Bridging Cultures through Literacy 2014 Association of Literacy Educators and Researchers 58
Bridging Cultures Through Literacy Bridging Cultures through Literacy 2014 Association of Literacy Educators and Researchers 58th Annual Conference October 30 – November 2, 2014 Delray Beach, Florida Delray Beach Marriott Bridging Cultures Through Literacy Dear Fellow Educators and Researchers, It is with excitement that I welcome you to the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) in Delray Beach, FL, our host city. I am self-assured you will find this conference stimulating and hope you will take full advantage of opportunities to share ideas, meet longtime and new friends, and visit interesting sites. ALER acknowledges that we are a brand that has kind, generous and hospitable members and participants. Those who attend our conferences are intellectually stimulated by the professional content of the presentations. If you are a returning participant, welcome back. If this is your first experience with ALER, we look forward to getting to know you better and hope you will find this an amenable professional home where you will find opportunities to serve. Our conference theme is “Bridging Cultures through Literacy.” This theme addresses our world and its diversity. ALER is a professional community that makes an effort to value, respect, and understand all its participants while we are cognizant of the fact that Literacy embraces and has the potential to unify all cultures. In addition to exceptional conference sessions, we have distinguished featured speakers who will add to the success of your ALER experience as they address our theme and the goals of our association. Again, welcome to the 58th annual meeting of the Association of Literacy Educators and Researchers. I hope your time in Delray is personally and professionally enriching and thank you for enhancing our conference with your expertise. J. Helen Perkins J. Helen Perkins, Ed. D., ALER Conference Chair and President-elect Goals of the Association of Literacy Educators and Researchers: To stimulate the self-development and professional growth of teachers and reading specialists at all educational levels. To encourage the continuing improvement of college and university curricula and encourage preparation programs for teachers and reading specialists. To encourage the continuing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process 1 Bridging Cultures Through Literacy ALER 58TH ANNUAL CONFERENCE Table of Contents INTRODUCTION .......................................................................................................................................... 1 NOTES TO PRESENTERS............................................................................................................................. 3 ALER OFFICERS AND ELECTED BOARD MEMBERS ................................................................................. 4 ALER COMMITTEE AND COMMISSION CHAIRPERSONS.................................................................... 5 2014 ALER CONFERENCE PERSONNEL .................................................................................................. 6 FUTURE ALER CONFERENCE SITES........................................................................................................... 6 2014 ALER CONFERENCE PROGRAM COMMITTEE ............................................................................ 7 PAST PRESIDENTS OF ALER ....................................................................................................................... 8 PAST ALER AWARD RECIPIENTS ............................................................................................................... 9 J. ESTILL ALEXANDER FUTURE LEADERS IN LITERACY AWARDS ................................................. 11 58TH ANNUAL ALER CONFERENCE OVERVIEW ............................................................................... 13 HOTEL FLOOR PLAN ............................................................................................................................... 14 SPECIAL EVENTS THURSDAY, OCTOBER 30, 2014 .......................................................................... 16 SPECIAL EVENTS FRIDAY, OCTOBER 31, 2014 ................................................................................. 18 DIVISION MEETINGS ............................................................................................................................... 19 FRIDAY GENERAL ASSEMBLY ................................................................................................................ 24 SPECIAL EVENTS- SATURDAY, NOVEMBER 1, 2014 ........................................................................ 41 AWARDS BREAKFAST ............................................................................................................................. 42 LEGISLATIVE ASSEMBLY AND PRESIDENTIAL ADDRESS ................................................................... 43 SESSIONS- SATURDAY, NOVEMBER 1, 2014.................................................................................... 44 J. ESTILL ANEXANDER FORUM AND PRESIDENTAL RECEPTION ..................................................... 57 INDEX OF PRESENTER NAMES............................................................................................................... 61 INDEX OF PRESENTER CONTACT INFORATION ................................................................................ 64 2 Bridging Cultures Through Literacy NOTES TO PRESENTERS · · · · There are no Chairs to introduce sessions, roundtables, workshops, or symposiums. Please introduce yourself to your audience. As a courtesy to presenters who follow you, begin and end on time. This is especially important for presenters using computer technology. If you wish to talk to participants after your session, please do so quietly in the hallway. ALER digital projectors are provided for all sessions, workshops, and symposiums, but not for roundtables. Visit the ALER Reading and Exhibit Room in the York River room. Participate in the silent auction by bidding on books authored by ALER members. Proceeds benefit the J. Estill Alexander Scholarship fund. Association of Literacy Educators and Researchers · · · · · · Promotes standards and competency within the profession. Stimulates the professional growth of literacy educators and researchers. Encourages the continued improvement of college and university curricula and contributes to the research-based knowledge related to the preparation of teachers and literacy specialists. Acts as a resource for the consideration and dissemination of information related to the field of literacy. Prepares and distributes professional publications. Sponsors conferences and meetings to satisfy the professional needs of its members. 3 Bridging Cultures Through Literacy ALER OFFICERS AND ELECTED BOARD MEMBERS ALER Executive Committee 2013 – 2014 President: Parker Fawson, Utah Valley University President-Elect: J. Helen Perkins, University of Memphis Vice-President: Julie Kidd, George Mason University Past-President: Robin Erwin, Niagara University Past- Past-President: John A. Smith, University of Texas – Arlington Executive Secretary: Lois Haid, Barry University Treasurer: April Blakely, Eastern Kentucky University Elected Members – Board of Directors Dianna Baycich, Kent State University Tami Al-Hazza, Old Dominion University Nina Nilsson, Saint Joseph’s University Jeanne Cobb, Coastal Caroline University Mary Applegate, St. Joseph University Debra Price, Sam Houston State University Betty Sturtevant, George Mason University ALER Division Chairs Adult Learning Division, Robin Pate, Tarleton State University Clinical Research and Practice Division, Stephanie McAndrews, Southern Illinois University- Edwardsville College Literacy Division, Ann DeGroot, Ramapo College of New Jersey Teacher Education Division, Debra P. Price, Sam Houston State University ALER Editors LRI Vicky Zygouris-Coe, Michelle Kelly,Sherron Killingsworth-Roberts, University of Central Florida Literacy News Larkin Page, Texas A&M University Yearbook Susan Szabo, & Leslie Haas, Texas A&M University–Commerce Sheri Vacinda, Oklahoma State University 4 Bridging Cultures Through Literacy ALER COMMITTEE AND COMMISSION CHAIRPERSONS Conference Coordinator Mary Beth Allen, East Stroudsburg University Program Chair J. Helen Perkins, University of Memphis Reading Room & Exhibits Margie Garcia, University of Houston-Clear Lake Awards Robin Erwin, Niagara University Research Catherine McGeehan, Kutztown University Ginger Modla, Gwynedd Mercy University Publications Sylvia Read, Utah State University Membership Stephanie Grote-Garcia, The University of the Incarnate Word Elections John Smith, University of Texas-Arlington Public Information Deborah Addison, Schreiner University Legislative & Social Issues Mary McGriff, New Jersey City University Carolyn Hitchens, Ball State University Resolutions & Rules Mary Beth Sampson, Texas A&M University-Commerce Kit Mohr, Utah State University Historian Ellen Jampole, State University of New York-Cortland Barbara McClanahan, Southeastern Oklahoma.State University. Photographer Ellen Jampole, State University of New York-Cortland 5 Bridging Cultures Through Literacy 2014 ALER CONFERENCE PERSONNEL Program Chair J. Helen Perkins, University of Memphis Assistant to Program Chair Jennifer Townes, University of Memphis Conference Coordinator Mary Beth Allen, East Stroudsburg University Joyce V. Warner, Barry University Local Arrangements Reading Room & Exhibits Margie Garcia, University of Houston-Clear Lake Business Manager April Blakely, Eastern Kentucky University Readers’ Forum Robin Pate, Tarleton State University Dianna Baycich, Kent State University FUTURE ALER CONFERENCE SITES 2015 Nov. 5-8 2016 Nov. 3-6 2017 Costa Mesa, CA Myrtle Beach, SC St. Petersburg, FL Hilton Orange County Embassy Suites at Kingston Plantation Hilton St. Petersburg Bayfront 6 Bridging Cultures Through Literacy 2014 ALER CONFERENCE PROGRAM COMMITTEE Deborah Addison, Schreiner University Kameilah Amaya, University of Memphis Rebecca Anderson, The University of Memphis Mary Applegate, St. Joseph's University Juan Araujo, Texas A&M University-Commerce Allison L. Baer, The University of Findlay Kathryn Bauserman, Indiana State University Carla Bennett, Texas A&M University-Commerce Shirley Bleidt, Texas A&M University-Kingsville Pam Cheatham, Stephen F. Austin State University Sarah Clark, Utah State University Michelle R. Ciminelli, Niagara University Vanessa Colon, Texas A&M University-Commerce Vicki Collet, University of Arkansas Carolyn Cook, Mount St. Mary's University Nedra Cossa, George Mason University Jaime Coyne, Sam Houston State University Doris Walker-Dalhouse, Marquette University Delilah A. Davis, LeMoyne-Owen College Tammy Donaldson, Del Mar College Maria Dudash, Texas A&M University-Commerce Laurie Elish-Piper, Northern Illinois University Parker Fawson, Utah Valley University Brittney Frazier, Texas A&M University-Commerce Maria Garcia, Texas A&M University-Commerce Monica Gordon-Pershey, Cleveland State University Stephanie Grote-Garcia, The University of the Incarnate Word Sara Helfrich, Ohio University Leslie Haas, Texas A&M University-Commerce Kay Hong-Nam, Texas A&M University-Commerce Ashlee Horton, Lander University Lucy Houston, Texas A&M University-Commerce Daphne Hubbard, Kennesaw State University Yuko Iwai, University of Wisconsin-La Crosse Faith Johnson, Texas A&M University-Commerce Marcus Johnson, Texas A&M University-Commerce Robin Johnson, Stephen F. Austin State University Cindy Jones, Utah State University Katie Jones, University of Memphis M. Tara Joyce, Saint Xavier University Julie Kidd, George Mason University Karen Kindle, University of South Dakota Kristina Kintz, Texas A&M University-Commerce Wayne M. Linek, Texas A&M University-Commerce Linda K. Lilienthal, University of Nebraska Kearney Roberta Linder, Wittenberg University Kent Layton, University of Arkansas at Little Rock Douglas Loveless, James Madison University Angie Madden, Eastern Kentucky University Theresa Magpuri-Lavell, Bellarmine University Shawneice Malone, University of Memphis Michael Manderino, Northern Illinois University Michael A. Martin, Eastern Kentucky University Teddi Martin, University of North Texas Gloria Marquez, Texas A & M University-Commerce Arlene Mascarenhas, George Mason University Susan Massey, Illinois University Barbara McClanahan, Southeastern Oklahoma State University Cheryl Lisa McNair, Texas A&M University-Kingsville Ginger Modla, Gwynedd Mercy University Kimberly Munoz, Texas A&M University-Commerce Maryann Mraz, UNC Charlotte Deanna Owens, University of Memphis Linda Pacifici, Appalachian State University Seth Parsons, George Mason University Mary Paxton, Shippensburg University Tiana Pearce, Texas A&M University-Corpus Christi J. Helen Perkins, University of Memphis Scott Popplewell, Ball State University John Ponder, University of West Georgia Diana J. Quatroche, Indiana State University Victoria Rey, Kean University Deidre Reeves, Texas A&M University-Commerce D. Ray Reutzel, Utah State University Jakraphan Riamliw, University of the Thai Chamber of Commerce Bob Rickelman, UNC Charlotte Mary Roe, Arizona State University Kathleen Sanders, Fort Hays State University Davida R. Schuman, Kean University Jeanne Shay Schumm, University of Miami Ann Sharp, Utah Valley University John Smith, Univ. Texas Arlington Lina Soares, Georgia Southern University Frances Shapiro-Skrobe, Ramapo College of New Jersey Nancy Stevens, University of Wisconsin-Whitewater Carolyn Stufft, Stephen F. Austin State University Mary Swanson, Northeastern State University Terri Tharp, Middle Tennessee State University Wally Thompson, New Mexico Highlands University Wolfram Verlaan, University of Alabama in Huntsville Joyce V. Warner, Barry University 7 PAST PRESIDENTS OF ALER (Including the former College Reading Association) Bruce Brigham Albert J. Mazurkiewicz Clay E. Ketcham Martha Maxwell M. Jerry Weiss Robert Aukerman Leonard S. Braam William H. Cooper J. Roy Newton Uberto Price Robert M. Wilson Jules C. Abrams Daniel T. Fishco George O. Phillips Paul R. Kazmierski Richard Carner Phil Nacke Janet Carsetti Thomas P. Fitzgerald William E. Blanton James E. Walker Linda Gambrell Rita M. Bean Susan M. Glazer George Mason James R. Layton J. Estill Alexander Jerry L. Johns Lois A. Bader June B. Ewing Lonnie D. McIntyre Norman A. Stahl Victoria J. Risko Patricia S. Koskinen Betty S. Heathington Judy S. Richardson Marino C. Alvarez Timonthy V. Rasinski Nancy D. Padak Jack Cassidy Maria Valeri-Gold Jane Brady Matanzo Robert J. Rickelman Wayne M. Linek Jon Shapiro Karen Bromley Ellen Jampole D. Ray Reutzel Mona W. Matthews Laurie Elish-Piper Mary Roe John A. Smith Robin Erwin 8 PAST ALER AWARD RECIPIENTS Laureate Award 1996 1997 1998 1999 2000 2001 Lillian R. Putnam J. Estill Alexander Albert J. Mazurkiewicz Patricia Koskinen Jeanette Veatch Betty S. Heathington 2002 2003 2004 2005 2006 2007 Linda Gambrell Jerry L. Johns Donna Alvermann Allen Berger Timothy Rasinski Maria Valeri-Gold 2008 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 Albert J. Mazurkiewicz Richard T. Vacca J. Estill Alexander Sidney J. Rauch Lois A. Bader Donna Alvermann Linda B. Gambrell Jerry L. Johns Timonthy V. Rasinski Barbara J. Walker John E. Readence D. Ray Reutzel Rita Bean Particia Koskinen 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 Victoria J. Risko Marino Alvarez Nancy D. Padak Jack Cassidy Robert Rickelman Judy Richardson D. Ray Reutzel A.B. Herr Award 1972 1973 1973 1974 1976 1979 1998 1982 1983 1984 1985 1986 Uberto Price M. Jerry Weiss Robert M. Wilson J. Roy Newton Dorothy D. Sullivan Walter Pauk Phillip L. Nacke Lillian R. Putnam Roy A. Kress Ira E. Aaron Jules C. Abrams Jeanette Veatch Jr. 9 Richard Allington Victoria J. Risko Nancy D. Padak Bill Henk David Reinking Judy Richardson Jack Cassidy Robert B. Cooter, Jr. Norman A. Stahl Elizabeth Sturtevant Donald Leu Bill Rupley Albert J. Mazurkiewicz Special Services Award (Previously – Special Services Award, 1973-1998) 1973 Leonard S. Braam 1988 Jerry L. Johns 2003 William A. Henk 1973 Dorothy D. Sullivan 1975 Marvin S. Joslow 1989 1990 Lois A. Bader Betty S. Heathington 2004 Barbara J. Reinken Jane Brady Matanzo 1976 Janet K. Carsetti Susan M. Glazer 2005 Joan Elliott 1978 1978 Jules Abrams Paul R. Kazmierski 1991 1992 James R. Layton Audrey Williams 2006 2007 Robert Rickelman Wayne M. Linek 1979 Albert J. Mazurkiewicz 1993 George E. Mason 2008 Karen Bromley 1980 1980 June B. Ewing Wallace D. Miller 1994 J. Estill Alexander 2009 John A. Smith 1981 Samuel S. Zeman 1995 1996 Victoria J. Risko Patricia S. Koskinen 2010 Ellen Jampole 2011 Jon Shapiro 1982 1983 M. Jerry Weiss Robert M. Wilson 1997 Lillian R. Putnam Maria Valeri-Gold 2012 2013 1984 James E. Walker 1998 Frederick J. Fedorko 1985 Linda B. Gambrell 1999 Nancy D. Padak 1986 Irene Payne 1987 Emma W. Rembert Marino C. Alvarez 2000 Gary L. Shaffer Arthur E. Smith 2001 Judy Richardson William E. Blanton 2002 Linda Thistelthwaite 10 Mary Beth Sampson Doris Walker-Dalhouse J. ESTILL ALEXANDER FUTURE LEADERS IN LITERACY AWARDS Outstanding Dissertation Award 1982 Mary Ann Medley Daniel Pierce 1983 Ernest Balajthy 1984 Robert B. Cooter, Jr. Sandra Gibson 1985 Lynn Smith 1986 Timothy Rasinski 1987 Kathy Roskos 1988 Kathleen Davis 1989 Linda H. Irwin 1990 Nancy Cothern 1991 Patricia L. Sharer 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 Elizabeth Sturtevant Gaoyin Qian Victoria Ridgeway Jan K. Bryan Patricia Whitney JoAnn R. Dugan Lawrence L. Sipe Linda S. Wold Barbara S. Abromitis Christine A. McKeon Suzanne A. Viscovich Michelle Fazio 2003 JacquellineLynch 2004 William Muth 2005 Barbara Ann Marinak 2006 Roberta Linder 2007 Donna Glenn WakeCheryl L. Potenza2008 Radis Carla WonderMcDowell 2009 Cindy D. Jones 2010 Jennifer A. Cowgill 2011 Taylar B. Clements 2012 M . Mandarino 2013 Amie Sarker Outstanding Thesis Award 1978 Patricia Fisher 1985 Martha W. Johnson 2003 Tracy Zimmerman Ernest Belajthy 1986 Cynthia M. Battalgia 2004 Susan Barnes Porter Sara Strous 1987 Mary Jane Pearce 2005 Wendy Warnken 1979 Concetta G. Hicks 1988 Karen Podey 2006 No Submissions Wendy S. Keller 1989 Delilah Shotts 2007 Amy A. Wilson Patricia Borowiec 1990 Lisa H. McGary 2008 Susan E. Perkins 1980 Linda J. Payne 1991 Francis K. Hurley 2009 Daniel Allbery Diane M. LaSorte 1992 Rebekah E. Legman 2010 Laura E. Bernfield Alice R. Edlredge 1993 No Award Given 2011 Robin Mattis Mara 1994 Randall Reese 2013 Lesley A. Gear 1981 Margaret B. Robertson Phyllis Chatlos 1995 Linda Hunter Anne Osbourne 1996 Karen E. Schroeder 1982 Renee Close Goostree Dorothy Champlin 1997 Melissa L. Brock 1998 Brenda M. Greene 1983 Lynn Ellen Keeter 1999 Elizabeth M. Kingery 1984 Harvey M. Rubenstein 2000 Stephanie Gerdes Judith R. Marolf 2001 Joan Scott Curtis Janet M McConologue 2002 Cindy Hayes-Low Jerry L. Johns ALER Promising Researcher Award 2007 2008 2009 2010 Mayra Daniel Caitlin McMunn Dooley Donna Mahar Cindy D. Jones DeAnna M. Laverick Teacher Education Research Grant Award 2010 2011 2012 2013 11 Jennifer I. Hathaway Evan T. Ortlieb Seth Parsons Sarah Clark Judy S. Richardson Literacy As A Living Legacy Award 2007 Mary W. Spor 2008 Arburim Iseni Hyreme Gurra 2010 Duncanville Church of Christ, English as a Second Language Adult 2011 Kathryn Bauserman 2012 Brenda Porter 2013 George Curl Literacy Teacher Education Grant 2010 Lea Clavert Evering Elizabeth Hughes 2011 Jennifer Hathaway 2012 James V. Hoffman Beth Maloch Melissa Mosley Wetzel 2013 Hannah R. Gerber Debra Price 12 58th Annual ALER Conference Overview Event Time Location THURSDAY 10/30/2014 Executive Meeting and Luncheon 11:00 am - 2:00 pm Ocean Breeze Board of Directors Meeting 2:00 pm - 6:00 pm Coral Reef Ballroom Registration 2:00 pm - 7:00 pm Seacrest Foyer Author Presentation: Don Tate 7:30 pm - 8:30 pm SB- Salons E and F Welcome Reception 8:30 pm - 10:00 pm Outside SB-Salon E FRIDAY 10/31/2014 Registration 7:00 am - 5:00 pm Seacrest Foyer Coffee Break 7:00 am - 9:30 am Reading Room 7:00 am - 5:00 pm Ocean Breeze Editorial Board Continental Breakfast 7:30 am - 9:00 am SB- Salon E General Assembly 9:45am -10:55 am SB-Salon E Sessions 8:00 am - 5:00 pm See specific room assignments Teacher Education Division 8:00 am - 9:20 am SB-Salon D Clinical Division 11:00 am -12:20 pm SB-Salon D Adult Learning Division 2:00 pm - 3:20 pm SB-Salon D College Literacy Division 3:30 pm - 4:50 pm SB-Salon D New Member Meet and Greet 5:30 pm - 6:30 pm Atrium SATURDAY 11/01/2014 Awards Breakfast & Keynote Speaker 7:45 am - 9:50 am SB-Salon D Registration 7:00 am - 2:00 pm Seacreast Foyer Reading Room 7:00 am - 5:00 pm Ocean Breeze Legislative Assembly and Address 10:00 am -12:00 pm SB – Salon E IRA/NCATE Session I 10:00 am - 12:00 pm SB-Salon A Sessions 12:30 pm - 3:55 pm See specific room assignments J. Estill Alexander Forum for ALER Leaders in Literacy Speaker: Ray D. Reutzel 4:00 pm - 5:25 pm Presidential Reception 6:00 pm - 7:30 pm Salon F Salon D SUNDAY 11/02/2014 ALER Town Meeting & Update on Legislative Issues 9:00 am - 10:25 am 13 Palm Breeze- Salon 1 Bridging Cultures Through Literacy HOTEL FLOOR PLAN 14 Bridging Cultures Through Literacy 15 Bridging Cultures Through Literacy SPECIAL EVENTS THURSDAY, OCTOBER 30, 2014 Executive Committee Meeting 11:00 am - 2:00 pm @ Ocean Breeze Board of Directors Meeting 2:00 pm - 6:00 pm @ Coral Reef Ballroom Author Presentation Don Tate 7:30 pm - 8:30 pm @ SB-Salons E and F Welcome Reception 8:30 pm - 10:00 pm @ Outside SB- Salon E 16 Bridging Cultures Through Literacy AUTHOR PRESENTATION Don Tate Thursday, October 30, 2014 7:30 pm - 8:30 pm SB-Salons E and F Don Tate is an award-winning author and the illustrator of numerous critically acclaimed books for children, including The Cart That Carried Martin, (Charlesbridge); Hope’s Gift, (Penguin); Duke Ellington’s Nutcracker Suite, (Charlesbridge); She Loved Baseball (HarperCollins); and Ron’s Big Mission, (Penguin). He is also the author of It Jes’ Happened: When Bill Traylor Started to Draw (Lee & Low Books), an Ezra Jack Keats New Writer Honor winner. Librarians have praised his program as lively, interactive, educational — fun! His heart goes into his presentations. He approaches the content of his presentations from both an illustrator’s and author’s perspective, and he offers a solid integration of the Common Core Curriculum Anchor Standards for reading, writing, and speaking & listening, all of which are annotated, and aligned. Welcome Reception 8:30 pm - 10:00 pm Outside SB- Salon E This is the kick-off celebration of the 58th Annual ALER Conference. Join us for a book signing and informal gathering with Don Tate, and meet fellow ALER conference attendees. (Desserts and cash bar) 17 Friday, October 31, 2014 Bridging Cultures Through Literacy SPECIAL EVENTS FRIDAY, OCTOBER 31, 2014 Registration 7:30 am - 5:00 pm @ Seacrest Foyer Reading and Exhibits 7:30 am - 5:00 pm @ Ocean Breeze Editorial Board Continental Breakfast 7:30 am – 9:00 am @ SB- Salon E Division Meetings See next page for details. General Assembly: Keynote 9:45 am - 10:55 am SB- Salon E ALER New Member Meet & Greet 5:30 pm – 6:30 pm @ Atrium 18 Friday, October 31, 2014 Bridging Cultures Through Literacy Division Meetings Friday, October 31, 2014 Teacher Education Division Meeting Chair: Debra P. Price 8:00 am - 9:25 am @ SB-Salon D Clinical Research and Practice Division Meeting Chair: Stephanie L. McAndrews 11:00 pm - 12:20 pm @ SB-Salon D Adult Learning Division Meeting Chair: Robin Pate 2:00 pm - 3:20 pm @ SB-Salon D College Literacy Division Meeting Chair: Anne DeGroot 3:30 pm - 4:50 pm @ SB-Salon D 19 Friday, October 31, 2014 Bridging Cultures Through Literacy Symposium 1 Time: 8:00-9:25 SB-Salon A Exploring Reading Motivation from Multiple Perspectives Presenters: Allison Ward Parsons, Clemson University Linda B. Gambrell, George Mason University Seth A. Parsons, George Mason University Barbara A. Marinak, Clemson University Jacquelynn A. Malloy, Clemson University Tony Applegate, Holy Family University Mary Applegate, St. Joseph’s University D. Ray Reutzel, Utah State University Parker Fawson, Utah Valley University Abstract: Work by a number of researchers (Guthrie, Hoa, Wigfield, Tonks, & Perenevich, 2005; Jacobs & Eccles, 2000) suggests that reading motivation may be situational and influenced by grade level expectations and teacher actions. This symposium will explore reading motivation from these multiple perspectives. Editorial Board Appreciation Continental Breakfast 7:30 am – 9:00 am SB-Salon E Literacy Research and Instruction, the ALER Yearbook, and the ALER Newsletter invite reviewers of ALER publications to an Appreciation Continental Breakfast. Join the editors of ALER as they thank you for your service and provide feedback about the various publications to which you contribute your time and expertise. ALER Teacher Education Division Meeting 8:00 am - 9:20 am SB-Salon D Symposium 2 Time: 8:00-9:25 SB- Salon B Common Core: Culturally Inclusive, Exclusive, or Both? Presenters: Donna Kester Phillips, Niagara University Robin Erwin, Niagara University Kathleen McGrath, Niagara University Susan Krickovich, Daemen College Margaret Jones-Carey, Randolph Academy Abstract: While Common Core Standards have become the foundation for education it has proven to be both innovative and problematic. This symposium will focus on specific aspects of the Common Core and how it is inclusive for some cultural groups and exclusive for others. Through the lenses of Elementary Education, Secondary Education, Special Education, Reading Specialists, and Administration, the presenters will review what the Common Core provides for students from specific “cultural” backgrounds. What Novice Teachers want Preservice Educators to Know about the Transition from Preservice to Inservice Teaching Presenters: Stacey Bumstead , Lamar University Select Novice Teachers’ Knowledge and Implementation of High-Quality Reading Instruction Gayle Fairly, Lamar University Preservice Teacher Attitudes about Writing: Learning to Write and Teaching to Write Session 3 Time: 8:00-8:25 SB- Salon C Technical Reading and Writing Skills for STEM Education and the STEM Workforce Presenter: Alfred L. Hall, University of Memphis Abstract: This presentation will focus on technical reading and writing strategies to assist teachers and students to help improve