child’s foundational reading skills. Their work describes ways for parents to become actively involved in reading with their children. These researchers support my argument by suggesting that parents can become as involved as they are guided to with their children.

Kosanovich, M., Lee, L., & Foorman, B. (2021). A Second

Grade Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2021-053. Regional Educational Laboratory Southeast.

School, Community, and World

Laho describes how important communication is between parents and teachers to create a strong sense of community. Communication is necessary and impacts family involvement. By inviting parents to become part of your school or even classroom community, an additional layer of significance for parent and child can be fostered.

Laho, N. S. (2019). Enhancing School-Home

Communication through Learning Management System Adoption: Parent and Teacher Perceptions and Practices. School Community Journal, 29(1), 117–142.

"Published children’s literature in the United States overrepresents some identities while underrepresenting others, such as people of color, LGBT people, people with disabilities, people who live below the poverty line (Crisp et al., 2016), and more. Thus, some children may not encounter text representative of their identities. As literature can assist with identity development and provide ways for children to learn about those who differ from self..." (Bulatowicz, 2017)

"Interactive reading activities are some of the most important parameters that enhance the quality an environment rich in terms of literacy and contribute to children’s literacy skills. Interactive reading opportunities, which are social exchanges, facilitate enriched language exposure, foster the development of receptive language and spelling, increase vocabulary knowledge, and establish essential foundational literacy skills."

(Çetinkaya, Ateşi, & Yildirim, 2019).

Curriculum and Teaching

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