Tuesday, January 31, 2012

Critical Thinking and Writing

Question: What is a tool to use to improve critical thinking and writing?

Answer: Rubrics. “Analyzes first-year college students’ attitudes towards the use of critical and analytic thinking criteria used in course rubrics. Students perceived more explicit, detailed criteria employed in one course to be more useful than did students in another course with fewer criteria

Comment: Rubrics, in which the teacher identifies the characteristics expected of the critical thinking/writing. RayS.

Source: Morozov, A. (2011). Student attitudes toward the assessment criteria in writing-intensive college
courses. Assessing Writing, 16(1), 6–31,

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Monday, January 30, 2012

On-line vs. Face-to-Face Preparation for Argumentative Writing

Question: Which prepared students for argumentative writing better: on-line or face to face?

Answer: “Analyzes 48 low-income middle-school students’ development in argumentative writing over a three-year period in which students in experimental groups engaged in online dialogue debates on social issues to foster their argumentative reasoning versus a control group of students who participated in face-to-face discussion. Students in the experimental group generated higher quality post-essay argumentative writing, were more aware of evidence relevance, and posed more substantive questions than did students in the control group.”

Comment: FYI. RayS.

Source: Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young
adolescents’ thinking. Psychological Science, 22(4), 545–552.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Friday, January 27, 2012

Teachers' Comments on Writing

Question: What types of teachers’ comments on writing lead to improved writing?

 Answer: “Also finds that the type of comments matters; comments coded as “problem detection” and “solution suggestion” were positively correlated with posttest writing quality, as opposed to the number of praise comments and the average length of comments.”

Comment: I find this research on teachers comments on writing interesting, especially concerning praise. You have to praise, of course. But the comments that count are those that detect problems and offer solutions to the problems in writing. RayS.

 Source: Cho, K., & MacArthur, C. A. (2011). Learning by reviewing. Journal of Educational Psychology,
103(1), 73–84.

 Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Thursday, January 26, 2012

College Writing Teachers on High School Writing

Question: What do college writing teachers criticize in high school writing?

Answer: “Finds that college instructors are critical of the focus on formalist writing instruction or limited composing process models at the high school level. Finds that high school instructors are often focused on preparing students for standardized composition tests.”

Comment: I am most concerned about the limited purpose for high school writing—standardized composition tests. RayS.

Source: Brockman, E., Taylor, M., Kreth, M., & Crawford, M. K. (2011). What do professors really say
about college writing? English Journal, 100(3), 75–81.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Wednesday, January 25, 2012

Pre-writing and Writing Quality


Question: What is the relationship between pre-writing and writing quality?

Answer: “Text quality was found to be related to an increase of the prewriting phase and of planning processes.”

Comment: I have noted that studies frequently relate pre-writing activities with successful writing. RayS.

Source: Beauvais, C., Olive, T., & Passerault, J. M. (2011).Why are some texts good and others not? Relationship
between text quality and management of the writing processes. Journal of Educational
Psychology, 103(2), 1–14.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Tuesday, January 24, 2012

Characteristics of Good College Writing

Question: How did college teachers of writing describe characteristics of good writing?

Answer: “When asked to identify the five most important characteristics of good writing, college instructors selected organization (66%), analysis/ideas (59%), supporting evidence (57%), synthesis (51%), and grammar/style (50%), with purpose (19%) and audience (20%) perceived as less important.

Comment: Purpose and audience might be conditions of good writing. RayS.

Source: Addisson, J., & McGee, S.J. (2010). Writing in high school/writing in college: Research trends
and future directions. College Composition and Communication, 62(1), 147–179.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Monday, January 23, 2012

Reading Interest at the Secondary Level

Question: How can a teacher improve secondary school reading performance?

Answer: Suggests the importance of fostering students’ interest in reading.

Comment: Sounds like a no-brainer. How does one foster secondary students’ interest in reading? Reading aloud. Skillful use of the Directed Reading Assignment, especially the introduction to reading a textbook chapter, in which the teacher builds background knowledge of the topic. Book talks on books in the teacher’s discipline. Internet sites that deal with the topic, many of which are interesting. RayS.

Source: Retelsdorf, J., Köller, O., & Möller, J. (2011). On the effects of motivation on reading performance
growth in secondary school. Learning and Instruction, 21(4), 550–559.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Friday, January 20, 2012

Directed Reading Assignment Reborn


Question: How improve students’ vocabulary and reading comprehension?

Answer: Focuses on how students performed while reading grade-level passages, answering ten comprehension questions, and completing a vocabulary-matching task. Findings show that both listening previewing conditions led to improvements in comprehension as compared to silent reading [by itself] and that adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary.

Hawkins, R. O., Musti-Rao, S., Hale, A. D., Mcguire, S., & Hailley, J. (2010). Examining listening
previewing as a classwide strategy to promote reading comprehension and vocabulary. Psychology
in the Schools, 47(9), 903–916.