Science, Technology, Engineering, and Mathematics (STEM) education results. In addition, the session will share how these strategies can also help better prepare students for the ever-changing demands of the STEM workforce. Products developed by the Writing Center at Southern Illinois University and the Program in Writing and Humanistic Studies at MIT will be reviewed and shared during the presentation. Abstract: In this session, two research studies, one on the implementation of effective reading strategies and one on the implementation of effective writing strategies by novice teachers will be presented. A panel discussion led by area novice teachers will follow the presentations. The panel will discuss the areas of disconnect between their university preparation experiences and their initial teaching placements. Time for questions will follow. We will conclude with a short business meeting. Session 4 Time: 8:00-8:25 CR- Salon 2 Bridging the Gap: Knowing Your Students Through Inksheds Presenters: Allison L. Baer, The University of Findlay Paul T. Wilson, Western Michigan University 20 Friday, October 31, 2014 Bridging Cultures Through Literacy Abstract: Building relationships with university students can be a challenge as classes tend to meet 1-3 times weekly instead of the daily meetings in K-12 schools. But strong relationships can help create successful, engaging learning environments. This session will present one quick method of building relationships through inkshedding – a simple, quick format for feedback and discussion. We will discuss the method and beginning research into the kinds of feedback received through inksheds. Session 8 Time: 8:00-8:25 Island Breeze Preservice Perspectives: Looking at science and English Language Arts integration in four third grade classrooms Presenters: Ashlee Horton, Lander University Cynthia Gardner, Lander University Abstract: This project examines an innovative field experience design utilizing English Language Arts (ELA) and science integration using science notebooking. This dual methods study examined four teacher education candidates’ knowledge of integrated strategies prior to and following an innovative field experience. The enhanced field experience includes a focused science-ELA placement as well as biweekly professional development on integrated strategies. Session 5 Time: 8:00-8:25 SB-Salon F An Investigation of Whether Online and Face-to-Face Learning is Equivalent for Graduate Literacy Courses Presenter: Amber Kay Howard, Missouri State University Abstract: This session will share the findings from a qualitative case study that examined graduate students’ perceptions equivalency between two different course delivery methods. The purpose of this study was to examine former graduate students’ perceptions of the equivalency of student learning experiences in an online graduate literacy course they had previously taken in a face-to-face delivery format. Session 9 Time: 8:30-8:55 SB- Salon C Inventreprenuers: Partnerships for Powerful Integrated Learning Presenters: Barbara Purdum-Cassidy, Baylor University Leanne Howell, Baylor University Abstract: Integrating literacy and social studies has the potential for powerful and effective instruction. Consequently, it is essential for pre-service teachers to be provided opportunities to learn about best practices in content literacy. This presentation provides participants with insight into a PDS project that effectively ties the elements of a persuasive text genre study with social studies action civics and the research study designed to explore issues surrounding pre-service teachers’ understanding and enactment of genre-based instruction. Session 6 Time: 8:00-8:25 Palm Breeze Salon 1 The Relationship of Teacher Knowledge on Self-Efficacy for Preservice Teachers Presenters: Ann Sharp, Utah Valley University Lorilynn Brandt, Utah Valley University Elaine Tuft, Utah Valley University Sandy Jay, Utah Valley University Abstract: This research investigates relationships between preservice teachers’ self-efficacy of literacy instruction and their knowledge of literacy essentials. An instrument was used that is one part self-ratings of confidence levels in teaching specific literacy skills and one part assessment of literacy knowledge required to teach those skills. The survey was given three times over the course of a year to 70 preservice teachers. Preliminary results indicate that self-efficacy scores significantly predict knowledge scores and vice versa. Workshop 10 Time: 8:30-9:25 CR-Salon 1 Making Thinking Visible: Shifting teachers Discourse to Promote Language and Literacy Development in Bilingual Settings Presenters: Angela Salmon, Shelton Academy Maria Victoria Gangotena , Shelton Academy Abstract: The interplay between nature and nurture determines children’s learning; this presentation provides an insight into teachers discourse in the classroom and its implications in children’s language and literacy development in bilingual settings. The presentation will address the relationship between language and cognition providing tools to foster children’s thinking drawn from research-based Visible Thinking approach from Harvard Project Zero. Videodocumentary samples will show evidence of the efficacy of nurturing children’s thinking to promote literacy development Session 7 Time: 8:00-8:25 Palm Breeze Salon 2 Using Rigor to Monitor the Effective Use of Strategies Presenter: Arlene Prinzivalli Mascarenhas, George Mason University/Alexandria City Public Schools Abstract: Using rigor to make effective use of reading strategies has been a district-wide initiative of the Language Arts curriculum in the mid-Atlantic region in an urban school setting. The key curriculum design and learning principles are designed to prepare students to be lifelong learners by providing them with effective, engaging, interactive language arts instruction. In order to achieve this goal, students participate in several practices that help them to increase rigor. Session 11 Time: 8:30-8:55 CR-Salon 2 Writing to Learn: Dialogue Journals for Mastery in a Reading Assessment Course Presenter: Bethanie Pletcher-Leerkamp, University of Texas- Corpus Christi Abstract: Just as classroom teachers must be active researchers and sensitive observers of students, so too must 21 Friday, October 31, 2014 Bridging Cultures Through Literacy university instructors. In this reading assessment course, the researcher used dialogue journals with students. The act of writing with students showed that learners made solid connections between course content and prior and concurrent experiences in classrooms. They considered their own experiences as students and their observations in classrooms in order to determine what kind of teachers they will be. advocacy. Finally, suggestions for further study and research will be made. Session 15 Time: 8:30-8:55 Island Breeze Supporting High School Students’ Understanding of Complex Text through Storytelling Presenters: Carolyn L. Cook, Mount St. Mary's University Amanda Grant, Spring Grove Area School District Abstract: In this qualitative study, high school students discuss The Odyssey and then perform a storytelling as a way to derive meaning from complex text and also meet Common Core Standards of Speaking and Listening. The research focus was, “How do using rereading, storytelling, and discussion help ninth-grade students to understand complex texts?” Initial data analysis suggests that storytelling and related discussion help students to improve their understanding of complex text. Session 12 Time 8:30-8:55 SB-Salon F Allegory as a Means of Fostering Self Awareness and Bridging Cultures in a Multi-Cultural College Communications Course Presenter: Bettina P. Murray, John Jay College of Criminal Justice Abstract: Allegory comprises different practices of writing, interpreting and representing (Cambridge, 2010). Students (n =160) from diverse cultural backgrounds received instruction in allegory using symbolic figures to convey generalizations about human conduct. Students wrote original stories with a lesson. Allegory was a culturally relevant (Luke, 2008) instrument to foster self-awareness as and bridging cultures. Students’ interpretations of allegories showed diverse cultural influences as well as cross-cultural similarities. Surveys indicated they gained insights from sharing their work. Session 16 Time 9:00-9:25 SB-Salon C Videogames and Literacy: An Exploration of Adolescents’ Gaming Habits and Reading Preferences Presenters: Carolyn Stufft, Stephen F. Austin State University Hannah R. Gerber, Sam Houston State University Abstract: Videogames are a form of literacy that fosters students’ interest and engagement in a variety of literate practices (Gee, 2007; Author 2, 2009), serving as a bridge for in-school and out-of-school literacy practices (Author 2 & Colleague, in press). This qualitative case study focused on youth’s reading and discussions of videogame related texts in an after-school setting. Findings from a survey and focus group regarding connections between adolescents’ gaming and reading habits will be presented. Session 13 Time: 8:30-8:55 Palm Breeze Salon 1 How well do Pre-service teachers, early elementary teachers know phonics? Presenters: Brian C. Ludlow, Southern Utah University David Lund, Southern Utah University Abstract: The 1999 position statement of the International Reading Association states, "...teachers must have a strong knowledge of multiple methods for teaching reading". The Report of the National Reading Panel emphasizes that reading programs should include direct, explicit phonics instruction. We have set out to measure and compare the levels of knowledge of phonics rules of pre-service and inservice elementary education teachers in the region surrounding Southern Utah University. Session 17 Time: 9:00-9:25 CR-Salon 2 Cultural Autobiographies: Bridging Awareness Levels among Pre-service Teachers for Informing Instructional Practices Presenters: Charlene Fleener, Old Dominion University Megan Britt, Old Dominion University Ashleigh Smith, Old Dominion University Abstract: This session presents a description and discussion of the use and potential of cultural autobiographies with preservice teachers for raising awareness levels of the importance of understanding the influence of culture on literacy, learning and classroom community. An outgrowth of this project was a teacher candidate’s action research project implementing cultural autobiography in her high school classroom to determine potential for decreasing bullying behaviors among students. Findings of this project will be shared as well. Session 14 Time: 8:30-8:55 Palm Breeze Salon 2 Examining current legislative and policy issues in teacher preparation and literacy education: The impact on teacher educators and literacy researchers Presenters: Carolyn Hitchen, Ball State University Mary McGriff, New Jersey City University Tammy Donaldson, Del Mar College Ashlee Horton, Lander University Nancy Stevens University of Wisconsin, Whitewater Abstract: This presentation will address current legislative and policy issues as they related to teacher education in literacy, and the subsequent relationship to K-12 classrooms. Specifically, an overview will be provided, followed by information about legislation and policy issues that have and continue to impact teacher educators and teachers. Themes will be presented and discussed, as well avenues for Session 18 Time: 9:00-9:25 SB- Salon F Fun, Engaging, and Effective Methods to Enhance Reading Fluency Chase Young, Texas A&M University - Corpus Christi 22 Friday, October 31, 2014 Bridging Cultures Through Literacy Corinne Valadez, Texas A&M University - Corpus Christi Abstract: In this study, the researchers measure the effectiveness of the two reading fluency instructional strategies with second grade students using a quasiexperimental pre/posttest design. Students in class A received stacked instruction of Rock and Read and Readers Theatre, while class B was only received the Rock and Read treatment. The ANOVA and post hoc tests revealed statistically significant differences with large effects when compared to the control group (class C). Session 19 Time: 9:00-9:25 Palm Breeze Salon 1 Supporting literacy in urban summer camps through literacy coaching Presenters: Christina Saunders, Virginia Commonwealth University Valerie Robnolt, Virginia Commonwealth University Abstract: This presentation outlines a summer reading program that was designed to support the literacy of K-3 students attending urban community-based summer camps. Many students experience a lack of reading growth over the summer, especially students from lower socio-economic families. The focus will be on the coaching model that was used to support the camp teachers in their efforts to include literacy as a routine part of the children’s summer camp experience. Session 20 Time: 9:00-9:25 Palm Breeze Salon 2 Literacy in India: A Description of Literacy Skills in One English-Medium Indian School Presenters: David Paige, Bellarmine University Theresa Magpuri-Lavell, Bellarmine University Abstract: This descriptive study investigates the literacy skills of 193 students across grades three, five, seven, and nine in one English medium, Catholic school in Kunnamangalam, Kerala, India. All students attending the study school speak Malayalam, the indigenous language of the thirty-two million residents of the state of Kerala. While English is the official second language for all of India, very few students are exposed to its use outside of school. The socio-economic status of students attending the study school varies widely with approximately 5% of students coming from upper-class families, about 10% from upper middle-class, about 50% from middle class, and the remaining 35% from lowermiddle to those from poverty. The student population is evenly spread across gender and most all students began their education in pre-school as four-year-olds. Students were administered standardized literacy assessments with results showing decoding knowledge commensurate with the 80th percentile, fluency at the 50th percentile or better, while vocabulary and comprehension knowledge was equal to the 16th percentile. Implications for instruction will be discussed. their music choices and character descriptions. Results and reflections on the process will be shared. Session 21 Time: 9:00-9:25 Island Breeze Music in Literature: Bridging Cultural Gaps through Music Presenter: Deborah Addison, Schreiner University Abstract: Through discussion of character analysis, preservice teachers were asked to explore the depth of emotion in a story. Choosing from a list of cultures and their popular songs, groups were asked to prepare a presentation using 23 Friday, October 31, 2014 Bridging Cultures Through Literacy GENERAL ASSEMBLY "Multicultural Literature in the Age of Globalism, Multimodal Literacies, and Shifting Identities" Violet J. Harris University of Illinois ALER Conference October 31, 2014 9:45-10:55 SB-Salon E Yearly estimates indicate that, out of the 5,000 plus children’s books and 2,000 young adult literature books published, less ten per cent are written and/or illustrated by individuals that are African, Asian, Latino, or Native American. What are the economic (multinational publishing companies), educational (inclusion in curricula), personnel (librarians, teachers and others as gatekeepers), popular and digital cultures, and aesthetic (quality of the writing or art) issues that affect the literature? These factors are identified and analyzed. Dr. Violet J. Harris is a Professor of Language and Literacy at the University of Illinois. Her research focuses on literature for youth, literacy materials, the publishing industry, and language issues with an emphasis on factors such as race, ethnicity, and language. She is the former co-editor of The New Advocate and AERJ-TLHD and active in several literature and literacy organization including Reading Is Fundamental. 24 Friday, October 31, 2014 Bridging Cultures Through Literacy determine whether there will be differences in overarching themes after completion of Practicum 1, Practicum 2, and student teaching. ALER Clinical Division Meeting Session 24 Time: 11:00-11:25 CR-Salon 2 Beginning the Journey: Early Childhood Teachers' Self-efficacy Beliefs for Writing Instruction Presenter: Denise K. Robinson, George Mason University Abstract: Self-efficacy beliefs of preservice teachers have been shown to change as those teachers interact with students for the first time (Hoy & Spero, 2005; Leader-Janssen & Rankin-Erikson, 2013). This session will share preliminary findings from a qualitative study investigating the self-efficacy beliefs for writing instruction with culturally diverse students as novice teachers begin their first year of teaching. 11:00 am – 12:20 pm SB-Salon D Stephanie L. McAndrews, Clinical Research and Practice Chair, Southern Illinois University Edwardsville “Using technology in literacy clinics” Keynote: Stephanie L. McAndrews and Shadrack G. Msengi Using video analysis to enhance discourse between faculty, clinician, student and families. Collaborative Session: Invited literacy clinical professors Vicki Collet and Debra Coffee and participants will share how they use technology to enhance teaching and learning in clinical settings across the United States. Session 25 Time: 11:00-11:25 SB-Salon F Effective Reading Strategies Implemented by Teachers of Children Living in Poverty Presenters: J. Helen Perkins, University of Memphis Doris Walker-Dalhouse, Marquette University Connie Briggs, Texas Woman's University Abstract: Children living in poverty and attending low SES schools are at greater risk of learning to read and write (Juel 1988; Hart & Risley, 1995; Snow, et al., 1998; Cunningham, 2006). Effective intervention for these children requires teachers who are highly motivated and expert in their knowledge of how to teach and how children learn (Allington, 2001). This session will examine the strategies and insights from successful teachers of children living in poverty based upon a two year research study. Clinical Division Meeting and Elections Session 22 Time: 11:00-11:25 SB-Salon B Debriefing Video Recorded Metacognitive Strategy Instruction to Promote Expertise in Language of Metacognitive Strategy Instruction Presenters: JoAnne Vazzano, Northeastern Illinois University Christina L. Madda, Northeastern Illinois University Abstract: In order to promote development of pedagogical language consistent with metacognitive strategy instruction, teachers in a clinical practicum video recorded their metacognitive strategy instruction and later debriefed the video recording with a small team of colleagues. The teachers responded to a pre and post questionnaire about their metacognitive strategy instruction. The research examined changes in teachers’ pedagogical language in the post questionnaire as well the nature of pedagogical language used during the team debriefings. Session 26 Time: 11:00-11:25 Palm Breeze Salon 1 Then and Now: A Review of Theories Related to Writing Presenter: Tracey S. Hodges, Texas A&M University Abstract: Writing is complex, and the more researchers understand the cognitive processes and engagement for writing, the more complex the relationships between cognition and producing writing appear. Writing theory is constantly shifting from a focus on mechanics and form to a focus on creativity and sociability. This literature review analyzes four leading theories for writing instruction: the cognitive processes theory, the sociocultural theory, social cognitive theory, and ecological theory. Session 23 Time: 11:00-11:25 CR- Salon 1 What Can We Learn from a Pre-Service Teacher's Field-Based Experiences? Presenter: Deborah J. Williams, Stephen F. Austin State University Abstract: The purpose of this case study is to explore a pre-service teacher’s experiences and implications for practice and further inquiry. The phenomenon of field-based learning and practice will be explored. Data will be obtained using weekly reflections, videotaped interviews, and mentor teacher evaluations to 25 Friday, October 31, 2014 Bridging Cultures Through Literacy to select a book to read and then discussed it online for three weeks. At the beginning and end of the course, students completed surveys to determine their acceptance of students on the spectrum and to measure their own motivation to read. These surveys were analyzed to determine the results. Session 27 Time: 11:00-11:25 Palm Breeze Salon 2 Transliterate in a Transliteracy Century: Bridging the Culture of 21st Century Students with Technology Presenters: Barbara McClanahan, Southeastern Oklahoma State University Jerry Stout, Southeastern Oklahoma State University Maribeth Nottingham, Southeastern Oklahoma State University Susan Morrison, Southeastern Oklahoma State University Toni Stiefer, Southeastern Oklahoma State University Robin Johnson, Stephen F. Austin University Melinda Smith, Northeastern Oklahoma State University Abstract: This study investigated K-12 teachers’ use of technology to enhance literacy instruction in the classroom. The focus of the study was threefold: 1) to ascertain frequency and types of technology currently employed in classrooms, 2) to determine types/amount of technology training and professional development provided to teachers, and 3) to determine teachers’ technology integration practices in relationship to literacy pedagogy. Session 30 Time: 11:30-11:55 SB-Salon C Using the G.I.R. Mentoring Model with Student Teachers of Varying Ability: A Comparative Case Study Vicki S. Collet, University of Arakansas Michelle Copelin, University of Arkansas Abstract: This comparative case study examines use of the Gradual Increase of Responsibility (GIR) mentoring model with two student teachers who have different initial teaching proficiencies. In GIR, mentor teachers move through phases of modeling, recommending, questioning, affirming, and praising to provide decreasing scaffolds that move student teachers toward interdependence and collaboration. Findings suggest that the GIR model can be flexibly adapted to guide mentors working with student teachers of varying ability. Session 31 Time: 11:30-11:55 CR-Salon 2 Positive Possibilities for Struggling Readers to Achieve CCSS Success: Teaching Close Reading Beyond Scripts and Mandates Presenter: Michael Shaw, St. Thomas Aquinas College Abstract: My presentation for teaching close reading instruction to struggling readers, based on a shifting paradigm, focuses on rejecting scripted instruction, mandates, and test-prep to teach thoughtful literacy that leads to CCSS success. This approach directly addresses the needs of struggling readers who face the biggest challenges. Focuses include IRA Literacy Implementation Guidance for CCSS instruction. Session 28 Time: 11:30-11:55 SB- Salon A Preparing pre-service teachers for effective literacy instruction: The learning experience of the Common Core State Standards Presenter: Yuko Iwai, University of Wisconsin-La Crosse Abstract: With the implementation of the Common Core State Standards (CCSS) in schools, it is important for pre-service teachers to learn how to develop lesson plans that align with the CCSS and teach them professionally. Pre-service teachers learned the CCSS and how to develop lesson plans, taught them, and reflected on their learning process throughout the semester. This presentation describes how pre-service teachers perceived their CCSS learning experience in their lesson plans and teaching. Session 32 Time: 11:30-11:55 SB-Salon F Implications of the Common Core State Standards (CCSS) for content literacy practices in social studies education: A look back to help us move forward. Presenter: Elizabeth G. Sturtevant, George Mason University Abstract: The Common Core State Standards have the potential to improve content literacy practices in social studies something advocated by literacy educators for decades. But before breathing a collective sigh of relief, we must consider implications of the scholarship in content literacy over the past 30 years that addressed conditions that stood in the way of every teacher becoming a ‘teacher of reading.’ Session 29 Time: 11:30-11:55 SB-Salon B The Effects of Online Literature Discussion on Graduate Students Attitudes toward and Acceptance of Autistic Students Presenter: Virginia B. Modla, Gwynedd Mercy University Abstract:A study using online literature discussion to determine the effect of the discussion on graduate students’ acceptance of children with autism spectrum disorder will be presented. Students worked in groups 26 Friday, October 31, 2014 Bridging Cultures Through Literacy Overview of research and discussion of new ideas for professional development will be included. Abstract: Assumptions of the educational benefits of technology in education suggest that knowledge is synonymous with information, and that accessing information equals learning. This session examines how digital technologies affect teachers and students, and how they influence curriculum. Presenters will demonstrate via Prezi, iPad apps, social media sites, and videos. The presentation will be interactive. Participants who bring their own devices will be able to use the technology during the presentation. Session 33 Time: 11:30-11:55 Palm Breeze Salon 1 Major Timelines in the Development and Implementation in Reading Clinics Presenters: Tiana McCoy Pearce Texas A & M University Corpus Christi Daniel L. Pearce, Texas A & M University - Corpus Christi Abstract: Key literacy figures and events in reading instruction influenced reading clinics in the United States. These individuals’ perspectives on reading’s physical, mental, and emotional processes were shaped by their work in reading clinics, subsequently influenced generations of clinic models and differences among clinics. This presentation will introduce some historic reading clinics and their directors and discuss notable events that have shaped the development and implementation of reading clinics in universities. Session 36 Time: 12:00-12:25 SB-Salon A Meeting in the Third Space: Teacher educators explore ways to teach science disciplinary literacy Presenters: Elizabeth Dinkins, Bellarmine University Kristin Cook, Bellarmine University Abstract: A literacy educator and science educator will share reflections of their collaborative teacherinquiry project exploring the use of structured inquiry learning and popular fiction to support pre-service science teachers in their development of disciplinary literacy. Findings will highlight pre-service teachers’ understandings of disciplinary literacy and lessons learned about our collaborative structure. This presentation is designed to help teacher educators develop methods courses that embrace the shift from content area literacy to disciplinary literacy. Symposium 34 Time: 11:30-12:50 Palm Breeze Salon 2 A Look at the Present and Past, and Conjecture About the Future of High Stakes Testing—the Issues, the Problems, the Politics, and the Policies: An Annual Symposium of the Association of Literacy Educators and Researchers Presenters: Rona F. Flippo, University of Massachusetts Boston Richard Vacca, Kent State University Robert A. Schaeffer, National Center for Fair & Open Testing (FairTest) Alden J. Moe, Rollins College D. Ray Reutzel, Utah State University, Abstract: This annual symposium brings together those with experience in literacy, teacher education, issues in high stakes testing, assessment and instruction of students and teachers, working with politicians, and related issues and stances. Presenters will update attendees and engage them in interactive discussions regarding the latest politics, policies, practices and issues affecting literacy and teacher education today Session 37 Time: 12:00-12:25 SB- Salon B Place-Based Education, Student Writing, and Cultural Contexts: A Case Study of Building Community Consciousness in a Rural Middle School Classroom Presenter: Erin Donovan, Coastal Carolina University/University of North Carolina Charlotte Abstract: The idea of place extends beyond just the location where people live. By understanding the importance of place transformational ideas and actions may occur. The purpose of this presentation is to discuss the impact of place-based educational practices on rural middle school students’ identities and their cultural connections as shown through student writing. This study follows the critical pedagogy of place theoretical framework and works to support the best practices in rural education research. Symposium 35 Time: 11:30-12:50 Island Breeze Teaching and Learning in the Digital Age Presenters: Douglas J Loveless, James Madison University Pamela Sullivan, James Madison University Valerie Robnolt, Virginia Commonwealth University Katie Dredger, James Madison University Sharon Green, Hong Kong International School Marianne Baker, James Madison University Joan Rhodes, Virginia Commonwealth University Session 38 Time: 12:00-12:25 SB- Salon C Using Multicultural Literature and Discussion to Promote Culturally Responsive Teaching Presenters: Gwyn W. Senokossoff, Florida International University Xuan Jiang, Saint Thomas University 27 Friday, October 31, 2014 Bridging Cultures Through Literacy Abstract: In this presentation, the authors will describe approaches that literacy teachers may use to make their instruction more culturally responsive. They will also provide several examples of multicultural literature and discuss ways that it can be used to help students develop cultural competence. significantly increase pre-school aged children’s expressive language skills and increase the amount of time parents spend sharing books with their children. Session 42 Time: 12:30-12:55 SB- Salon A The effect of a computer-based reading assessment tool to support high school seniors’ disciplinary reading skills. Presenters: Diana Hooley, Idaho State University Howard Chung-hau Fan, Idaho State University Abstract: Current research suggests high school seniors lack adequate reading comprehension skills so necessary for college-level reading. Additionally, there still appears to be a dearth of reading instruction in secondary content classrooms. This intervention study used a computer-based-assessment (CBA) tool to both inform and instruct older students of academic reading skills. Results reveal that the CBA was effective in that treatment students reported a greater use of reading strategies and close informational skills. Session 43Time: 12:30-12:55 SB- Salon B Teachers Bridge Disciplinary Literacy through a Culture of Assessment and Technology Presenters: Diana J. Quatroche, Indiana State University Kathryn Bauserman, Indiana State University Abstract: This session will present data that demonstrates how grant supported professional development can effect changes in teachers’ perceptions regarding assessment of student outcomes and technology in teaching. Session 39 Time: 12:00-12:25 CR- Salon 1 What's Hot in Literacy for 2015? Presenters: Jack Cassidy, Millersville University Stephanie Grote-Garcia, The University of the Incarnate Word Abstract: This session will examine key topics receiving attention in 2015 as well as exactly how the study is conducted. Criteria for the selection of literacy leaders will also be reviewed. Participants will receive materials to duplicate the 2015 study in their classes. Mention will also be made of those topics that are no longer on the annual “What’s Hot” list but nevertheless deserve attention in the future. Session 40 Time: 12:00-12:25 CR- Salon 2 Assessment Attitudes of Elementary and Secondary Pre-service Teachers: Perceptions of Value and Impact Presenters: Kathleen A. J. Mohr, Utah State University Erci S. Mohr, Utah State University Abstract: This session will communicate results and insights related to an attitudinal inventory administered to several sections of pre-service teachers taking assessment courses. The pre-service teacher pool includes elementary and secondary candidates. Quantitative and qualitative data were analyzed to understand and compare views of assessment and its perceived impact on students. The presenters will share summary analyses and respective comparisons to help teacher educators appreciate the challenges of preparing millennialaged teachers for their roles as assessors. Session 44 Time: 12:30-12:55 SB- Salon C A Philosophical Framework for the Consideration of Reading / Literacy Issues Presenter: Dianna Sand, Holy Family University Patricia Erickson, Holy Family University Carol Braunsar, Holy Family University Kelly Neiman, Holy Family University Abstract: The presenters will discuss the advantages of using a systematic and comprehensive framework to examine issues related to reading and literacy. The use of this type of framework can effectively address the need for a systematic and comprehensive problem-solving approach for a full range of stakeholders from policymakers to parents. Session 41 Time: 12:00-12:25 SB- Salon F Increasing Young Children's Expressive Language Skills Through Video-Based Parent Training Presenter: Diana Brannon, Elmhurst College Abstract: Dialogic reading is a shared reading activity designed to increase verbal interactions between caregivers and their preschool-aged children. The current study looks at the effectiveness of using video-based dialogic reading parent training to increase young children’s expressive language and vocabulary development. The researcher found that video-based parent training could be used to Session 45 Time: 12:30-12:55 CR-Salon 1 Take Charge! Engaging Metacognitive Adolescents in Multiple Literacies Presenter: Divonna Stebick, Gettysburg College 28 Friday, October 31, 2014 Bridging Cultures Through Literacy Abstract: The presenter will share the results of a case study investigating the metacognition of the adolescents during literacy activities, their personal literacy experiences within and beyond the classroom, and their attitudes about literacy. Adolescent voices will be shared through the analysis of individual interviews that investigated the implications of literacy in today’s digital age. Narratives will include the obstacles and the celebrations each has faced in the area of literacy. In Memory of Robert M. Wilson (1929 – 2014), Past-President of CRA In Memory of Robert M. Wilson (1929 – 2014), Past-President of CRA Presenters: Rita Bean, University of Pittsburgh (Emerita) Karen Bromley, Binghamton University, SUNY Linda Gambrell, Clemson University Betty Heathington, University of Tennessee (retired) Patricia Koskinen Marcia Wilson If you have memories of Bob Wilson we invite you to this session to celebrate his many contributions to the field of literacy. Session 46 Time: 12:30-12:55 CR- Salon 2 Crossing Over into the World of Literature: How Young ELLs Engage with Peers in Discussion of Multicultural Books Presenters: DiAnn McDown, University of Central Oklahoma Emmanuella Smith, University of Central Oklahoma Abstract: Recently much attention is paid to the topic of young children’s ability to engage in rich discussions of literature. Teacher surveys and recent comments by state legislators indicate they believe young children must focus on decoding skills, and are not yet capable of participating in meaningful discussions of literature. The purpose of this study was to challenge that mindset, and demonstrate young children, including ELLs, can benefit in literacy acquisition by participating in literature circles. Session 49 Time: 1:00-1:25 SB-Salon B Learning to Read, AND Reading to Learn: Guided Reading in Middle School Leads to Literacy Success for Rural Latinos Presenters: Larkin Page, Texas A&M University- Commerce Jeanne Sutton, Texas A&M University- Commerce Abstract: This presentation offers an understanding of the importance of the often underutilized guided reading within the middle school as a means to enhance the erudition of students who struggle with reading and literacy skills. A focus on rural, Latino students in public school will be shared with examples and experiences. Session 47 Time: 12:30-12:55 SB- Salon F Cultural Collaborations: Higher Education Literacy Professors and ELL K-12 Teachers Making it Happen Presenters: Elizabeth Alderton, University of Wisconsin Oshkosh Michelina Manzi, University of Wisconsin Oshkosh Abstract: Positive outcomes occurred when higher education literacy professors and K-12 ELL teachers volunteered to participate in an information and practice exchange over a two year period. A perceived need in the area of ELL within literacy courses positioned this project to be a natural fit for professors involved in the project. Additional content areas were also included and will be described. This interactive session targets the operation of this joint venture and its ongoing outcomes. Session 50 Time: 1:00-1:25 SB-Salon C You Want Us to Write?" "That's Write!" Presenters: Lynne Kulich, Shaker Heights City School District Angela Chapman, Washington D.C. Public Schools Abstract: Every school district, as well as each of its buildings, has a unique culture that is characteristic of the students AND staff it houses. Educators cannot assume that students will acquire all necessary writing skills in the English language arts classrooms. Furthermore, students who are prepared for college and careers are those who engage in writing during math, science, social studies and P.E. Learn how one school district implemented a writing initiative that bridged various cultures, e.g., P.E., art and music, with English language arts. Session 48 Time: 1:00-1:25 SB-Salon A Session 51 Time: 1:00-1:25 CR-Salon 1 From Triage to Triumph: Training the Literacy Coach Presenters: Mary Paxton, Shippensburg University Lynn Baynum, Shippensburg University 29 Friday, October 31, 2014 Bridging Cultures Through Literacy Abstract: The effective implementation of the Literacy Coaching model within a school district requires a carefully constructed framework to offer both training and support to the novice and developing Coaches. This presentation focuses on an example of this type of framework and highlights the process, potential, and progress currently occurring within one district. features, and iPad features used throughout the reading process. Three themes emerged in the collective case study that was directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Session 52 Time: 1:00-1:20 CR-Salon 2 ”I won’t lie to you. Chemistry makes my brain hurt:” The influence of disciplinary expertise in secondary school instructional coaching collaborations. Presenter: Phillip Wilder, Clemson University Abstract: Given the expected outcomes typically placed on instructional coaching, the research base lacks an understanding of what makes heavy coaching (Killian, 2010) challenging. This session presents the research findings from a multi-case study exploring the influence of disciplinary knowledge on instructional coaching practices in secondary school collaborations. As “disciplinary outsiders” and “disciplinary insiders” secondary instructional coaches adopt coaching practices suited to the local collaborative context and which preserve a heavy coaching focus. Symposium 55 Time: 1:00-2:20 Palm Breeze Salon 2 The Difficulty in Enacting Change in Literacy Practice: Three Professional Development Projects Presenters: Julie W. Ankrum, University of Pittsburgh-Johnstown Stephanie L. Dodman, George Mason University Melissa Pierczynski, George Mason University Erin M. Ramirez, George Mason University Allison Ward Parsons, George Mason University Seth A. Parsons, George Mason University Aimee L. Morewood, West Virginia University Abstract: Research demonstrates that effective literacy professional development is school-based, long-term, collaborative, job-embedded, and connected to student outcomes (Dillon, O’Brien, Sato, & Kelly, 2011). This session describes three projects aimed at enhancing teachers’ literacy instruction. Despite being guided by research-based principles of effective professional development, each of these studies encountered barriers to teachers changing their literacy instruction. These professional development efforts, their successes, and the obstacles they encountered will be described. Session 53 Time: 1:00-1:25 SB-Salon F What am I Doing Here? Building a Conceptual Framework of Coaching Moves through Authoethnography Presenter: Tamie Pratt-Fartro, University of Mary Washington Abstract: The purpose of this session is to share the results of a study which answers the question, how might a school and coach benefit from an intrinsic evaluation process which reflects the coach’s specific actions, beliefs, and dispositions? Using autoethnography, the presenter created a conceptual framework of literacy coaching moves in a high-need economically disadvantaged school to evaluate her role in literacy reform. Implications for coaches and literacy educators will be shared. Moved to Saturday, November 1, 2014 Symposium 56 Time: 2:00-3:25 Salon E So, Who Gets to be a Teacher, Anyway? Examining Issues of Access, Diversity and Literacy in Teacher Education Programs Presenters: Carolyn Walker Hitchen, Ball State University Mary McGriff, New Jersey City University Tammy Donaldson, Del Mar College Ashlee Horton, Lander University Nancy Stevens, University of Wisconsin – Whitewater Abstract: Join Legislative and Social Issues Committee members for a presentation of their study examining state accreditation policies, literacy proficiency, and the challenge of achieving a diverse teacher workforce. This study offers significant implications for literacy educators working within the teacher education, clinical, college literacy and/or adult learning arenas. The presentation will serve as the springboard for a discussion and analysis of policy trends and their impact on the field of literacy education. Please join us! Symposium 54 Time: 1:00-2:20 Palm Breeze Salon 1 Nonfiction Text features, Digital Features and Common Core State Standards: Tying them together for New Literacies Presenter: Victoria Cardullo, Auburn University Abstract: This qualitative research investigated the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. The researcher investigated reading strategies, nonfiction 30 Friday, October 31, 2014 Bridging Cultures Through Literacy are related to their excelling in writing, and how it is indicative of giftedness. Session 57 Time: 1:30-1:55 SB- Salon A Effective Versus Ineffective Assessment/Instructional Strategies for Struggling Readers. Presenter: H. Jon Jones, Western Illinois University Abstract: This presentation will discuss assessment and instructional strategies that have been found to be effective with struggling readers. These will be compared to those that been found to be ineffective. The significant elements that seem to characterize each will be described. Session 61 Time: 1:30-1:55 CR-Salon 2 Global Literature: Crossing Cultural Boundaries with Outstanding International Books that Nurture Concepts of Agency Presenters: Janelle B. Mathis, University of North Texas Abstract: Well-chosen international books for young readers have the potential to provide demonstrations of cultural identity and agency, thus helping readers to realize the potential for agency in their own lives. An analysis of the Outstanding International Book list from USBBY provides a beginning point from which teachers can initiate conversations about personal and social agency. Session 58 Time: 1:30-1:55 SB-Salon B I Think, You Think. Let’s Think Together! Presenter: Hala Mirza, University of North Texas Abstract: This session focuses on describing a parent’s experience with her son as she scaffolded his literacy skills using thinking-aloud to develop his comprehension skills. Session 62 Time: 1:30-1:55 SB-Salon F Fostering phonological and cultural awareness through children’s literature within the K-3 Classroom Presenters: Jennie Ricketts-Duncan, Barry University Yvonne Ribeiro de Souza-Campbell, Barry University Abstract: Educators are not always certain how to best support young children from outside the mainstream culture. From an early age, the children should experience quality literature that reflects their cultures. Children’s literature exposes them to a plot that explores the characters, setting, problem, and solution which can also connect to their cultural background. This presentation provides teachers and educators with developmentally appropriate strategies that foster phonological and cultural awareness within the K-3 classroom. Session 59 Time: 1:30-1:55 SB-Salon C Bridging Cultures through Pourquoi Tales: Grandmother Spider Meets Sun Dancer Presenter: Jeanne Cobb, Coastal Carolina University Abstract: This session will describe a professional development workshop presented in Guatemala in February, 2014 to elementary and early childhood grade teachers (K-6). The Guatemalan ELL teachers were engaged in an interactive workshop exploring two myths about the origin of the sun - Guatemalan Mayan and Cherokee Native American. The teachers were asked to respond in writing as to their evaluation of the benefits of the workshop for their students. ALER Adult Learning Division Meeting Session 60 Time: 1:30-1:55 CR-Salon 1 Identification of Kindergarteners' Giftedness through Evaluation of their Writing Presenters: John Keelin, E.G. Ross Elementary School, Albuquerque Public Schools Wally D. Thompson, New Mexico University Abstract: Rarely, children enter kindergarten wanting to write, and having the ability to write well. This presentation focuses on two such kindergarteners who were the students of the same teacher in the same school. It will provide needed information concerning how gifted young students’ writing is distinguishable from other kindergarteners’ writing, what factors 2:00 pm – 3:20 pm SB-Salon D Robin Pate, Chair Tarleton State University The Adult Learning Division (ALD) is looking forward to hosting a guest speaker from the Literacy Coalition of Palm Beach County at the annual division meeting. The Coalition’s mission is to improve the quality of life in our community by promoting and achieving literacy. Our goal is to ensure that every child and every adult in Palm Beach County can read. 31 Friday, October 31, 2014 Bridging Cultures Through Literacy They have provided literacy service in the Palm Beach County area for twenty-three years. Literacy donations will be accepted from members and conference attendees to present to the coalition in order to support and further their mission’s endeavors. Following the Literacy Coalition presentation, there will be two roundtable discussions: Session 65 Time: 2:00-2:25 SB-Salon C Exploring edTPA Implementation Presenter: Jennifer Davis-Duerr, State University of New York at New Paltz Abstract: Teacher performance assessments are taking hold in many states, yet likely with unforeseen impacts on the elementary classrooms, teachers, and student teachers responsible for implementing them. This presentation of a qualitative study of edTPA implementation aims to inform teacher educators preparing for the adoption of edTPA in their states’ teacher licensing requirements. Student teachers’, cooperating teachers’, and university supervisors’ challenges, perceptions, and experiences will be described with accompanying implications for teacher preparation programs. Christine Walsh – Slippery Rock University of Pennsylvania Reading Responses to Foster Deep Comprehension = Rich Class Discussions Leslie Haas – Dallas Independent School District Reading Language Arts Professional Development: Utilizing Virtual and Digital Media within a Large Urban District Session 66 Time: 2:00-2:25 CR- Salon 1 Eliminating Barriers to Student Learning in Online Reading Methods Courses Presenters: Kathleen Sanders, Fort Hays State University Beth Walizer, Fort Hays State University Abstract: The culture of the online learning environment presents various difficulties to student learning. Meeting the needs of student in the online environment can be challenging for university instructors. This presentation will provide examples of barriers college students in online undergraduate and graduate reading methods courses identified in their learning. Solutions to each barriers will be given and demonstrated. Session 63 Time: 2:00-2:25 SB- Salon A An Analysis of Literature Inclusion Practices during Content-Area Study by Pre-Service Elementary Teachers Presenters: John M. Ponder, University of West Georgia Donna Harkins, University of West Georgia Abstract: This session will present the initial findings of a study which investigated pre-service elementary teachers’ selection and uses of literature to support content learning. As a requirement of a field practicum, pre-service teachers developed lesson plans which focused on the inclusion of literature. Lesson plans were analyzed using factors such as the subject of the book selected, the book’s connection to the lesson’s objectives, and the use of the selected book during the lesson. Session 67 Time: 2:00-2:25 CR-Salon 2 “These” children: Exploring the beliefs of early literacy development and children from diverse families/communities in pre-service and in-service teachers. Presenters: Katina B Kearney, George Mason University Abstract: As diversity among young children and families grow, it is imperative that teacher educators and professional developers assess the current beliefs of future and practicing teachers. Knowledge of beliefs about diverse young children and families can be used to scaffold teachers’ knowledge about early literacy development in a way that not only values young children and families, but also equips teachers with the skills and strategies to support successful literacy instruction. Session 64 Time: 2:00-2:25 SB –Salon B Understanding the Writing Development of Englishonly and English Language Learners in a SecondGrade Writing Program Presenters: Kathleen A. J. Mohr, Utah State University Alayne Leavitt, Utah State University Abstract: This session will focus on the results of a comparison of second grade English-only (EO) and English language learners’ (ELL) writing samples, both before and after participating in an intensive writing program (Write From the Beginning, WFtB; Buckner, 2006). The results will shed light on writing complexity and productivity differences between primary grade EO students and ELLs. This comparison will suggest instructional opportunities and future research possibilities. 32 Friday, October 31, 2014 Bridging Cultures Through Literacy Session 68 Time: 2:00-2:25 SB-Salon F Text Complexity and Informal Reading Inventories: An Analysis of Reading Passages Used to Determine Functional Reading Levels Presenters: Kent Layton, University of Arkansas at Little Rock Sheri J. Tucker, University of Arkansas at Little Rock Philip J. Tucker, Bloomsburg University Abstract: With the advent of the Common Core State Standards, a renewed focus on text complexity has emerged at the national level. Using innovative webbased text analyzers, this session explores how our most revered authentic commercial assessments in literacy ~ informal reading inventories ~ measure up with regard to the validity of their leveled reading passages. Session 71 Time: 2:30-2:55 SB-Salon C Disciplinary Literacy Coaching in High Schools: Guiding Principles for Effective Practice Presenters: Laurie Elish-Piper, Northern Illinois University Michael Manderino, Northern Illinois University Paula Di Domenico, Leyden Township High School District Susan K. L'Allier, Northern Illinois University Abstract: Disciplinary literacy focuses on the importance of teaching students the norms and conventions of literacy in disciplines like science, social studies/history, and technical subjects; however, questions remain about how to help teachers and their students enact disciplinary literacy in their classrooms. Based on a review of the literature and their own research, the presenters have identified six guiding principles to help coaches and administrators design and implement disciplinary literacy coaching. Session 69 Time: 2:30-2:55 SB-Salon A Meeting the Needs of In-service Teachers of English Language Learners in the Inclusive Classroom: Conversations with and Surveys of Teachers Presenter: Kristen Nielsen, University of Calgary Abstract: To inform the development of in-service teacher workshops to support the teaching of ELLs across the subjects in inclusive classrooms, data was collected about in-service teacher experiences and needs. 