Comment: I’m assuming that the listening preview was similar to building background information. Pre-teaching unfamiliar vocabulary is a significant part of the directed reading assignment. I’m not surprised, therefore, at the results in comprehension and vocabulary. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Thursday, January 19, 2012

Interest and Challenging Reading

Question: Will interest in a topic help in reading that is too challenging?

Answer: Students ranging from 10 to 14 years old read a passage well beyond their  current reading ability under two matched experimental conditions: high relative topic interest and low relative topic interest. Higher relative interest in the story topic buffered some of the negative influences of excessive challenge….

Fulmer, S. M., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task:
The buffering role of relative topic interest. Journal of Experimental Education, 79(2), 185–208.

Comment: I’ve often wondered if interest in reading material would counteract the fact that the reading material is beyond the reader’s reading level. Here’s some evidence that it does. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Wednesday, January 18, 2012

ACT College Admission Test


Question: Which sub-tests of the ACT are predictive of college performance?

Answer: Analyzes the predictive validity of each of the four sub tests of the ACT exams across different
samples related to success in college. Finds that while the English and math sub tests are highly
predictive, the science and reading provide little or no predictive validity. Suggests the need to
focus on the English and math sub tests in making admissions decisions rather than the science
or reading sub tests.

Bettinger, E. P., Evans, B. J., & Pope, D. G. (2011). Improving college performance and retention
the easy way: Unpacking the ACT exam. National Bureau of Economics Research Working Paper
No. 17119. Retrieved June 21, 2011, from http://papers.nber.org/papers/w17119

Comment: I’m of the school that the student’s academic record is basic to future success in college. I would also expect math and English sub-test scores to be predictive. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Tuesday, January 17, 2012

Summer Reading Lag


Annotated Research

Question: Will supplying self-selected books to students over the summer affect scores on a state test?

 Answer: Employs a longitudinal experiment to test the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books might ameliorate summer reading setback. Examines the reading performance of 852 students from seventeen high-poverty schools who were randomly selected to receive a supply of self-selected trade books on the final day of school over a three-year period compared to 478 randomly selected students from these same schools who received no books. Outcomes on the state reading assessment indicated a statistically significant effect (p = .015) for providing access to books for summer reading and a significant (d = .14) effect size.

Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., et al. (2010).
Addressing summer reading setback among economically disadvantaged elementary students.
Reading Psychology, 31(5), 411–427.

 Comment: I don’t know what to make of this finding. Just giving three self-selected books for summer reading would have this significant effect on a state test? Nothing else? The self-selection is probably important. I need to think about this. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Monday, January 16, 2012

Informal Digital Experience and Academics

Annotated Research

Question: Will students’ informal use of technology serve their needs for academic achievement?

Results indicate that students need to either prepare themselves or be prepared by educators to
combine their informal experience of communication technology with academic requirements
for actively constructing knowledge in virtual environments.

 Deed, C., & Edwards, A. (2011). Unrestricted student blogging: Implications for active learning in a virtual text-based environment. Active Learning in Higher Education, 12(1), 11–21.

Comment: I don’t know what “actively constructing knowledge in virtual environments” means. But if it means constructing knowledge in school, teachers need to take the “play” out of informal experience with communication technology and apply disciplined use. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.

Friday, January 13, 2012

The Significance of NCTE Journals

Question: What are the effects of reading the articles in NCTE (National Council of Teachers of English) journals?

Quote: “But what is less available through this perspective is the cumulative effect that NCTE journals have had on their readers over time—how the studies reviewed here made their way (or did not) into the thinking and practices of NCTE members, in their roles as researchers, teachers…and as writers. How did articles sink in? How did the scenes of our teaching and research adjust as a result of our encounters with journals? These are question in need of their own empirical investigation.” P. 213.

Comment: During my three years (1967-1970) as a doctoral student at Syracuse University, I proposed a dissertation topic that was rejected by my adviser. (In fairness to her, I failed to do  my homework. The questions in the preceding quote should have been part of my preparation before bringing the topic to her attention.) What would happen, was my question, if I showed teachers how to read journal articles efficiently, showed them how to find the interesting ideas quickly. I guess I was ahead of my time. Now that the NCTE is 100 years old, questions are being raised about the effects of reading their journals. It may be time to raise my question about the effects of efficient reading of journals again. RayS.

Title: “Struggles for Perspective: A Commentary on ‘One Story of Many To Be Told’: Following Empirical Studies of College and Adult Writing Through 100 Years of NCTE Journals.” Deborah Brandt. Research in the Teaching of English (November 2011), 210-214.

Thursday, January 12, 2012

100 Years of Research in English

Question: What have we learned about teaching secondary English in the 100 years that the NCTE has been in existence?

Answer/Quote: “First, we have learned that the teaching of traditional school grammar á la Warriner and that ilk does next to nothing to advance a better writing and even correctness in writing.

Second, we have learned that writing is a process, though we may disagree about some important parts of the process.

“Third, we know that real discussion…is essential to learning how to interpret literature….

 “Fourth, we know from a very wide variety of studies in English and out of it, that students who are authentically engaged with the tasks of their learning are likely to learn much more than those who are not….” P. 189.