200 Alberta middle school teachers were surveyed and 15 teachers were interviewed. Final data analysis is forthcoming. Initial findings show teachers struggle to address ELL anxiety, to communicate with family, to support ELLs with strong oral but low reading/writing skills and to differentiate assessment in content areas. Session 72 Time: 2:30-2:55 CR-Salon 1 Examining the Relationship Between Preservice Teachers’ Personal Writing Histories and Future Instructional Writing Practices Presenters: Leslie La Croix, George Mason University Julie K. Kidd George Mason University Abstract: This qualitative study describes a pen pal exchange developed to provide preservice teachers (PSTs) an authentic experience with the writing process. The research seeks to understand how PSTs’ pedagogical writing knowledge evolves. This session explores PSTs’ personal writing histories in relation to their experiences following the writing process to craft letters to second-graders. Emerging themes reveal PSTs’ past experiences as writers blend with their incourse experiences to inform PSTs’ understandings of effective instructional writing practices. Session 70 Time: 2:30-2:55 SB- Salon B Views of First-Year Teachers in One Rural Community: The Lived Experience of Internship Presenters: Laura Foley, Utah State University Marianne Evans, Utah State University Laura Zemp, Utah State University Fernando Mesa, Utah State University Abstract: This study follows three women who transitioned from pre-service teacher to the elementary education classroom in order to examine the nature of the internship role as it relates to program completion and teacher induction. Students in one distance teacher-education program completed surveys during their pre-service training, and three of them participated in semi-structured interviews. Interview questions targeted the stresses and areas of support experienced by the participants during their internships and first year of teaching. Session 73 Time: 2:30-2:55 CR-Salon 2 “I did not know what poverty meant for children and schools:” Reflections of Pre-service teachers on the impact of poverty on children and schools Presenters: Linda E. Martin, Ball State University Sherry Kragler, University of South Florida Abstract: Often, pre-service teachers lack experiences that are outside their own personal world. Therefore, they may have little knowledge of those who live in poverty and how that affects literacy learning. This study examined the changing perceptions and beliefs of one group of pre-service teachers in a course designed to focus on diversity issues and in this case poverty in schools. 33 Friday, October 31, 2014 Bridging Cultures Through Literacy Session 74 Time: 2:30-2:55 SB-Salon F An Exploration of Running Records with Older Students During Reading Clinic Tutoring Presenter: Linda K. Lilienthal, University of Nebraska Kearney Abstract: The researcher provides information from a qualitative case study exploring the use of running records with older students during university reading clinic tutoring. Data collection included tutors' lesson plans, running record assessments, and written lesson reflections. Overall results indicated running records could be used as an authentic fluency measure and as a possible indicator of comprehension needs in older readers. Session 77 Time: 2:30-2:55 Island Breeze Developing a Classroom Culture in an Online Graduate Reading Development Course Presenters: Lourdes Smith, University of Central Florida Vicky Zygouris-Coe, University of Central Florida Abstract: Creating a classroom culture in an online environment is an important aspect for providing quality instruction that emphasizes literacy and learning. The purpose of this presentation is to examine the role discussion postings play in building online classroom culture in graduate level developmental reading course for teachers and educators. We will discuss how to help online learners feel they are part of the online experience along with ways to promote literacy instruction. Session 75 Time: 2:30-2:55 Palm Breeze Salon 1 Social Justice, The Arts, and Children’s Literature: Simple Ways to Start Complex Conversations Presenters: Lindsay Persohn, University of South Florida, Tampa Rebecca Powell, University of South Florida, Tampa Abstract: Real-world issues of social justice are prevalent in our communities, effecting people from all cultural backgrounds. Discussions and dramatizations of children’s literature can offer an opportunity to initiate conversation about and explore viewpoints on complicated issues of social justice in classrooms such as civil rights, diversity, war, and exploitation (Neumann, 2009). This presentation will offer teachers and researchers an opportunity to explore connections between children’s literature, issues of social justice, and dramatic arts. Session 78 Time: 3:00-3:25 SB-Salon B Teaching Reading Education Courses Online--The Faculty Perspective Presenter: M. Tara Joyce, Saint Xavier University Abstract: In this presentation, the process used to develop online reading courses at one university will be discussed, as well as relevant research highlighting what seems to work best in terms of activities, creating community with online learners, and the most common challenges for online instructors. The session will focus on the faculty perspective and the presenter will encourage discussion by participants who design courses and teach online or who wish to implement such instruction. Session 76 Time: 2:30-2:55 Palm Breeze Salon 2 A Decade Later: So, Where is RTI Now? Presenters: Lois K. Haid, Barry University Joyce V.V. Warner, Barry University Rebekah Williams, Kennesaw University Alice F. Snyder, Kennesaw University Abstract: It has been a decade since IDEA was reauthorized. Our research presents a snapshot of what is currently occurring in schools regarding RTI. Implicit in this investigation are the questions: What is the status of implementation? What are the remaining are concerns and issues related to implementation? How has CCSS impacted RTI? This study will provide information regarding the status of RTI so that experts and researchers can help those in the trenches be effective. Session 79 Time: 3:00-3:25 SB-Salon C Literacy Coaching and the Common Core: Strategies for Implementation Presenters: Laurie Elish-Piper, Northern Illinois University Susan L'Allier, Northern Illinois University Abstract: Literacy coaching offers great promise as a professional development approach to support teachers as they move their instruction and their students’ learning toward the Common Core. In this session, the presenters will share coaching strategies that can help teachers update their practice to address specific Common Core Standards for the English Language Arts. Those who teach in graduate reading programs and who mentor coaches in schools can incorporate these strategies into courses and professional development sessions. 34 Friday, October 31, 2014 Bridging Cultures Through Literacy Cinda Harold Walsh University Betty Marko Abstract: This session highlights a partnership of the North Canton City Schools, the North Canton Public Library, and Walsh University that develops exemplary early literacy education utilizing 21st century technology in two elementary after school programs and storytelling and make-it and take-it activities and Multi-sensory Language Instruction at Parent Nights. Session 80 Time: 3:00-3:25 CR-Salon 1 Trends and Topics: Books for the Literacy Community Presenters: Mary F. Roe, Arizona State University Maria Goff, Arizona State University Abstract: While more and more books get published, little is known about what this corpus of resources includes. This presentation fills that void by taking a systematic look at the books distributed by eight well established publishers and three highly regarded professional organizations during 2012-2013. The presentation identifies the frequency of topics that these texts address; their fit with the recent “what’s hot” survey; and their potential to guide, influence, and inform the literacy community. Session 84 Time: 3:00-3:25 Palm Breeze Salon 2 RTI a Decade later: Is it working? Presenters: Lois K. Haid, Barry University Joyce V. Warner, Barry University Priva Fischweicher, Barry University Luis Conde, Barry University Agnes E. Shine, Barry University Abstract: This session focuses on a dialogic retrospective look at the impact of Response to Intervention (RTI). The study investigates what changes have occurred in literacy achievement and/or Specific Learning Disabilities (SLD) identification since the implementation of RTI. Questions include: What is: 1) RTI’s longitudinal impact? 2) What is RTI’s schooland/or district-wide literacy impact? 3) What is RTI’s long term impact on students with? To answer these questions, this research uses content analyses of key RTI literature from various fields. Session 81 Time: 3:00-3:25 CR-Salon 2 The Landscape for Literacy Educator Preparation and Professional Learning: Communication (Leadership), Culture (Community Engagement), Career Continuum (Effective Teaching and Learning), and Complexity (21st Century Technologies and New Literacies. Presenter: Mary Rearick, Eastern Michigan University Abstract: What is the current landscape in literacy educator and administrator preparation? How is university-based teacher education faculty designing programs and practices that support educators in navigating the landscape and developing proficiencies needed to educate children, youth, and adults in global, technologically-mediated, multilingual and multicultural societies? Session 85 Time: 3:00-3:25 Island Breeze An Authentic, Sustainable Model for Field Experience in Graduate Reading/Language Arts Presenters: Nancy DeFrance, Grand Valley State University Caryn King, Grand Valley State University Abstract: Teachers in a graduate field experience in Reading/Language Arts gained feedback on their instruction in an authentic way. They observed each other’s instruction in a ‘Lab Classroom’ context, providing each other with feedback in collaborative conversations facilitated by a literacy coach. Data indicate that conversations focused on student learning produced considerable insight into factors, including teacher decisions, which facilitate or constrain student learning. Teachers reported feeling safe, supported and challenged - in a good way! Session 82 Time: 3:00-3:25 SB-Salon F The Act of Education: How Secondary Literacy Teachers View Students' Role in Reading Instruction Presenters: Matthew U Blankenship, University of South Florida Erin E. Margarella, University of South Florida Abstract: Through a survey of secondary literacy instructors, teachers shared their views on students’ role during the educational process. This includes the active or passive nature of learning and its effect on literacy instruction. Session 83 Time: 3:00-3:25 Palm Breeze Salon 1 Exemplary Early Literacy Education through Digital Literacies: K-2 Partnership of a Local School District, Public Library, and University Presenters: Michelle Lenarz, Walsh University Angela SmithChris A. McKeon, Walsh University ALER College Literacy Division Meeting 3:30 pm – 4:50 pm SB-Salon D 35 Friday, October 31, 2014 Bridging Cultures Through Literacy 1. A Pilot Study on the Effects of Participation in a Teaching Practicum on Self-Efficacy Beliefs of Preservice Teachers Presenter: Pam Cheatham , Stephen F Austin State University 11. The Literary Novel as Instrument for Teaching the Art of Persuasion: A Critical Reading of Malcolm Gladwell’s Outliers Presenters: Bettina P. Murray, City University of New York (CUNY) John Jay College of Criminal Justice 2. Bridging Cultural Understanding with Apps Presenter: Debra Coffey, Kennesaw State University 12. Working Against Wordiness: Strategies for Helping Students Write Concisely Presenter: Frances Shapiro-Skrobe, Ramapo College of New Jersey 3. Lessons at the Core: Preservice Teachers' Literacy Lesson Based on the Common Core Standards Presenter: Anne DeGroot, Ramapo College of New Jersey 13. Three Ways to Use (or Create) a University Writing Center Presenters: Brad Wilcox, Brigham Young University Timothy Morrison, Brigham Young University David Ray Wilcox, Brigham Young University 4. Discovering Your Locus of Control Presenter: Maryann Errico, Georgia Perimeter College 5. Text Complexity: What the Common Core State Standards Say About It and What It Means for Literacy Instruction at all Levels Presenter: H. Jon Jones, Western Illinois University Session 86 Time: 3:30-3:55 SB-Salon A “It will definitely be a challenge”: Preservice Teachers’ Perspectives about Teaching Students who are Different from Themselves Presenter: Michelle R. Ciminelli, Niagara University Abstract: This qualitative study examines and describes preservice teachers’ perceptions of themselves as future teachers of students who are culturally and racially different from themselves. Participants’ beliefs about teaching diverse student populations were anonymously recorded in online journal entries. Qualitative analysis of the data revealed several themes including discrepancies between reality and ideology, comfort with the familiar, and a discourse of deficiency when referring to students who were different from themselves. 6. The Magic Sentence: Pulling a Thesis Out of the Hat Presenter: Ellen Kaiden, Ramapo College of New Jersey 7. Projects in a Reading Two and Diagnosis Course: Content Lesson and Tutoring Project Assignments Presenters: Barbara McClanahan, Southeastern Oklahoma State University Maribeth Nottingham, Southeastern Oklahoma State University 8. Creating a Desire to Read Presenters: Connie McDonald, Liberty University Steve McDonald, Liberty University Annyce Maddox, Liberty University 9. Utilizing the First Day Interview to Build Classroom Community Presenter: Lillian McEnery, University of Houston-Clear Lake Session 87 Time: 3:30-3:55 SB- Salon B Acquiring academic vocabulary through games: Bridging traditional and digital literacies in the sixth grade classroom Presenters: Mona McWhorter, Texas A&M University – Commerce Larkin Page Texas A&M University – Commerce Abstract: New academic terminology remains a persistent obstacle in the middle school classroom in a rural, isolated community. “The vocabulary in science texts poses unique, discipline-specific challenges due to a high prevalence of technical words (Fang, 2012). This study investigates how a sixth grade teacher meets the vocabulary challenge using both traditional and digital vocabulary games to increase word knowledge exposure. Results are pending until end of 10. Projects in a Foundations of Literacy Course: Concepts about Print and Repetitive Pattern Book Assignments Presenters: Susan Morrison, Southeastern Oklahoma State University Toni Steifer, Southeastern Oklahoma State University 36 Friday, October 31, 2014 Bridging Cultures Through Literacy school year journaling and an interview with the teacher. information and communication technologies to educate children and youth for the world. Session 88 Time: 3:30-3:55 SB-Salon C Parents’ Discussions of Young Children’s Symbolic Representation Presenter: Nedra Cossa, Armstrong State University Abstract: To further understand the needs of young writers, it is necessary to know more about the values and beliefs of significant adults in their lives. Few studies focus on how parents understand young children’s writing and drawing, and even less research exists on alternative forms of symbolic representation. This qualitative study sought to provide insight into parents’ understandings of multiple forms symbolic representation through semi-structured interviews. Results indicated participants emphasize on ‘conventional’ writing practices. Session 91 Time: 3:30-3:55 SB-Salon F A Replication of Study Using the Bader Reading and Language Inventory to Determine Developmental Stages of Emerging Literacy in Three to Five Year Olds- 21 Years Later Presenters: Norma Zunker, Texas A&M University- Corpus Christi Lucinda N. Sohn, Texas A&M University- Corpus Christi Abstract: This research uses the BADER READING AND LANGUAGE INVENTORY to determine the developmental stages of emerging literacy such as concepts about print, alphabetic knowledge, left to right reading, and other precursors of reading. Original study conducted by Lois Bader and Verna Hildebrand in 1991. The results of the current study will be compared to the older study. Current results will be analyzed. Session 89 Time: 3:30-3:55 CR-Salon 1 Transfer of Learning from University Course to Classroom Practice: Collaboration between University Professors and a Graduate Student/Classroom ESL Teacher Presenters: Nina L. Nilsson, Saint Joseph's University Ailing Kong, Saint Joseph's University Shantel Hubert, George School Abstract: Research shows the transfer of learning from university courses to classroom practice is not automatic or easy. This session presents factors challenging to the transfer of learning from an online Language and Culture course to classroom practice, as well as how teaching changed and student learning transformed when university professors and a graduate student/classroom teacher of a secondarylevel language and literature class for ELLs collaborated. Session 92 Time: 3:30-3:55 Palm Breeze Salon 1 Phonemic Awareness and Phollowers: A Content Analysis of Phonemic Awareness Activities on Pinterest and Implications for Practice Presenters: Sheri Vasinda, Oklahoma State University Abby Weyen , Oklahoma State University Abstract: The visually pleasing nature of Pinterest curation and sharing has made it a top choice for both preservice and inservice teachers. Following the utilization of Pinterest in a preservice foundational reading course, a pair of teacher educators recently discovered that, when searching for phonemic awareness activities, there is a high percentage of misunderstanding. We will share our findings illuminating the amount and types of misunderstandings of this complex concept on this social media teacher hub. Session 90 Time: 3:30-3:55 CR-Salon 2 A Glimpse into the Future of Reading and Writing Teacher Education: Educating Globally Competent Teachers who use Print and Online Texts and New Information, Communication, and Media Technologies to Educate Children and Youth for the World Presenter: Mary Rearick, Eastern Michigan University Abstract: This case study provides a glimpse into the future of reading and writing teacher education and learning. The case study draws on a range of research and evidence-based strategies for educating teachers who can use print and online texts and new Session 93 Time: 3:30-3:55 Palm Breeze Salon 2 Strategies and Conversations: Building Bridges for Comprehension Roberta Simnacher Pate, Tarleton State University Gaye Hubble, Tarleton State University James Gentry, Tarleton State Abstract: What are the most valuable comprehension strategies? How confident are pre-service through second year teachers with the familiarity and mastery of pedagogical practices pertaining to comprehension across the content literacies? Documentation of initial responses surveyed from entry level pre-service teachers in professional development classes across all 37 Friday, October 31, 2014 Bridging Cultures Through Literacy disciplines will reveal initial knowledge of various reading strategies along with familiarity in “conversations” throughout reading and content literacies. resources and tensions when integrating technology and literacy in content instruction. Findings support research that indicates the importance of technology experiences for teachers in the context of academic courses and opportunities for reflection, leading to insights and integration of technology, critical literacies, and content learning experiences. Session 94 Time: 3:30-3:55 Island Breeze Effective Professional Development in Writing Instruction: Teacher Attitude and Implementation Presenters: Robin D. Johnson, Stephen F. Austin State University Mary Beth Sampson Texas A&M University – Commerce Jill Culmo, Mesquite ISD Micheal Kessner, Mesquite ISD Abstract: The purpose of this study was to examine professional development in writing instruction and its impact on teacher attitude and implementation. The components studied were (a) the NJWPT professional development; (b) teacher attitude pre-training, posttraining, and two years after completion of NJWPT; (c) the frequency of writing strategies implemented by teachers two years after the completion of NJWPT; and (d) the continued impact of the professional development four years after training. Session 97 Time: 4:00-4:25 SB-Salon C A continued look at preparing elementary school teachers for effective literacy instruction: How do teacher education experiences influence pre-service teacher self-efficacy? Presenters: Sara R. Helfrich, Ohio University Sarah K. Clark, Utah State University Abstract: Research has demonstrated the impact selfefficacy – high or low ¬– related to teaching reading has on pre-services teachers. This session presents the findings from a study comparing the perceived selfefficacy related to teaching reading of pre-service teachers attending two separate teacher education programs with different grade-level concentrations and literacy course requirements. Results of the study will be presented and implications for teacher educators, pre-service teachers, and teacher preparation programs will be discussed. Session 95 Time: 4:00-4:25 SB-Salon A Literacy PLC Designs: Sustainability Challenges and Opportunities Presenters: Ruth Rohlwing, Saint Xavier University Maureen Spelman, Saint Xavier University Roberta Linder, Wittenberg University Abstract: This session examines seven different models for literacy focused professional learning communities (PLC). Researchers from two universities used the Learning Forward Standards for Professional Learning rubric to identify successes and challenges in each PLC. The data from the rubric, supported by data collected from the individual PLCs (i.e., field notes, surveys, participant feedback), suggests that challenges to sustainability include skillful leadership, prioritizing resources, and the effective use of data. Session 98 Time: 4:00-4:25 CR-Salon 1 Applying Cultural Knowledge and Diversity Proficiencies: Does Course Delivery Make a Difference? Presenter: Sarah Nixon, Missouri State University Abstract: This session will share the findings from a research study that investigated students’ application of cultural knowledge and diversity proficiencies after completing a graduate diversity course. The purpose of this descriptive study was to: a) ascertain students’ diversity proficiency, b) identify the cultural knowledge and resources that were implemented into their classroom curriculum and instruction as well as their personal lives, and c) investigate whether course delivery affected retention, implementation, and application of cultural knowledge. Session 96 Time: 4:00-4:25 SB-Salon B “Students know more than we do!” Investigating Ways Teachers Integrate New Literacies in Content Area Instruction Presenter: Sandra M Webb, Georgia College & State University Abstract: Teachers, even when familiar with technology, benefit from experiences learning with and through new literacies. A case study of teachers after a graduate course in content literacy reveals Session 99 Time: 4:00-4:25 CR- Salon 2 Developing a culture of literacy practices in content area classrooms Presenters: Shadrack G. Msengi, Southern Illinois University Edwardsville Stephanie L. McAndrews, Southern Illinois University Edwardsville 38 Friday, October 31, 2014 Bridging Cultures Through Literacy Abstract: This study examined teachers’ perceptions and implementation of literacy practices in middle and high school content area classrooms. Data gathered from surveys, interviews, lesson plans, observations, and video of coaching sessions revealed that only some teachers had knowledge of and taught literacy strategies and academic language. Teachers with content and literacy knowledge had more literacy skills than those with only content knowledge. After coaching, content teachers applied effective literacy strategies in their classrooms. Workshop 103 Time: 4:00-4:50 Island Breeze An Examination of Self-Efficacy and the Impact of Self-regulation Strategy Instruction on Struggling High School Writers Presenters: Ferne Farkas, Texas A&M University-Commerce Susan Szabo, Texas A&M University-Commerce Wayne Linek, Texas A&M University-Commerce Abstract: This mixed methods design study qualitatively examined the phenomenon of selfefficacy from the participants’ perspective. It explained, in qualitative terms, the metacognitive thoughts of struggling high school writers as they engaged in the process of writing persuasive essays. Additionally, this study examined, in quantitative terms, the effects of the STOP and DARE selfregulation strategy on the participants’ persuasive writing achievement. The participants’ self-efficacy for wring persuasive essays progressed in a positive way throughout the study. The participants displayed positive expressions, thoughts and ideas. Their writing achievement improved when they implemented the STOP and DARE self-regulation strategy. Session 100 Time: 4:00-4:25 SB-Salon F Captivating readers in a culture of online learning. Presenters: Sheri J. Tucker, University of Arkansas Philip J. Tucker, Bloomsburg University Abstract: As literacy education incorporates Web 2.0 literacies into the curriculum, student learning is moving beyond the confines of classroom walls. This study investigated if providing 20 minutes of Tier 2 vocabulary instruction for a graphic novel in an online book club after-school intervention program improved reading levels of struggling readers. Workshop 101 Time: 4:00-5:15 Palm Breeze Salon 1 Title: Learning from our Professional Communities: Our Research Now and Then Co-Sponsored session with Reading Hall of Fame Presenters: Victoria J. Risko, Vanderbilt University Rita Bean, University of Pittsburgh Jack Cassidy Texas A & M - Corpus Christi Linda Gambrell, Clemson University Tim Rasinski, Kent State University D. Ray Reutzel, Utah State University Session 104 Time: 4:30-4:55 SB- Salon B Cultural Comparison Through Reading, Writing, and Technology: A Framework For Literacy Methods Courses Presenter: Susan Massey, Western Illinois University Abstract: This instructional paper presentation relates how teacher educators can guide preservice teachers to integrate the Common Core State Standards through a cultural comparison project. Creating lessons integrating informational text, digital resources, mobile devices, and multimodal writing further develops preservice teachers’ technological content and pedagogical knowledge. Workshop 102 Time: 4:00-4:50 Palm Breeze Salon 2 Shhhhh Don't Tell Them They're Learning: Engaging Learners through Graphic Novels Presenters: Eileen Richardson, Cameron University Lynda Robinson, Cameron University Stacy Garrett, Cameron University Abstract: This presentation introduces how instructors can engage teacher candidates through exploring the many ways to use Graphic Novels in the classroom. Hands-on work shop will help Instructors understand the meaningful uses that Graphic Novels offer. Attendees will understand how they are a great way to differentiate instruction in terms of reading and also in terms of formative assessment. It also provides authentic Project Based Learning opportunities that teacher candidates can create in cooperative learning groups. Session 105 Time: 4:30-4:55 SB-Salon C Phase Four of the ELL Smarts Development and Validation: Ways to Build Teachers’ Perceptions, Beliefs, Attitudes, and Practices Related to English Language Learners Presenters: Susan Szabo, Texas A&M University-Commerce Chris Green , Texas A&M University-Commerce Wayne Linek, Texas A&M University-Commerce Mary Beth Sampson, Texas A&M UniversityCommerce Abstract: This session presents the final phase of the ELL Smarts Survey Instrument. Once the results of the 39 Friday, October 31, 2014 Bridging Cultures Through Literacy instrument has been found, the activities needed to build teachers’ perceptions, beliefs, attitudes, and practices related to English Language Learners (ELLs) has been added. Session 106 Time: 4:30-4:55 CR Salon 1 What Do, Literacy, Health Literacy and Cultural Competence Have in Common? Presenter: Suzanne Evans, National University Abstract: Literacy and health literacy are dependent on individual, cultural and systemic factors. As the United States becomes more ethnically diverse, understanding the values framework of individuals can impact all literacy levels. Utilizing a values framework, authors explore the following dimensions: psychobehavioral modality, axiology, ethos, epistemology, reasoning processes, ontology, concept of time and self as areas of impact. Armed with this cultural knowledge, educators can utilize multiple resources to empower all students to read and comprehend. ALER New Member Meet & Greet 5:30 pm – 6:30 pm Atrium Join us for the Friday Night Event! A 2-hour yacht cruise on the Lady Atlantic! • Buffet dinner is included • Cash bar • Boat is docked within walking distance of the hotel 40 Saturday, November 1, 2014 Bridging Cultures Through Literacy SPECIAL EVENTS Saturday, November 1, 2014 Reading and Exhibit Room 7:00 am - 5:00 pm @ Ocean Breeze Awards Breakfast: Keynote Speaker – Junko Yokota 7:45 am – 9:50 am @ SB-Salon D Legislative Assembly and Presidential Address by Parker Fawson 10:00 am - 11:55 am @ SB- Salon E IRA/NCATE Sessions 10:00 am - 12:00 pm and 12:00 pm -2:00 pm @ SB- Salon A ALER Dissertation and Thesis Award 1:00 pm -1:55 pm @ SB- Salon E ALER Yearbook Prospective Authors and Reviewers Meeting 3:00 pm - 3:55 pm @SB- Salon F Reader’s Forum 3:00 pm - 3:55pm @ CR- Salon 1 J. Estill Alexander Forum for ALER Leaders in Literacy Keynote Speaker – D. Ray Reutzel 4:00 pm – 4:50 pm @ Salon E Presidential Reception 5:00 pm - 7:00 pm @ Salon D 41 Saturday, November 1, 2014 Bridging Cultures Through Literacy AWARDS BREAKFAST AND KEYNOTE Bringing Cultures through Literature Junko Yokota 7:45 am – 9:50 am SB- Salon D Dr. Junko Yokota is Professor Emeritus of Reading and Language at National College of Education, National Louis University (Chicago) and Director of the Center for Teaching through Children’s Books. She was an elementary classroom teacher and school librarian for the first ten years of her career. Her research focuses on visual narratives in picture books, multicultural and international literature, digital literature for children, and literacy instruction through quality literature. Her publications include five editions of a coauthored college textbook, Children’s Books in Children’s Hands, two children’s literature review columns, numerous journal articles as well as chapters in edited books. Junko is past president of USBBY, the U.S. national section of the IBBY. She served on the American Library Association’s Newbery Committee, chaired the Batchelder Committee and currently chairs the Caldecott Committee. She has served two terms on the IBBY Hans Christian Andersen Award jury, the Bologna Illustration Jury, and is president of the Nami Island International Illustration Concours. Junko received the Virginia Hamilton Award for Contribution to Multicultural Literature, Reading the World Award and is a frequent speaker and an active participant in the international children’s literature community 42 Saturday, November 1, 2014 Bridging Cultures Through Literacy Legislative Assembly and Presidential Address Innovations in Literacy Teaching and Learning: How Disruptions are Shaping Transformations in Schooling Parker Fawson 10:00 am - 11:55 am SB- Salon E Dr. Parker Fawson joined the School of Education faculty at Utah Valley University in 2013 where he serves as Dean of the School of Education and Professor of Literacy. Prior to his current assignment, he served as Department Chair of Curriculum and Instruction and Associate Dean in the College of Education at the University of Kentucky. His scholarly work has focused on instructional research in early literacy development. In his current assignment, he also explores the impact of varied external influences on the structure of schooling and its influence on teaching and learning. He has taught in elementary grades as a classroom teacher and also has certification in school leadership. Additionally, he has broad experience working with teachers of underrepresented and under performing students in both urban and rural environments as well as international settings. In this presidential address, Parker will review a range of factors that seem to be exerting influence on the educational enterprise and how these may impact decisions around literacy teaching and learning going forward. These factors include the evolution of societal expectations upon the role of schooling and community, increased globalization, the impact of advanced education on economic stability, competition in the educational market, among other pressures. As these disruptions in the educational landscape persist, we are encouraged to think of literacy instruction that develops skilled reading and writing and also supports interdisciplinary and problem-base learning. 43 Saturday, November 1, 2014 Bridging Cultures Through Literacy programs are submitted and reviewed electronically. Program report writers are also welcome to learn more about the process. A resource booklet with up-to-date guidelines for reviewers will be provided. IRA/CAEP Workshop Keys to Preparing IRA/CAEP Program Reports for Writers Session 107 Time: 12:00-12:25 CR-Salon 1 The Effects of Simultaneous Multisensory Instruction of Language Arts during a Summer Reading Program on Reading Proficiency Presenters: Theresa Magpuri-Lavell, Bellarmine University David Paige, Bellarmine University Abstract: The present study examined the impact of the Simultaneous Multisensory Institute for Language Arts (SMILA) approach on the reading proficiency of 39 students between the ages of 7-11 participating in a summer reading program. The summer reading clinic draws students from the surrounding community which is located in a large urban district in the southern region of the United States. These students voluntarily participated in the 4-week reading program where the main instruction was the SMILA approach. This instructional approach is used to teach specific sound-symbol relationships, accuracy and automaticity of word reading, and oral reading fluency. Analyses of pre- and post- testing of the Word Identification and Spelling Test (WIST) and One-minute reading fluency test scores indicated that students receiving this instructional approach demonstrated significant gains in word reading, sound-symbol knowledge, and oral reading fluency. Saturday November 1, 2014 10:00 am - 12:00 pm SB-Salon A Presenters: Beverly DeVries, Southern Nazarene University Debra Miller, McDaniel College Kathleen Sanders, Fort Hays State University Michael Shaw, St. Thomas Aquinas College Diane Kern, IRA SPA Coordinator and University of Rhode Island Abstract: This session is designed to support program report writers in the development of an IRA/CAEP institutional report for preparation of Reading Specialists/Literacy Coaches. Participants will examine sample assessments, scoring guides, rubrics, and model reports. Session content address the IRA 2010 Standards for Reading Professionals, alignment of assessments to meet the current requirements, use of data to enhance candidate and program level performance, and use of the CAEP online submission system. A resource booklet with upto-date guidelines for report writers will be provided. Session 108 Time: 12:00-12:25 Palm Breeze- Salon 1 A call for help: Bridging the literacy needs of Lauren Presenters; Tami Morton, Texas A&M University-Commerce Juan Araujo, Texas A&M University-Commerce Abstract: While experts agree reading disparities are evident with children from diverse backgrounds, one common variable is often times their low socioeconomic status. In this study, the reader is a member of a family who is affluent, yet in school the reader is struggling to keep on pace with their peers. This situation is seldom studied in literacy. Findings suggest that one-on-one assistance not only provides support of literacy skills; it leads to creating a stronger efficacy, and builds trust with the family. IRA/CAEP Workshop Reviewing Reading Specialist/Literacy Coach Program Reports for IRA/CAEP Saturday, November 1, 2014 12:00 pm-1:50 pm SB Salon A Presenters: Diane Kern, IRA SPA Coordinator and University of Rhode Island Nancy Witherell, Bridgewater State University Helen Abadiano, Central Connecticut State University Divonna Stebick, Gettysburg College Lois Haid, Barry University Abstract: This session is designed to prepare participants to be able to review institutional reading programs submitted to IRA and CAEP for national accreditation. Participants will learn about the review process and CAEP’s online database, develop knowledge of the CAEP report, and practice reviewing a program. IRA program reviewers must attend a review workshop at least once every 18 months to continue as a reviewer for IRA. All Session 109 Time: 12:00-12:25 Palm Breeze-Salon 2 An Investigation into the Reading Habits of Texas Middle and High School English Language Arts Teachers Presenter: Tammy Donaldson, Del Mar College Daniel L. Pearce, Texas A&M University-Corpus Christi Abstract: This session will present findings from a quantitative study that examined one aspect of the growing body of research exploring secondary English Language Arts teachers’ personal reading experiences and how those experiences affect their attitude toward the teaching of reading, specifically in the modeling practices in their classroom. The findings are also intended 44 Saturday, November 1, 2014 Bridging Cultures Through Literacy to start conversations and encourage social reading experiences both among content area educators, as well as in classrooms, between educator and student. Roundtable 113 Time: 12:00-12:25 CR-Salon 2 Reflections of African American High School Students’ Literacy Education Experiences After Brown v. Board of Education Presenters: Brenda H. Bryant, Sam Houston State University Melinda Miller, Sam Houston State University Abstract: This study seeks to understand the impact of education in the African American community of Fifth Ward, located in Houston, Texas, before and after Brown v. Board of Education of Topeka. The impetus of the study will reveal if the Brown decision and the South’s desegregation campaigns that followed served as benefactors to the African American community of Fifth Ward, particularly the student body at Wheatley High School, their achievement, teacher attrition, and community decline. Session 110 Time: 12:00-12:25 Island Breeze Exploring iPad Technology Integration in Middle Grades Science classroom: M-TPACK as a Framework to build students’ science and digital literacy Presenters: Nance S. Wilson, SUNY Cortland Vassiliki Zygouris-Coe, University of Central Florida Victoria M. Cardullo, Auburn University Abstract: The affordances of technology present both opportunities and challenges for building students’ disciplinary literacy practices. Science literacy, specifically, requires that students comprehend texts that have technical language, concepts, and topics removed from their everyday life experiences. This study explored the development of one teacher on the M-TPACK (Metacognitive, Technological, Pedagogical and Content Knowledge) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013) framework as she integrated iPads into to increase students’ science literacy knowledge and practices. Roundtable 114 Time: 12:00-12:25 CR-Salon 2 Promoting Thoughtful Literacy One Module at a Time! Presenters: Catherine McGeehan, Kutztown University Anthony Applegate, Holy Family University May Applegate, St. Joseph’s University Ginger Modla, LaSalle University Martha Mercantini, St. Joseph’s University Jeanne Cobb, Coastal Carolina Kimberly Lewinski, LaSalle University, Abstract: During this presentation, the presenters will share the year one results of a three year research project aimed at determining if high quality instruction and modeling in detecting and using underlying text themes affect the quality of instruction delivered by teacher candidates. Through the presentation, participants will become familiar with a model of instruction that will be used to improve higher order comprehension among teacher. Roundtable 111 Time: 12:00-12:25 CR-Salon 2 The Power of Books: Reading Resources for Readers Teacher Education Presenter: Judy Richardson, University of Richmond Abstract: "Reader’s Choices: Let’s Share! For this roundtable, bring your favorite selection to share with the group. In 5 minutes: Show us your choice of novel, story, info book, magazine article, etc.; Read a short section to us; Explain why you enjoy this selection; Tell us how you use it in your courses (if you do); Bring a handout so we can collect new favorites! This session is sponsored by the Adult Learning Division to promote adults who keep learning while reading for pleasure. It is a follow-up to Judy Richardson’s Laureate Address in 2013 (Literacy, Literature and Learning to Teach). Roundtable 115 Time: 12:00-12:25 CR-Salon 2 Connecting the Dots: Why Reading Literature Matters and a Strategy to Teach Close Reading to Students Presenter: Cheryl Lisa McNair, Texas AM, Kingsville Abstract: This session will focus on the importance of close reading of literature, its impact on the brain, and a metacognitive strategy to begin the journey of close reading of text. Roundtable 112 Time: 12:00-12:25 CR-Salon 2 Assessing the Disciplinary Literacy of Teacher Candidates: How can they Teach What They Don't Know? Presenter: Alexandra G. Leavell, University of North Texas Abstract: Recent attention to the Common Core and the College Career and Readiness Standards has put a heavy emphasis on training teacher candidates to model and scaffold disciplinary literacy strategies for their future students. Results of this study indicate that teacher candidates have limited disciplinary literacy skills themselves. Roundtable 116 Time: 12:00-12:25 CR-Salon 2 Meeting the Literacy Needs of Diverse Learners through Creative and Arts-Based Experiences Presenters: DeAnna Laverick, Indiana University of Pennsylvania Joann Migyanka, Indiana University of Pennsylvania Abstract: Engaging diverse learners in creative and artsbased experiences provides a vehicle for meeting their literacy needs. This session will describe a variety of 45 Saturday, November 1, 2014 Bridging Cultures Through Literacy creative and arts-based activities that are designed to promote literacy. Through the use of children’s literature, creative and arts-based experiences will be shared as methods that motivate and engage learners in reader response. Experiences that support children with special needs will be addressed. secondary English teachers and teacher educators who examining applications of the Common Core standards related to text complexity and close reading. Presenters will share a successful model for organizing effective PLCs for collaborative professional development. Session 121 Time: 12:30-12:55 SB- Salon F Institutional Productivity Ratings and Publishing Trends in Nine Literacy Journals: 1972-2012 Presenters: Timothy G. Morrison, Brigham Young University Brad Wilcox, Brigham Young University Alex Rosborough, Brigham Young University Amy Miner, Brigham Young University Abstract: The top 25 universities were identified based on publication in leading literacy journals. This ranking was adjusted according to faculty size, resulting in a reordering of institutions. This study also indicates an increase in scholarly work by multiple authors from collaborating institutions, including those from public schools and reports a trend of increased publications by authors representing institutions outside of North America. Roundtable 117 Time: 12:00-12:25 CR-Salon 2 Building Bridges with Curriculum Integration and Cultural Exploration Teacher Education Presenter: Debra Coffey, Kennesaw State University Abstract: A literacy methods course with a global theme gave university students opportunities to bridge cultural understanding while co-teaching in Ecuador and the United States. These students participated in a global cohort designed to bring the world into the classroom. Service learning opportunities and curriculum integration broadened their horizons as they explored literacy concepts and applied innovative pedagogy. This presentation highlights the Skype sessions and strategic activities that promoted interactive cultural engagement throughout this research study. Session 122 Time: 12:30-12:55 Palm Breeze-Salon 1 Bridging Adolescent English Language Learners' Content Area Literacy Knowledge and Growth through Professional Development Presenters: Valerie J. Robnolt, Virginia Commonwealth University Joan A. Rhodes, Virginia Commonwealth University Abstract: The presenters will share results of a study in which professional development on content area literacy strategies significantly changed secondary content teachers' understanding of how to provide effective instruction to adolescent English Language Learners. Following the presentation of the results, implications for what should be included in content area reading professional development for secondary content teachers will be explored. Roundtable 118 Time: 12:00-12:25 CR-Salon 2 MANTLE: The development and implementation of an instrument to analyze non-text elements Presenter: Debra D Murphy, Arkansas Tech University Abstract: This session presents the researcher’s journey in developing an instrument to analyze non-text elements in nonfiction. Researchers are often faced with analyzing items in ways no one has considered before; therefore, how do we go about making sure our analysis is consistent, valid, and reliable? In this session, the researcher will describe the process of developing the MANTLE (Murphy Analysis of Non-Text Learning Elements) as well as its application. Session 119 Time: 12:30-12:55 SB- Salon B Linking Fiction and Non-Fiction: A Great Way to Celebrate Dr. Seuss Week!! Presenter: Terri J. Tharp, Middle Tennessee State University Abstract: This session will present information on how to link fiction and non-fiction texts to celebrate Dr. Seuss Week. Learning activities will be shared which could be used in classrooms, school celebrations, and family literacy events. Workshop 123 Time: 12:30-12:55 SB-Salon C Mentoring Networks: Developing a Culture of Support Among Literacy Faculty Presenters: Jennifer Davis-Duerr, State University of New York at New Paltz Kiersten Greene, State University of New York at New Paltz Abstract: Academic mentorship has traditionally followed patterns of hierarchy. The presenters in this workshop seek to disrupt this unidirectional mode of mentoring by 1) describing their creation of a mentoring network that has positively influenced their teaching, scholarship, service, and socio-emotional well-being, and 2) engaging participants in an action-oriented discussion that will result in an implementable plan for developing mentoring networks at their home institutions. Session 120 Time: 12:30-12:55 CR-Salon 1 Inquiry into Rigorous Reading: English Teachers and Teacher Educators on a Quest Presenters: Faye Deters, Eastern Kentucky University April Blakely, Eastern Kentucky University Abstract: This session will share the work of a Professional Learning Community (PLC) made up of middle and 46 Saturday, November 1, 2014 Bridging Cultures Through Literacy which has become a common practice. Instead, we advocate focusing on comprehension and automaticity of reading. In this presentation, we will discuss authentic reading activities that can be done in the classroom to help all children develop fluency. Session 124 Time: 12:30-12:55 Palm Breeze-Salon 2 Portrait of an Effective System for Response to Intervention Presenter: Vicki S Collet, University of Arkansas Abstract: This study examines the systems and structures in place for Response to Intervention in a school with a highneeds population. Despite a 50% poverty rate, the school has shown high achievement and growth since implementing RtI. Data from interviews and observation of RtI meetings were considered to identify possible factors for this success. Findings suggest that deprivitization of practice, routines for problem-solving, focused instruction, and students’ self-selection of goals contributed to successful intervention. Roundtable 129 Time: 12:30-12:55 CR-Salon 2 Building Awareness of Diversity in Teacher Candidates: The Importance of Modifications for ELL Students When Teaching Reading Presenter: Helen Robbins, Florida International University Abstract: More than 14 million children come from homes where English is not the primary language. By 2030, 40 percent of school-age children will be English language learners (Brock & Raphael, 2005; Miramontes, Nadeau, & Commins, 1997). It is important that ELLs have instructional modifications, some of which build English proficiency and some to give ELLs greater access to academic content. Teacher candidates must be knowledgeable of modifications for ESL students. Session 125 Time: 12:30-12:55 Island Breeze From Fragments to Focus: An Analysis of One School’s Literacy Culture Presenters: Patricia A. Watson, Texas Woman's University Connie Briggs, Texas Woman's University Abstract: Well intentioned efforts to meet the many demands brought on by the current accountability culture in education can lead to fragmented curriculum and instruction, based on competing theories. This presentation will share the process, findings, and implications of a comprehensive school wide needs assessment of a low SES, high minority urban school. The comprehensive plan developed from this study focused on moving the school from fragments to a focus on meaning making and deep comprehension. Roundtable 130 Time: 12:30-12:55 CR-Salon 2 Theoretical and Historical Relations Among Experiential Apprehension and Reading Comprehension Presenters: J. Michael Pickle, St. Cloud State University Roxanne W. Pickle, Bemidji State University Abstract: Gnosticism is a form of epistemological mysticism emerging from an array of influences including NeoPlatonism, Philonic Judaism, and other sources. Gnosticism raises issues related to knowing and understanding. The acquisition of knowledge within the paradigm results from experiential apprehension, viz., a cognitive state of knowing realized through sensation. Elements of this process are consistent with schema theoretic models. We examine experiential apprehension within a framework of reconstructive memory processes and situated cognition for improving comprehension. Roundtable 126 Time: 12:30-12:55 CR-Salon 2 The Implementation of a Prediction Equation for a Standardized Test of Achievement: Theory to Practice Presenters: Stephan E. Sargent, Northeastern State University Mary Swanson , Northeastern State University Melinda Smith, Northeastern State University Meagan Moreland, Northeastern State University Abstract: Initially, the authors developed a prediction equation (regression) for a state teachers’ test of reading methods to help undergraduate candidates predict what score they might make on the exam before taking it. This study implemented the equation and examined reliability and validity of the instrument. Roundtable 131 Time: 12:30-12:55 CR-Salon 2 Interactive Read-Alouds: A Qualitative Study of Kindergarten Students’ Analytic Dialogue Presenters: Jacqueline M. Myers, University of Pittsburgh at Johnstown Julie Ankrum, University of Pittsburgh at Johnstown Bethany McConnell, University of Pittsburgh at Johnstown Abstract: Research demonstrates that high quality conversations with teachers and peers can enhance vocabulary development (Gest, Holland-Coviello, Welsh, Eicher-Catt, & Gill, 2006; Wasik, 2010). This session details a study conducted to describe the type of analytic talk (Dickinson & Smith, 1994; Sipe, 2002) used in student to student interactions after exposure to modeled instruction during the interactive read aloud. Implications for effective instruction and vocabulary development will be discussed. Roundtable 128 Time: 12:30-12:55 CR-Salon 2 Teaching Fluency in Today’s Diverse Classrooms and high State mandates Presenters: Helen Berg, Sam Houston State University Donna Cox, Sam Houston State University Melinda Miller, Sam Houston State University Abstract: Fluency is usually measured as number of words read correctly per minute (Ari, p. 6), though we question the value of using timing devices with readers especially in the classroom as a part of everyday reading instruction, 47 Saturday, November 1, 2014 Bridging Cultures Through Literacy session at ALER - 25 min.-- Each panelist will provide 5 min. “tips” or critical advice for prospective writers of articles for submission to journals. - 20 min.