Comment: Traditional school grammar is useless in improving writing or correctness. Writing is a process. Discussion is significant in interpreting literature. Authentic engagement produces better learning. Each of these findings calls for significant discussion. Try them out  on your colleagues. RayS.

Title: “Commenting on ‘Research in Secondary English, 1912-2011: Historical Continuities and Discontinuities in the NCTE Imprint.’ ” George Hillocks Jr. Research in the Teaching of English (November 2011), 187-192.

Wednesday, January 11, 2012

Research and Social Issues and English Education


Research

Question: Why is research on social issues important in English education?

Quote: “If we turn to the folklore of any nation we find it saturated with race hatred and prejudice…. Everything and anything that shall help toward bringing up a new generation broad-mindedly, internationally just, instead of narrowly, nationally prejudiced, should be given consideration.” P. 141.
--Hugh Lofting (author of the Dr. Doolittle books, “World Friendship and Children’s Literature,” Elementary English Review, 1924.

Title: “A Journey Through Nine Decades of NCTE-Published Research in Elementary Literacy.” E Dutro and K Collins. Research in the Teaching of English (November 2011), 141-161.

Tuesday, January 10, 2012

Teachers and Research II


Research

Question: Why don’t English teachers read research in the field of English Education?

Quote: “However, we also worry… that in the turn from the solving of problems to the studying of issues, much of the perceived relevance and much of the functional purpose of literacy research has been lost or obscured. Certainly the problem of widespread impact by research on classroom practice predates the 1990s. For example, although, as Hillocks notes, a long line of research concluded that the teaching of school grammar was of little, no, or even negative value, traditional school grammar continues to be widely taught. It is certainly also true that for readers prepared to familiarize themselves with current social theory and to read interpretively and critically there are many practical insights to be gained from the New Research. Still, the social turn, at least as it currently manifests itself in NCTE’s publications, has not seemed effective in gaining the attention of, and changing the practices of, teachers and policy makers.” P. 140..

Comment: The current emphasis in English education research, NOT on solving teachers’ problems, but on social issues is not doing much to help teachers. So teachers don’t read it. I would add that the emphasis on social problems spills over into practitioner-oriented journals as well, and I rarely read articles dealing with social issues. The focus on social issues has been a trend in the NCTE for a long time. RayS.

Title: “100 Years of Research”:  Editors’ Introduction, M Dressman, J McCarthey, P. Prior. Research in the Teaching of English (November 2011), 133-140.

Monday, January 9, 2012

Teachers and Research I

Research

Conclusion: English teachers, for the most part, do not read research in their field of English Education.

Quote: “Hillocks shares Brandt’s concern for the lack of exchange between researchers and teachers. As evidence of this, he points to RTE’s (Research in the Teaching of English) low subscription numbers relative to the membership of NCTE (and relative to those of practitioner-oriented journals like Language Arts, English Journal, and College English), and to numerous studies indicating how little published research makes its way into secondary English methods courses for pre-service teachers.” P. 138.

Comment: Most English teachers do not read research in the field of English education. The next question is, why not? Shifted from classroom problems to research dealing with social issues. RayS.

Title: “100 Years of Research”:  Editors’ Introduction, M Dressman, J McCarthey, P. Prior. Research in the Teaching of English (November 2011), 133-140.

Friday, January 6, 2012

Re-reading


Annotated Research

Question: Do students reread books?

Answer: “More than half of the students surveyed read some books more than once, and most of the students were female.” LA Smith. 1984. P. 423.

Comment: I’m surprised at the frequency of rereading. I’d like to know more about this practice and the motivation behind it. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.

Thursday, January 5, 2012

Comparing Adult and Children's Books

Annotated Research

Question: How are adult and children’s books different in style?

Answer: “Found that passages from children’s books had shorter paragraphs, sentences, T-units, clauses, and words, used more repetition and fewer abstract and Latinate words.” CC Anderson. 1984. P. 422.

Comment: Interesting but not surprising. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.

Wednesday, January 4, 2012

Speaking and Writing


Annotated Research

Question: How do better college writers adjust speaking to writing?

Answer: “Found that better college writers made more adjustments from speaking to writing.” BC Jamieson. 1984. P. 421.

Comment: The more informal the writing, the more the writing is like speaking. Good writers strive for standard English, which removes the characteristics of speaking. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.

Tuesday, January 3, 2012

Parents of Superior Readers

Annotated Research

Question: What are the characteristics of parents of superior readers who contribute to their children’s success?

Answer: “Parents of superior readers read more themselves, provided more books, and engaged in more language activities with their children.” CS Lee. 1984. P. 419.

 Comment:Note that parents of superior readers read themselves.  RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.

Monday, January 2, 2012

Prior Knowledge and Miscues

Annotated Research

Question: What effect did high prior knowledge have on miscues with meaning loss?

Answer: “Found that third graders with high prior knowledge make fewer miscues resulting in meaning loss and correctly answered more comprehension questions than third graders with low prior knowledge.” MI Taft and L Leslie. 1985. P. 418.

Comment: High prior knowledge of a topic is a powerful element in comprehension. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.