-- Panelists will meet individually to give written and oral feedback to each attendee who submitted a paper and/or grant proposal. Roundtable 132 Time: 12:30-12:55 CR-Salon 2 Building Bridges: A Look at Pre-Service Educators'Lesson Planning for English Language Learners Presenters: Joan Rhodes, Virginia Commonwealth University Stephanie Blackburn, Virginia Commonwealth University Sharon Zumbrunn, Virginia Commonwealth University Abstract: Pre-service educators are faced more frequently with challenges related to meeting the needs of English Language Learners in their classrooms. This roundtable session provides participants with an opportunity to discuss best practices for supporting new educators as they develop lesson plans for linguistically diverse students. Workshop 135 Time: 1:00-1:55 CR-Salon 1 Mixing it Up: Utilizing Hands-On Activities to Bridge Theory to Practice Presenter: Lillian McEnery, University of Houston-Clear Lake Margie Garcia, Dallas Independent School District Abstract: This session will explore several ways to incorporate hands-on activities within our lectures to promote student learning and engagement. Several activities will be modeled, and participants will leave with a packet containing specific instructions for various activities appropriate for use across content areas. Roundtable 133 Time: 12:30-12:55 CR-Salon 2 Bridging Cultures in a Graduate Literacy Course: Enhancing Diverse Candidates' Writing Presenter: Joyce C. Fine, Florida International University Abstract: When the poor quality of diverse graduate candidates' writing became an issue, a plan for infusing professional development teacher to teacher and professor to teacher feedback within communities was developed. Teachers assessed each other’s' writing using Six Traits (Spandel,2013)assessment and social practice concepts to motivate each other to improve their own literacy performance. Teachers' survey of attitudes indicated they were positive towards this approach Workshop 136 Time: 1:00-1:55 SB-Salon F An Electronic Alphabet Book: Potential for Intercultural Applications Presenter: Maria Alvarez Tsalikis, Florida International University Abstract: This workshop will actively engage participants in an electronic experience that brings literacy to everyone. Through the use of technology, participants will create an alphabet book that informs audiences about diversity and the cultural richness of all people. Additionally, the alphabet book serves as a medium to alphabetize children by immersing them in a rich informational context as posed by Common Core State Standards. Special Presentations: ALER Outstanding Dissertation and Thesis Winners Workshop 137 Time: 1:00-1:55 Palm Breeze- Salon 1 Launching a Career In Higher Education - Keys to Success Presenters: Maryann Mraz, George Mason University Bob Rickelman, UNC Charlotte Lakia Scott, UNC Charlotte Elizabeth Sturtevant, UNC Charlotte Jennifer Davis-Duerr, SUNY New Paltz Abstract: This workshop is geared toward new faculty members and graduate students seeking to obtain a position in higher education. The panel includes professionals who have served as department chairs, program directors, search committee chairs, mentors to new faculty, and recent job-search participants. Topics addressed include: preparing a professional vita, writing an effective application letter, conducting positive interviews, transitioning to a different job in higher education, and getting off to a strong start in a new position. 1:00-1:55 SB-Salon E Workshop 134 Time: 1:00-1:55 SB-Salon C Mentoring ALER Writers Presenters: Karen Bromley, Binghamton University (SUNY Victoria Risko, Vanderbilt University D. Ray Reutzel, Utah State University Jerry Johns, Northern Illinois University Marino Alvarez, Tennessee State University Abstract: The session will begin with advice, insights, and suggestions about writing for publication, conducting research, and seeking grants. Attendees who have submitted a draft of a paper, research project, or grant proposal a month before the conference will also receive written feedback at the session from a panel member. - 3 min.-- Introduction- This will be the 4th offering of this 48 Saturday, November 1, 2014 Bridging Cultures Through Literacy standards and examine candidates’ feelings of competence in aspects of classroom management, student engagement and general instructional strategies as well as specific reading competences. Findings will guide program development and improvement. Workshop 138 Time: 1:00-1:55 Palm Breeze- Salon 2 Increasing the Competitiveness of an ALER Literacy Teacher Education Research Grant Presenters: Mona W. Matthews, Georgia State University Hannah R. Gerber, Sam Houston State University Debra P. Price, Sam Houston State University Abstract: This workshop will review the requirements of ALER’s Literacy Teacher Education Research Grant, its scoring protocol, and characteristics of winning proposals. Also discussed will be how to write a proposal to increase its competitiveness. Attendees are encouraged to bring their research ideas to the session so they can discuss them with the Chair of the ALER Grant Committee and with winners of past grants. Roundtable 142 Time: 1:00-1:25 CR-Salon 2 Intentionally applied comprehension strategies: The impact on student achievement in a hospitality human resources management course Presenter: Kathleen McGrath, Niagara University Youngsoo Choi, Niagara University Abstract: In this exploratory study, two professors, from divergent disciplines, examined the impact of intentionally applied comprehension and study skills strategies in an undergraduate level hospitality and tourism human resources management course. Building upon the work of Taraban et al., 2000, a survey was developed to examine the comprehension and study skills strategies forty eight students were utilizing specific to preparing for class and examinations. Once the first course examination was administered, results from the survey were compared to student achievement; preliminary analysis suggests there is a relationship between the types of comprehension and study skills strategies students used to prepare for class and the exam and student performance on the exam. Additionally, drawing upon descriptive studies, an interview protocol was developed to explore more deeply poor exam performance. Six students were chosen for participation in a focus group where they discussed specific comprehension and study skills strategies used for class and exam preparation. Data is currently being analyzed. Further exploration will focus on how intentional instruction of comprehension and study skills strategies embedded into class time might impact student achievement. Workshop 139 Time: 1:00-1:55 Island Breeze Becoming Fluent in the Language of Content Presenters: Patricia Durham, Sam Houston State University Jacqueline Ingram, Sam Houston State University Alma Contreas-Vanegas, Sam Houston State University Abstract: Through the use of a semantic framework, educators can develop a critical eye for evaluating how strategies assist learners in developing the five literacies for a content area. Workshop participates will leave with five approaches which will aid learners in reading, writing, thinking, speaking, and listening about content. Through these literacies, learners can become fluent in the language of content. Roundtable 140 Time: 1:00-1:25 CR-Salon 2 Preparing writers and teachers of writing: Bridging the stories of pre-service teachers in an undergraduate literacy course Presenters: Juan Araujo, Texas A&M University-Commerce Susan Szabo, Texas A&M University-Commerce LaVerne Raine, Texas A&M University-Commerce Abstract: Pre-service teachers often times feel unequipped as writers and teachers of writing. In this study, pre-service teachers are invited to reflect, throughout one semester, about their comfort as writers and teachers of writing. In this roundtable, the presenters will share the patterns that emerged from the reflections, and discuss the activities that made a difference for the student and instructors. Roundtable 143 Time: 1:00-1:25 CR-Salon 2 Investigating the metacognitive awareness of reading strategy use of ESL Korean university students Presenter: Kay Hong-Nam, Texas A&M University-Commerce Larkin Page, Texas A&M University-Commerce Abstract: This study investigated the metacognitive awareness of reading strategy use of ESL Korean university students enrolled in a university in the southwest of US. It examined relationship between the participant’s reading strategy use and their English proficiency. The study found the participants utilized various strategies and reported high use of the strategies. Students with higher English proficiency reported more frequent reading strategy use than students with lower proficiency although the difference is not statistically significant. Roundtable 141 Time: 1:00-1:25 CR-Salon 2 Reading Teacher Self-Efficacy: A Programmatic Perspective Presenters: Karen J Kindle, University of South Dakota Susan C Gapp, University of South Dakota Abstract: This study explores the self-efficacy for teaching reading as it develops in teacher candidates during sequential reading methods courses. Participants respond to survey questions at two points in the program to observe changes over time. Questions are tied to the IRA 49 Saturday, November 1, 2014 Bridging Cultures Through Literacy varies. While related pedagogical have been investigated, the ideational structure underlying a reader’s alternative conception is less understood. Structural knowledge models posit heterarchical networks for ideation. Myriad factors contribute to the organization of these structures including sociocultural and idiosyncratic beliefs. Roundtable 144 Time: 1:00-1:25 CR-Salon 2 “Let me tell you what I learned in school today!” -Building School/Home Connections with Exemplary Social Studies Content Literacy Instruction Presenter: Kelli R. Paquette, Indiana University of Pennsylvania Abstract: “What did you do in school today?” is often answered quickly by a “nothing” response. So, how can teachers facilitate and support students’ content learning and build school/home connections? During a two-year period, this qualitative case study investigated the teaching/learning philosophies, pedagogical methods, and teaching strategies/activities employed by an experienced, exemplary high school social studies teacher who motivated students to actually talk about their inschool learning in their home environments. Roundtable 148 Time: 1:30-1:55 CR-Salon 2 Focus on Research: Using What We Know about Literacy Development in Middle School Classrooms Presenters: Lina Soares, Georgia Southern University Karen D. Wood, UNC-Charlotte Abstract: To build a classroom culture of lifelong learners, this roundtable presentation highlights current research and effective strategies for middle school teachers in the areas of comprehension, vocabulary instruction, writing, and digital connections. The presentation will further engage university researchers and scholars to share their thinking on the following: the latest and best research on young adolescent literacy development, the effective practices for educators based on the research, implications for professional development, recommendations for the field. Roundtable 145 Time: 1:00-1:25 CR-Salon 2 Through the Eyes of Thomas Barrett: A Historical Perspective on Close Reading Presenter Kent Layton, University of Arkansas at Little Rock John M. Ponder, University of West Georgia Abstract: Clymer (1968) discussed Barrett’s Taxonomy of Reading Comprehension as a tool that teachers might utilize for teaching students to comprehend. In comparison to other comprehension taxonomies, Pearson and Johnson (1978) reported Barrett’s Taxonomy to be one of the most taught taxonomies across college reading courses and professional development workshops. Recently highlighted by the CCSS, close reading has emerged as the comprehension strategy. This session will focus on Barrett’s work in light of close reading. Roundtable 149 Time: 1:30-1:55 CR-Salon 2 English Language Learners’ Perspectives on How to Enhance Literacy Skills: What Can Teachers Do? Presenter: Linda C. Burkey, University of Mount Union Abstract: Understanding how ELLs learn literacy skills is important for teachers. Gathering information regarding literacy learning directly from nonnative English speakers can provide valuable teaching insights. Through the process of surveying and interviewing university international students studying in the US, the researcher gathered information regarding how they were taught English and their perspectives on how teachers can enhance reading and writing skills. Implications for teaching literacy skills to ELLs from the research data will be shared. Roundtable 146 Time: 1:00-1:25 CR-Salon 2 Literacy Efficacy: The Impact of Professional Development for Secondary Educators Implementing the Common Core State Standards Presenters: Stephan E. Sargent, Northeastern State University Jim Ferrel , Northeastern State University Melinda Smith, Northeastern State University John Scroggins, Ponca City Public Schools Abstract: This study explored whether professional development in reading/literacy, designed for secondary educators in their subject area, impacts their efficacy toward including reading/literacy in their classrooms. Roundtable 150 Time: 1:30-1:55 CR-Salon 2 Best Practices with Children's Texts Across Varied Formats Presenters: Linda Lewis-White, Eastern Michigan University Jane Gordon, Eastern Michigan University Bette Shellhorn, Eastern Michigan University Abstracts: The purpose of this presentation is to report the findings of a grant project focused on an analysis of texts across three formats (book, Kindlefire, Nook HD). Roundtable 147 Time: 1:00-1:25 CR-Salon 2 Structural Knowledge and Conceptual Change Pedagogies Presenter: J. Michael Pickle, St. Cloud State University Abstract: Conceptual conflict interventions have been promulgated as means for facilitating conceptual change. These approaches demonstrate the inadequacies of a reader’s model of reality by juxtaposing it with an alternative model. The efficacy of specific approaches 50 Saturday, November 1, 2014 Bridging Cultures Through Literacy approaches to enhance their ability to support developmental students’ critical analysis of disciplinespecific texts. Findings highlight participants’ opportunities to expand conceptions of literacy, to examine unfamiliar pedagogical approaches, and to negotiate tensions that arise when different disciplinary perspectives intersect. Roundtable 151 Time: 1:30-1:55 CR-Salon 2 Writing to Learn: Writing to Improve Metacognition in a Secondary Physics Classroom Presenter: Lubna Javeed, Texas Tech University Abstract: This study explores ways writing can facilitate a culture of science literacy and students’ self-perceptions as writers in 11th grade physics. Findings reflect that participants understood writing could help their learning, yet writing samples showed a lack of metacognition for the content taught. This lack of effective writing to make reflections may be the absence of effective modeling and high expectations by the teacher (Knipper & Duggan, 2006). Symposium 155 Time: 2:00-2:55 SB-Salon B Appy Hour: Modeling Mobile Technologies with Teacher Candidates Presenters: April Blakely, Eastern Kentucky University Faye Deters, Eastern Kentucky University Abstract: Finding mobile apps is not difficult. Finding education apps is only a bit more challenging. Finding education apps worth downloading is a different story entirely. If you are considering increasing your mobile device use in classes, this workshop will demonstrate several tools that the presenters commonly use in both initial and advanced licensure courses. Attendees are invited to bring your own device (BYOD) and participate in this interactive demonstration and favorite apps discussion. Roundtable 152 Time: 1:30-1:55 CR-Salon 2 Reflections from pre-service teachers show developing awareness of the importance of accommodating diverse learners with appropriate strategies for literacy learning Presenter: Lynn Yribarren, Florida International University Abstract: Diverse pre-service teachers implement strategies for diverse elementary students’ literacy learning. After teaching, the pre-service teachers reflect on their lesson modifications stating their learning of how the modifications helped the elementary students to develop literacy skills and ability. The instructor of the preservice teachers will relate experiences about working with diverse undergraduate learners and the importance of implementing appropriate accommodations for diverse learners at both the college and the elementary school level Workshop 156 Time: 2:00-2:55 SB-Salon C Building on the Reciprocity of Writing and Reading: Adding Writing Workshop to a University Children's Literature Course Teddi Martin, University of North Texas Abstract: How can teacher educators offer preservice teachers the opportunity to engage in writing for themselves and to learn how to support the teaching of writing in their future classrooms when current programs do not offer such a space? This presentation, grounded in the understanding that the teaching of writing is critical, examines one case in which a writing workshop was added to a university children’s literature course. Roundtable 153 Time: 1:30-1:55 CR-Salon 2 Resiliency and ELL students’ motivation in education: What’s the connection? Presenter: Marcia Y. Collins, Walden University Abstract: During my panel session, participants will feel inspired by substantive discussions of emerging research surrounding resiliency and English Language Learners. Murphy and Alexander (2000) have raised the question: what does it mean when students are intrinsically or extrinsically motivated, to have mastery goals or individual interest in academics? These kinds of questions will drive conversational exchange, where participants will offer their insights on what really drives English Language Learners. Workshop 157 Time: 2:00-2:55 CR-Salon 1 Gender Equity, identity and Conformity in Picture Books use and Selection Criteria in Early Childhood Classrooms Presenters: Suzanne Evans, National University Tom Doyle, National University Susan Gilbert, National University Abstract: Through reading of appropriate children’s literature, the ECE teacher can help form the gender attitudes and identity of children. Although it is welldocumented that the use of picture books can positively change children’s attitudes toward gender specific role and cultural expectations, the question is whether ECE teachers are adequately trained to consciously select picture books that both challenge traditional stereotypes and demonstrate gender non-conformity. Study date, books selections and selection criteria will be shared. Roundtable 154 Time: 1:30-1:55 CR-Salon 2 What happens when college educators from different disciplines collaboratively investigate the literacybuilding techniques they use in their own courses? Presenter: Mary McGriff, New Jersey City University Abstract: This roundtable examines an interdisciplinary collaboration among humanities, social sciences and professional studies instructors who utilize inquiry-based 51 Saturday, November 1, 2014 Bridging Cultures Through Literacy American (AA) students entering classrooms with varying linguistic performance (Bergmann, Hall & Ross, 2007). Some AA students come to literacy environments with a mastery of Standard American English (SAE). On the other hand, there is a proliferated amount of AA students who use African American English (AAL). The findings in this study will facilitate literacy educators in planning effective instruction. Workshop 158Time: 2:00-2:55 SB-Salon F Upper Grade Writing Workshop and Real Gradual Release Presenter: Steve Dunn, Steve W. Dunn & Associates Abstract: This session explores the use of Gradual Release within Writing Workshop that builds skills and strategies. Frequently teachers use mini lessons that change throughout the week. This leads to exposure, but not mastery of independence, and assessment to ensure deep understanding and strategy development. Roundtable 162 Time: 2:00-2:30 CR-Salon2 Teaches' Perspectives of Research-Based Instructional Strategies and Implementation to promote Literacy Skills for Students with Autism Spectrum Disorders: A Collection of Case Studies Presenters: Peg (Prasopsuk) Pinto, Sam Houston State University Debra Price, Sam Houston State University Abstract: This presentation examines teachers’ perspectives and implementation whether instructions employed to promote literacy skills for students with autism are described as research-based practices. In attempt to close the research-to-practice gap, this study highlights an array of research-based instructional strategies. The primary findings indicate that teachers used researchbased instructions. However, it is critical for educators to possess knowledge regarding how effective teaching strategies practices can promote literacy skills and inspire these students to become lifelong learners. Symposium 159 Time: 2:00-3:20 Palm Breeze-Salon 1 Workshop 174 Time: 2:00-2:55 Palm Breeze-Salon 2 Writing Circles: Enhancing Writing Experiences by Providing a Cultural Bridge for Literacy Communities Presenters: Sherron Killingsworth Roberts, University of Central Florida Nandita Gurjar, University of Central Florida Norine Blanch, University of Central Florida Abstract: This workshop will describe the process, products, and perceptions of preservice teachers who participated in writing circles (Vopat, 2009). Analogous to literature circles and based on constructivist theory and collaborative learning models, writing circles provided a cultural bridge for communication and were implemented for in a Language Arts course along with weekly relevant minilessons guiding their revisions. Preliminary results showed a strong majority perceived writing circles as a positive collaborative experience leading to subsequent publication. Roundtable 163Time: 2:00-2:30 CR-Salon2 Collaborative Conversation as a Means of Fostering Teacher Reflection Presenters: Nancy Stevens, University of Wisconsin-Whitewater Abstract: Collaboration is a powerful element in fostering teacher reflection. This formative research study was designed to foster deeper reflection of graduate students on their instruction during clinical/practicum works in a graduate reading course. Based on previous student course work, teacher reflection tended to be focused on student success with work during tutoring sessions with less reflection on teacher talk and noticing of student reading behaviors and response to instruction. Workshop 160 Time: 2:00-2:55 Island Breeze Intentional Blending: Creating a hybrid learning community by infusing new literacies and bridging online and f2f cultures Presenter: Sandra M Webb, Georgia College & State University Abstract: Colleges and universities recognize the benefits of technology in reaching wider populations of students and as delivery systems that spans academic programs. New literacies present opportunities for learners to communicate and collaborate in virtual spaces. In this interactive workshop, participants will begin planning a hybrid course design. Resources and materials will focus on basic principles and practices of effective blended learning environments appropriate across programs and disciplines. Roundtable 164 Time: 2:00-2:30 CR-Salon2 Changing Teachers, Changing Perceptions and Performances using CLOSE reading. Presenter: Mary Swanson, Northeastern Abstract: The Common Core’s focus on CLOSE reading asks reading specialist candidates to change their perceptions and performances from their traditional DR-TA instructional model to the students developing these skills and constructing knowledge through their own experiences and text. This directional and focus shift for many reading specialist candidates is difficult. The candidates and the instructor pose multiple questions which need answers Roundtable 161 Time: 2:00-2:30 CR-Salon2 Creating bidialectial consciousness through culturally responsive literacy strategies Presenter: Nicole Yvette Strange, Barry University Abstract: There are heightened discussions on language diversity due to the augmented number of African 52 Saturday, November 1, 2014 Bridging Cultures Through Literacy reflecting on how this experience might inform their teaching of literacy Roundtable 165 Time: 2:00-2:30 CR-Salon2 Creating a Thriving University Based Reading Clinic Presenter: Meagan Moreland, Northeastern State University Abstract: This study explored the experiences and perspectives of university reading clinic stakeholders. It also identified major factors contributing to the sustainability and growth of this university based reading clinic. Information shared will facilitate new ideas or aid in creating a university based reading clinic. Roundtable 169 Time: 2:30-2:55 CR-Salon 2 Secondary Preservice Teachers Share Their Reading with Individual Students in School: When, How, What, Who, and Why Peggy Daisey, Eastern Michigan University Abstract: The purpose of this roundtable is to describe the process when secondary preservice teachers of diverse subject areas shared their reading with middle and high school students in school. Roundtable 166 Time: 2:00-2:30 CR-Salon2 Learning within a Digital World at the University: Exploring Virtual Conversations and Collaboration in Online Courses Presenters: Mayra C. Daniel, Northern Illinois University Dong Shin Shin Abstract: In this millennium teachers are under pressure to meet standards. They are clamoring for professional development that fits their busy schedules. Social media as a pedagogical tool addresses educators’ needs and supports their continued education. This presentation will address the benefits of online course delivery, share a rationale for curricular design in digital environments, discuss tried and true ways to engage students in collaborative tasks, and provide a list of online resources for teachers. Roundtable 170 Time: 2:30-2:55 CR-Salon 2 Using Virtual Field Experiences in an Early Literacy Course: Advantages and Challenges Presenters: Rebecca S. Anderson, University of Memphis Jessica S. Mitchell, University of Memphis Abstract: This study explored using virtual field experiences in an early literacy methods class. Collected data included: A pre/post rating scale and exam, blog entries, interviews, exit slips, and course reflections. Students and instructors reported both advantages and challenges with using videos, but all agreed they would recommend for future classes. Ten implications are offered for teacher educators who use, or plan to use, virtual field experiences in literacy education courses. Roundtable 167 Time: 2:00-2:30 CR-Salon2 Service Learning Full Circle: Employing a Professor In Residence Model Presenters: Michelle Kelley, University of Central Florida Michelle Morrison, Seminole County Public Schools Abstract: This roundtable will share a Professor in Residence Model that allows students to connect theory to practice by working one-on-one with first graders and share PLC's in Action. This roundtable will share lessons learned from working in a public school environment and dealing with the various stakeholders, including the administrator's perspective. This roundtable will seek feedback and input on next steps related to the project. Roundtable 171 Time: 2:30-2:55 CR-Salon 2 Content Literacy Practices: How Do New Expectations Affect Traditional Practices? Presenters: Robert J Rickelman, University of North Carolina, Charlotte Maryann Mraz, University of North Carolina, Charlotte Ian Binns, University of North Carolina, Charlotte Erin Donovan, Coastal Carolina University Abstract: Content literacy practices have been used in K12 classrooms for over 70 years. Traditionally these have focused on the implementation of strategies, such as those to activate prior knowledge, build vocabulary, and promote study skills. With 45 states implementing the Common Core State Standards, these traditional practices will be examined within the context of the new standards, and suggestions will be explored for new practices which align closely to the CCSS and frameworks developed by the science and social studies education communities. Implications for classroom practice will be highlighted. Roundtable 168 Time: 2:00-2:30 CR-Salon2 Pre-Service Teachers Explore Bridging the Gaps with Think Alouds Presenter: Michelle R. Ciminelli, Niagara University Abstract: Pre-service teachers used think alouds to increase an awareness of personal literacy skills and strategies, and to promote additional learning for teaching children about such literacy practices. Teacher candidates engaged in a series of activities designed to scaffold their learning about think alouds. A culminating project consisted of conducting a think aloud, describing personal strategies used to make meaning of text, and Roundtable 172 Time: 2:30-2:55 CR-Salon 2 From the Inside: A Look at literature circles as a model of reading instruction from the pre-service teacher’s viewpoint Presenters: Roberta Raymond, University of Houston-Clear Lake Gayle Butaud, Lamar University 53 Saturday, November 1, 2014 Bridging Cultures Through Literacy Abstract: Children learn language by participating in a collaborative social atmosphere reflecting, listening, and creating new knowledge (Vygotsky, 1978). It is important that teacher candidates’ be given the opportunity to compare, critique, confront, and evaluate their own beliefs about reading instruction (Day & Ainley, 2008). This presentation will present the findings of a qualitative study investigating teacher candidates’ use of literature circles in their methods literacy class. interpreting words/phrases, word choices, text structure, point of view, and delineating and evaluating argument. Roundtable 176 Time: 2:30-2:55 CR-Salon 2 The Incarcerated Father and Child: How Can Reading Nurture this Relationship? Presenter: Tara Wilson, Sam Houston State University Abstract: The students I have taught inspired me to look into how reading can enhance their relationship with their incarcerated father. Current research posits that children of incarcerated parents are at-risk for a variety of emotional, social, and academic difficulties (Hoffmann, Byrd, & Kightlinger, 2010; Naudeau, 2010; Blumberg, & Griffen, 2013). With that being stated, one can only wonder what effects reading can have on the relationships being studied in my research. Children are the future of our country and doing whatever we can to support them should be a top priority. Roundtable 173 Time: 2:30-2:55 CR-Salon 2 What’s Grit Got to Do with It? Looking at Literacy Instruction of Pre-Service Teachers in a Culturally Diverse Clinical Setting through the Lens of Perseverance and Passion Presenters: Sarah Ramsey, Northeastern State University Amanda Wilson, Oral Roberts University Abstract: Research indicates effective teachers are grittier than their less effective counterparts, specifically in highchallenge situations (Duckworth, 2006 and 2009). These research findings have powerful implications for training pre-service teachers in literacy instruction that overcomes the challenge of connecting cultures. This study explores the affect of grit scores and knowledge of reading’s five essential elements on the effectiveness of pre-service teachers’ literacy instruction in a culturally diverse clinical setting. The researcher will share the study’s findings . Roundtable 174 Time: 2:30-2:55 CR-Salon 2 Exploring Diversity with Pre-Service Teachers: Changing our teaching perspective one book at a time Presenter: Sherry Been, Northeastern State University Abstract: As pre-service teachers move into the teaching field, diversity of students and families will be a prominent part of their professional lives. One way for these students to engage in reflective practice and meaningful dialogue concerning diversity is through authentic pieces of literature. Through the exploration of children's books and then grand conversations about books, pre-service teachers are challenged to expand their pedagogy. Workshop 177 Time: 3:00-3:55 SB-Salon B Developing Literacy through Creativity and Technology Presenter: Chase Young, Texas A&M University - Corpus Christi Abstract: Fun is a key feature in the reading process. This workshop includes a discussion the research and process of each of the following literacy strategies: Readers Theater, student scripting based on mentor text or parody, and student produced movies as a means for literacy development. Participants have an opportunity to engage in performances, scripting, and work through the process of producing a movie based on a text. Workshop 178 Time: 3:00-3:55 Palm Breeze- Salon 2 “Why Won’t You Just Tell Us How To Teach Literacy?”Redesigning Pre-Service Content-Area Literacy Education for Disciplinary Literacy Presenters: Allison Swan Dagen, West Virginia University Phillip Wilder, Clemson University Michael Manderino, Northern Illinois University Abstract: This interactive workshop will allow participants to experience a potential model for redesigning preservice teachers’ content area literacy courses to encompass disciplinary literacy practices. Participants will actively engage in disciplinary inquiry to exemplify a set of design principles for course redesign with an emphasis on disciplinary literacy. Research findings will be presented suggesting reasons why a redesign focused on experiencing disciplinary literacy is necessary for preservice teachers. Roundtable 175 Time: 2:30-2:55 CR-Salon 2 Exploring Diversity with Pre-Service Teachers: Changing our teaching perspective one book at a time Presenter: Sherrye Dee Garrett, Texas A&M University-Corpus Christi Abstract: Exploring Diversity with Pre-Service Teachers: Changing our teaching perspective one book at a time. Text complexity, as defined by the Common Core State Standards, consists of three components: quantitative, qualitative, and reader/task issues. An analysis of text complexity was conducted with sections of three state newspapers and one national newspaper: international/national news stories, local news, feature stories, and sports stories. Quantitative aspects were determined by readability measures. Qualitative measures examined components related to reading closely, Workshop 179 Time: 3:00-3:55 SB-Salon C Reader’s Choices: Let’s Share! For this workshop, bring your choice to share with the group. In 5 minutes: Show us your choice of novel, story, info book, magazine article… 54 Saturday, November 1, 2014 Bridging Cultures Through Literacy Read a short section to us Explain why you enjoy this selection Tell us how you use it in your courses (if you do) Bring a handout so we can collect new favorites This session is sponsored by the Adult Learning Division to promote adults who keep learning through the joy of pleasure reading. It is a follow-up to Judy Richardson’s Laureate Address in 2013 (Literacy, Literature and Learning to Teach). Roundtable 183 Time: 3:00-3:25 CR- Salon 2 The Relationship of Gender to the Listening and Reading Comprehension of Narrative and Expository Text Presenters: Wolfram Verlaan, University of Alabama in Huntsville Daniel Pearce, Texas A&M University, Corpus Christi Abstract: In this round table session, researchers will present data from a study comparing the relationship between reading comprehension and listening comprehension in 4th, 6th, and 8th grade students. The presenters will discuss preliminary results of an item analysis conducted to examine the relationship between participants’ gender and their listening comprehension and reading comprehension of narrative vs. expository text . Roundtable 184 Time: 3:00-3:25 CR- Salon 2 Accessing Funds of Knowledge through Storytelling of Somali Bantu and Sudanese Refugee Communities Presenters: Zaline Roy-Campbell, Syracuse University Doris Walker-Dalhouse, Marquette University Abstract: English language learners enter classrooms in the United States with funds of knowledge of which teachers are often unaware. This study examines storytelling as one means of eliciting some of the funds of knowledge. It compares the stories from children and adults in two African refugee communities and share ways in which these stories can be utilized as a source of literacy development in schools and draws implications for culturally responsive teaching. Roundtable 180 Time: 3:00-3:25 CR- Salon 2 Developing Critical Racial Literacies Through Drama Pedagogy Presenter: Terry Husband, Illinois State University Abstract: Classrooms in the United States continue to become increasingly racially diverse as we travel through the 21st century. Drama pedagogy has emerged as a powerful tool to guide students in exploring and interrogating issues of racial privilege and oppression. This session presents the findings of a critical action research study whereby drama pedagogy and children’s literature were used to help children construct critical understandings of race and racism. Roundtable 181 Time: 3:00-3:25 CR- Salon 2 Bridging the Gap: Teaching Middle School Spanish Through the Use of Multiple Literacies Presenter: Tiana McCoy Pearce Texas A&M University - Corpus Christi Abstract: Teachers are continuously negotiating how to keep the students’ best interest in mind while keeping in mind the mandates and pressures of high stakes testing. This roundtable discussion will present the experiences of a Spanish teacher who, despite scant resources and limited administrative support, was regarded as a first-year, exemplary teacher because of her use of multiple literacies in the content area classroom. Roundtable 185 Time: 3:00-3:25 CR- Salon 2 Bridging the Student/Teacher Divide through Dialog Presenter: Sean McAuley, North Georgia Technical College Abstract: This study considers the divide between the highly individualized cultures of student and teacher. To do so, it documents an invitation to first-year college composition students to collaborate in curriculum development and writing evaluation in their own classroom. In essence, students are invited into the “teacher space” in hopes that they recognize themselves as creators of knowledge and academic literacy as a tool for thought rather than a teacher directive. Roundtable 182 Time: 3:00-3:25 CR- Salon 2 Developing Critical Thinking through Reader Response to Cultural Diversity Texts. Presenters: Victoria M. Rey, Kean University Davida R. Schuman, Kean University Abstract: The presenters will discuss the procedures that they used to engage students in critical thinking through reader response to cultural diversity texts. They will also present the results of using reader response in a developmental reading course. Workshop 186 Time: 3:00-3:55 Palm Breeze-Salon 2 Literacy Practices in the Homes of African American Families and the Implications for their Children's Language and Literacy Development Presenters: Delilah Ann Davis, LeMoyne-Owen College Ingrid Haynes, Texas Southern University Abstract: This session will demonstrate the tenacities, occurrences, and discourse of African American familybased literacy practices and connections with their families’ ecology. Several practices will be explored, including; family connection, religious and civil 55 Saturday, November 1, 2014 Bridging Cultures Through Literacy rights−enhancement literacy practices. We will discuss the influences of the multiple contexts of those literacy practices on the language and literacy development of African American children. Additionally, how the passageway for those practices across the schoolcommunity periphery made transpire. Roundtable 187 Time: 3:00-3:25 CR- Salon 2 Dialogue about reading aloud: How cooperating teachers influence the literacy enactments of preservice teachers Presenters: Maria Genest, University of Pittsburgh Patricia Crawford, University of Pittsburgh Abstract: This presentation will begin with important connections to the research on feedback in the field experience and its influence on preparing elementary teachers of literacy. Preliminary findings of the study will be described and participants will be able to see excerpts of discourse between cooperating teachers and preservice teachers that demonstrate the influential nature of this relationship. Finally, the presentation will describe the initial conclusions emerging from the research study, implications for teacher preparation, and directions for further research in this area. ALER Yearbook Prospective Authors and Reviewers Meeting 3:00 pm - 3:55 pm SB- Salon F Reader’s Forum 3:00pm - 3:55 pm CR- Salon1 56 Saturday, November 1, 2014 Bridging Cultures Through Literacy J. Estill Alexander Forum for ALER Leaders in Literacy Comprehension and the Common Core Standards: What is the Plan? D. Ray Reutzel 4:00 pm – 4:50 pm Salon E The Common Core State Standards (CCSS) have ushered in a new era of educational reform where as the NY Times commentator, David Brookes, observed; the circus is descending. The CCSS are attacked on the left because they are CORE and on the right because they are COMMON. Most states have adopted the CCSS or some form of the CCSS as all or part of their state standards. One of the most critical cross cutting elements in the CCSS is how the standards enact effective teaching of reading comprehension. Teaching comprehension in the early years is a new idea to many teachers and to the educational community at large, since the traditional view of teaching reading has tacitly or even explicitly endorsed by policy and practice that children first learn to read, and then; read to learn. As a result, there has been little research focused on building the foundations for and teaching young children reading comprehension. This presentation shows how the CCSS, intentionally enacts into classroom practice a well-developed and highly regarded theoretical framework for teaching reading comprehension as grounded in Walter Kintsch’s (2013) Construction-Integration (CI) Model of Text Comprehension. An examination of the connections between the CCSS reading anchor standards and the major elements of the CI model of text comprehension – 1) construction and 2) integration (Kintsch, 2013) shows how these align rather well. In this presentation, I will describe in detail Kintsch’s (2013) Construction-Integration (CI) Model of Text Comprehension along with detailed illustrations of how this text comprehension model is at work in the CC 57 Bridging Cultures Through Literacy ALER Presidential Reception Saturday, November 1, 2014 5:00 pm - 7:00 pm Salon D The Presidential Reception is the final conference celebration. Parker Fawson, outgoing ALER president, and J. Helen Perkins, incoming ALER president, and your colleagues in this informal gathering. SPECIAL EVENT Sunday, November 2, 2014 ALER Town Hall Meeting and Update on Legislative Issues 9:00 am – 10:25 am Palm Breeze- Salon 1 Chairs: Parker Fawson, Utah Valley University J. Helen Perkins, University of Memphis Abstract: This session provides ALER members with an opportunity to express their ideas, opinions, and suggestions on current and future ALER practices, needs, and endeavors. Everyone is encouraged to attend. Statement Regarding ALER Website ALER is committed to using the ALER website, www.aleronline.org, for all normal association membership interactions, including membership communications, announcements, information, records management, applications to serve on the annual conference program committee, submission of proposals for presentations at annual conferences, registration for conferences, and payment of dues and conference fees. 58 Abadiano, H .......................................................................46 Addison, D ..........................................................................25 Alderton, E ..........................................................................31 Anderson, R ........................................................................55 Ankrum, J..................................................................... 32, 49 Applegate, A .....................................................................47 Applegate, M ............................................................ 22, 47 Applegate, T ......................................................................22 Araujo, J ...................................................................... 46, 51 Baer, A ................................................................................22 Baker, M..............................................................................29 Bauserman, K .....................................................................30 Baynum, L ............................................................................31 Bean, R ........................................................................ 31, 41 Been, S.................................................................................56 Berg, H ................................................................................49 Blackburn, S ........................................................................50 Blakely, A.................................................................... 48, 53 Blanch, N .............................................................................54 Blankenship, M ...................................................................37 Brandt, L ..............................................................................23 Brannon, D ..........................................................................30 Braunsar, C .........................................................................30 Briggs, C...................................................................... 27, 49 Britt, M .................................................................................24 Bromley, K .................................................................. 31, 50 Bryant, B..............................................................................47 Bumstead, S ........................................................................22 Burkey, L..............................................................................52 Butaud, G............................................................................55 Cardullo, V ................................................................. 32, 47 Cassidy, J .................................................................... 30, 41 Chapman, A........................................................................31 Cheatham, P .......................................................................38 Choi, Y .................................................................................51 Chung-hau, H......................................................................30 Ciminelli, M ................................................................. 38, 55 Clark, S ................................................................................40 Cobb, J ........................................................................ 33, 47 Coffey, D .................................................................... 38, 48 Collet, C ..............................................................................28 Collet, V ..............................................................................49 Collins, M.............................................................................53 Contreas-Vanegas, A .......................................................51 Cook, C ................................................................................24 Cook, K ................................................................................29 Copelin, M ..........................................................................28 Cossa, N ..............................................................................39 Cox, D ..................................................................................49 Crawford, P ........................................................................58 Culmo, J ...............................................................................40 Dagen, A .............................................................................56 Daisey, P .............................................................................55 Davis-Duerr, J ..................................................... 34, 48, 50 de Souza-Campbell .........................................................33 DeFrance, N .......................................................................37 DeGroot, A ................................................................. 21, 38 Deters, F ...................................................................... 48, 53 DeVries, B........................................................................... 46 Di Domenico, P .................................................................. 35 Dinkins, E ............................................................................. 29 Divonna Stebick ................................................................ 46 Dodman, S .......................................................................... 32 Donaldson, T ....................................................... 24, 32, 46 Donovan, E .................................................................. 29, 55 Dredger, D ......................................................................... 29 Durham, P ........................................................................... 51 Elish-Piper, L................................................................ 35, 36 Erickson, E ........................................................................... 30 Errico, M ............................................................................. 38 Erwin,R ................................................................................ 22 Evans, M ............................................................................. 35 Evans, S ........................................................................ 42, 53 Fairly, G ............................................................................. 22 Farkas, F ............................................................................. 41 Fawson, P ........................................................................... 22 Ferrel, J ............................................................................... 52 Fine, F .................................................................................. 50 Fleener, C ........................................................................... 24 Flippo, R ............................................................................. 29 Foley, L ............................................................................... 35 Gambrell, B ....................................................................... 22 Gambrell, L ................................................................. 31, 41 Gangotena, V ................................................................... 23 Gapp, S .............................................................................. 51 Gardner, C ........................................................................ 23 Garrett, S .................................................................... 41, 56 Genest, M........................................................................... 58 Gentry, J ............................................................................ 39 Gerber, H.................................................................... 24, 51 Goff, M ............................................................................... 37 Grant, A ............................................................................. 24 Green, C ............................................................................. 41 Green, S ............................................................................. 29 Greene, K........................................................................... 48 Grote-Garcia, S ............................................................... 30 Gurjar, N ............................................................................ 54 Haas, L ................................................................................ 34 Haid, L.................................................................. 36, 37, 46 Hall, A ................................................................................. 22 Harkins, D ........................................................................... 34 Harris, V ...................................................................... 20, 26 Haynes, I ............................................................................. 57 Helfrich, S ........................................................................... 40 Hitchen, C .................................................................... 24, 32 Hodges, T ........................................................................... 27 Hong-Nam, K ..................................................................... 51 Hooley, D ........................................................................... 30 Horton, A ............................................................. 23, 24, 32 Howard A........................................................................... 23 Howell, L ............................................................................. 23 Hubble, G .......................................................................... 39 Hubert, S ............................................................................ 39 Husband, T ......................................................................... 57 Ingram, J ............................................................................. 51 Iwai, Y ................................................................................. 28 59 Index of Presenters Javeed, L.............................................................................53 Jay, S ...................................................................................23 Jiang, X ...............................................................................29 Joan Rhodes .......................................................................50 John Jay ..............................................................................71 Johnson, R.................................................................... 28, 40 Jones, H ....................................................................... 33, 38 Jones-Carey, M .................................................................22 Joyce, T ...............................................................................36 Kaiden, E .............................................................................38 Katie Dredger....................................................................68 Kearney, K ..........................................................................34 Keelin, J ...............................................................................33 Kelley, M .............................................................................55 Kern, D .................................................................................46 Kester, D..............................................................................22 Kidd, J .................................................................................35 Killingsworth, S ...................................................................54 Kindle, K ..............................................................................51 King, C .................................................................................37 Kong, A ................................................................................39 Krickovich, S .......................................................................22 Kulich, L ................................................................................31 La Croix, L...........................................................................35 L'Allier, S .............................................................................35 Laverick, D ..........................................................................47 Layton, K ..................................................................... 35, 52 Leavell, A ............................................................................47 Leavitt, A .............................................................................34 Lewinski, K...........................................................................47 Lewis-White, L....................................................................52 Lilienthal, L ..........................................................................36 Linek, W ..............................................................................41 Loveless, D ..........................................................................29 Ludlow, B .............................................................................24 Lund, D .................................................................................24 Madda, C ...........................................................................27 Maddox, A .........................................................................38 Magpuri-Lavell, T ...................................................... 25, 46 Malloy, J .............................................................................22 Manderino, M ....................................................................35 Manzi, M .............................................................................31 Margarella, M ...................................................................37 Marinak, B ..........................................................................22 Martin, L ..............................................................................35 Martin, T ..............................................................................53 Mathis, J ..............................................................................33 Matthews, M ............................................................... 51, 71 McAndrews, S ..................................................... 21, 27, 40 McAuley, S ..........................................................................57 McClanahan, B ........................................................... 28, 38 McConnell, B .......................................................................49 McDonald, C ......................................................................38 McDonald, S .......................................................................38 McDown, D..........................................................................31 McEnery, L................................................................... 38, 50 McGeehan, C .....................................................................47 McGrath, K ................................................................. 22, 51 McGriff, M ........................................................... 24, 32, 53 McNair, C ........................................................................... 47 McWhorter, M ................................................................... 38 Mercantini, M..................................................................... 47 Mesa, F ............................................................................... 35 Michael Manderino .......................................................... 56 Micheal Kessner ................................................................ 40 Migyanka, J ....................................................................... 47 Miller, D .............................................................................. 46 Miller, M ...................................................................... 47, 49 Mirza, H .............................................................................. 33 Mitchell, J ........................................................................... 55 Modla, G ............................................................................ 47 Modla, V ............................................................................ 28 Moe, A ................................................................................ 29 Mohr, E ................................................................................ 30 Mohr, K ........................................................................ 30, 34 Moreland, M ............................................................... 49, 55 Morewood, A .................................................................... 32 Morrison, M ........................................................................ 55 Morrison, S .................................................................. 28, 38 Morrison, T ......................................................................... 38 Morton, T ............................................................................ 46 Mraz, M ....................................................................... 50, 55 Msengi, S ..................................................................... 27, 40 Murphy, D .......................................................................... 48 Murray, B .................................................................... 24, 38 Myers, J .............................................................................. 49 Neiman, K........................................................................... 30 Nielsen, K ........................................................................... 35 Nilsson, N............................................................................ 39 Nixon, S .............................................................................. 40 Nottingham, M ........................................................... 28, 38 Page, L ................................................................. 31, 38, 51 Paige, D ....................................................................... 25, 46 Paquette, K ........................................................................ 52 Parsons, P ........................................................................... 22 Parsons, S ........................................................................... 32 Pate, R. ............................................................................... 21 Paxton, M ........................................................................... 31 Pearce, D..................................................................... 29, 46 Pearce, T. .................................................................... 29, 57 Perkins, J ..............................................1, 4, 5, 6, 7, 27, 60 Persohn, L ........................................................................... 36 Pickle, J ........................................................................ 49, 52 Pickle, R .............................................................................. 49 Pierczynski, M .................................................................... 32 Pinto, P ................................................................................ 54 Pletcher-Leerkamp, B ....................................................... 23 Ponder, J ..................................................................... 34, 52 Powell, R ............................................................................. 36 Pratt-Fartro, T.................................................................... 32 Price, D ........................................................................ 21, 51 Prinzivalli, A ....................................................................... 23 Purdum, B ........................................................................... 23 Quatroche, D ..................................................................... 30 Raine, L ............................................................................... 51 Ramirez, E .......................................................................... 32 Ramsey, S ........................................................................... 56 Rasinski, R ........................................................................... 41 60 Index of Presenters Raymond, R ........................................................................55 Rearick, M ................................................................... 37, 39 Reutzel, D.R. .......................................................................22 Reutzel, R .............................................. 29, 41, 43, 50, 59 Rey, V ..................................................................................57 Rhodes, J ..................................................................... 29, 48 Richardson, E ......................................................................41 Richardson, J .............................................................. 47, 57 Rickelman, B .......................................................................50 Rickelman, R .......................................................................55 Ricketts-Duncan, J ..............................................................33 Risko, V ........................................................................ 41, 50 Robbins, H ...........................................................................49 Roberta Simnacher ...........................................................72 Robinson, D .........................................................................27 Robinson, L ..........................................................................41 Robnolt, V ............................................................ 25, 29, 48 Roe, M .................................................................................37 Rohlwing, R .........................................................................40 Roy-Campbell, Z ...............................................................57 Salmon, A ............................................................................23 Sampson, M ................................................................ 40, 41 Sand, D ................................................................................30 Sanders, K .................................................................. 34, 46 Sargent, S ................................................................... 49, 52 Saunders, C ........................................................................25 Schaeffer, R........................................................................29 Schuman, D .........................................................................57 Scott, L .................................................................................50 Scroggins, J ........................................................................52 Senokossoff, G...................................................................29 Shapiro-Skrobe, F .............................................................38 Sharp, A ..............................................................................23 Shaw, M ...................................................................... 28, 46 Simnacher Pate, R .............................................................39 Smith, A ...............................................................................24 Smith, E ................................................................................31 Smith, L ................................................................................36 Smith, M ................................................................ 28, 49, 52 Snyder, A ............................................................................36 Soares, L..............................................................................52 Sohn, L .................................................................................39 Stebick, D ............................................................................30 Steifer, T..............................................................................38 Stevens, N ............................................................ 24, 32, 54 Stiefer, T..............................................................................28 Stout, J .................................................................................28 Stufft, C ...............................................................................24 Sturtevant, E....................................................................... 50 Sullivan, P ........................................................................... 29 Sutton, J .............................................................................. 31 Swanson, M ................................................................. 49, 54 Szabo, S ...................................................................... 41, 51 Tate, D ................................................................. 15, 18, 19 Tharp, T............................................................................... 48 Thompson ............................................................................ 33 Tsalikis, M ........................................................................... 50 Tucker, P ...................................................................... 35, 41 Tucker, S ...................................................................... 35, 41 Tuft, E .................................................................................. 23 Vacca, R ............................................................................. 29 Valadez, C ......................................................................... 25 Vasinda, S .......................................................................... 39 Vazzano, J ......................................................................... 27 Verlaan, V .......................................................................... 57 Walizer, B .......................................................................... 34 Walker-Dalhouse, D ................................................. 27, 57 Walsh, C ............................................................................. 34 Ward .................................................................................. 22 Ward, A ............................................................................. 32 Warner, J .................................................................... 36, 37 Watson, P........................................................................... 49 Webb, S ...................................................................... 40, 54 Weyen, A ........................................................................... 39 Wilcox, B ..................................................................... 38, 48 Wilcox, D ........................................................................... 38 Wilder, P ..................................................................... 32, 56 Williams, D......................................................................... 27 Williams, R ......................................................................... 36 Wilson, A ............................................................................ 56 Wilson, N............................................................................ 47 Wilson, P ............................................................................ 22 Wilson, T ............................................................................. 56 Witherell, N ....................................................................... 46 Wood, K ............................................................................. 52 Yokota, J ..................................................................... 43, 44 Young, C ...................................................................... 24, 56 Yribarren, L ........................................................................ 53 Yvette, N ..................................................................... 54, 74 Zemp, L ............................................................................... 35 Zumbrunn, S ....................................................................... 50 Zunker, N ............................................................................ 39 Zygouris, V .................................................................. 36, 47 61 Presenter Contact Information Abadiano, Helen Central Connecticut State University abadiano@mail.ccsu.edu Baynum, Lynn Shippensburg University LFBayn@ship.edu Addison, Deborah Schreiner University daddison@schreiner.edu Been, Sherry Northeastern State University been@nsuok.edu Alderton, Elizabeth University of Wisconsin Oshkosh aldertone@uwosh.edu Berg, Helen Sam Houston State University hberg@shsu.edu Anderson, Rebecca S. The University of Memphis rsandrsn@memphis.edu Binns, Ian UNC Charlotte ian.binns@uncc.edu Angela, Salmon Florida International University salmona@fiu.edu Blackburn, Stephanie Virginia Commonwealth University sbdeicas@vcu.edu Ankrum, Julie University of Pittsburgh at Johnstown ankrum@pitt.edu Blakely, April Eastern Kentucky University april.blakely@eku.edu Applegate, Anthony Holy Family University tapple1492@aol.com Blanch, Norine University of Central Florida norine.blanch@ucf.edu Applegate, May St. Jospeh's University mapple1492@aol.com Blankenship, Matthew University of South Florida mublanke@mail.usf.edu Applegate, Tony Holy Family University T apple1492@aol.com Brandt, Lorilynn Utah Valley University Lorilynn.Brandt@uvu.edu Araujo, Juan Texas A&M University-Commerce juan.araujo@tamuc.edu Brannon, Diana Elmhurst College brannond@elmhurst.edu Araujo, Juan Texas A&M University-Commerce juan.araujo@tamuc.edu Braunsar, Carol Holy Family University cluongo@holyfamily.edu Baer, Allison L. The University of Findlay baer@findlay.edu Briggs, Connie Texas Woman's University cbriggs1@mail.twu.edu Baker, Marianne James Madison University Britt, Megan Old Dominion University mbritt@odu.edu Bauserman, Kathryn Indiana State University kathryn.bauserman@indstate.edu 62 Presenter Contact Information Bromley, Karen Binghamton University (SUNY) kbromley@binghamton.edu Collins, Marcia Y. Walden University marcia@nucoaching.com Bryant, Brenda H. Sam Houston State University Brenda.H.Bryant@lonestar.edu Conde, Luis T. Barry University, Lconde@barry.edu Burkey, Linda C. University of Mount Union burkeylc@mountunion.edu Cook, Carolyn L. Mount St. Mary's University Cook@msmary.edu Butaud, Gayle Lamar University gayle.butaud@lamar.edu Cook, Kristin PhDBellarmine University kcook@bellarmine.edu Cardullo, Victoria Auburn University vmc0004@auburn.edu Copelin, Michelle University of Arkansas michellebond22@yahoo.com Cassidy, Jack Professor Emeritus at Millersville University dr.jackcassidy@gmail.com Cossa, Nedra Armstrong State University ncossa@gmu.edu Chapman, Angela Massillon City School District achapman@massillonschools.org Cox, Donna Sam Houston State University dcox@shsu.edu Chung-hau, Fan Howard Idaho State University fanchun@isu.edu Crawford, Patricia University of Pittsburgh pcrawfor@pitt.edu Ciminelli, Michelle R. Niagara University mrcim@niagara.edu Culmo, Jill Mesquite ISD jculmo@flash.net Clark, Sarah K. Utah State University sarah.clark@usu.edu Daisey, Peggy Eastern Michigan University peggy.daisey@emich.edu Cobb, Jeanne Coastal Carolina University jcobb@coastal.edu Daniel, Mayra C. Northern Illinois University mayra.daniel@gmail.com Coffey, Debra Kennesaw State University dcoffey1@kennesaw.edu Davis, Delilah Ann LeMoyne-Owen College delilah_davis@loc.edu Collet, Vicki S University of Arkansas collet@uark.edu Davis-Duerr, Jennifer State University of New York at New Paltz duerrj@newpaltz.edu 63 Presenter Contact Information De Souza-Campbell, Yvonne Ribeiro Barry University ycampbell@barry.edu Erickson, Patricia Holy Family University perickson@holyfamily.edu DeFrance, Nancy Grand Valley State University defrancn@gvsu.edu Erwin, Robin Niagara University rerwin@niagara.edu Deters, Faye Eastern Kentucky University faye.deters@eku.edu Evans, Marianne Utah State University marianne.evans@uintah.net DeVries, Beverly Southern Nazarene University bdevries@snu.edu Evans, Susanne National University sfevansedd@hotmail.com Di Domneico, Paula Leyden Township High School District pauladidomenico@hotmail.com Farkas, Ferne Texas A&M University-Commerce frumi@aol.com L'Allier, Susan K. Northern Illinois University slallier@niu.edu Fawson, Parker Utah Valley University parker.fawson@uvu.edu Dinkins, Elizabeth, Bellarmine University edinkins@bellarmine.edu Ferrell, Jim Northeastern State University FERRELLJ@nsuok.edu Donaldson, Tammy Del Mar College tcfdonaldson@gmail.com Fine,Joyce C. Florida International University finej@fiu.edu Donovan, Erin Coastal Carolina University/University of North Carolina Charlotte edonova2@uncc.edu Fischweicher, Priva Barry University pfischweicher@barry.edu Fleener, Charlene Old Dominion University cfleener@odu.edu Doyle, Tom National University tdoyle@nu.edu Flippo, Rona F. University of Massachusetts Boston flipfox@verizon.net Dunn, Steve Steve W. Dunn & Associates steve@stevewdunn.com Fole ,Laura Utah State University laura.foley@usu.edu Durham, Patricia Sam Houston State University pmd006@shsu.edu Gambrell, Linda B. Clemson University lgamb@clemson.edu Elish-Piper, Laurie Northern Illinois University laurieep@niu.edu 64 Presenter Contact Information Gangotena, Victoria Maria Shelton Academy mvgangotena@gmail.com State University of New York at New Paltz greenek@newpaltz.edu Grote-Garcia, Stephanie The University of the Incarnate Word grotegar@uiwtx.edu Gapp, Susan C University of South Dakota susan.gapp@usd.edu Gunn Anne, Marie University of South Florida - St. Pete gunn@usfsp.edu Gardner,Cynthia Lander University cgardner@lander.edu Gurjar, Nandita University of Central Florida nandita.gurjar@ucf@edu Garrett, Sherrye Dee Texas A&M University-Corpus Christi sgarrett@stx.rr.com Haid, Lois K. Barry University lhaid@bellsouth.net Garrett, Stacy Cameron University sgarrett@camerson.edu Hall, Alfred L. The University of Memphis alhall1@memphis.edu Genest, Maria University of Pittsburgh mtg25@pitt.edu Harkins, Donna University of West Georgia dharkins@westga.edu Gerber, Hannah R. Sam Houston State University hrg004@shsu.edu Harold, Cinda Walsh University charold@walsh.edu Gilbert, Susan National University sgilbert@nu.rfu Harris-Looby, Judy S. Barry University, Jhooby@barry.edu Goff, Maria Arizona State University mariagoff11@gmail.com Hayne, Ingrid Texas Southern University drmays@gmail.com Gomez, Jeanette Texas A & M University - Corpus Christi jeanet307@aol.com Helfrich, Sara R. Ohio University helfrich@ohio.edu Gordon, Jane Eastern Michigan University jgordon@emich.edu Hitchens, Carolyn Ball State University cawalker@bsu.edu Grant, Amanda Spring Grove Area School District GrantA@sgasd.org Hodges, Tracey S. Texas A&M University tracey_sam_06@tamu.edu Green, Chris Texas A&M University-Commerce chris.green@tamuc.edu Green, Sharon Hong Kong International School Greene, Kiersten Hong-Nam, Kay 65 Presenter Contact Information Texas A&M University-Commerce kay.hongnam@tamuc.edu Johns Jerry Northern Illinois University Hooley, Diana Idaho State University hooldian@isu.edu Johnson Robin D. Stephen F. Austin State University johnsonrd@sfasu.edu Horton, Ashlee Lander University drashleehorton@gmail.com Jones, Carey Margaret Randolph Academy mhjones-carey@randolphacademy.org Howard, Amber Kay Missouri State University howard16@missouristate.edu Jones, H. Jon Western Illinois University hj-Jones1@wiu.edu Howell, Leanne Baylor University Leanne_Howell@baylor.edu Joyce, M. Tara Saint Xavier University joyce@sxu.edu Hubble, Winona Gaye Tarleton State University hubble@tarleton.edu Kearney, Katina B George Mason University kkearney@gmu.edu Hubert, Shantel George School Shubert@georgeschool.org Keelin, John E.G. Ross Elementary School, Albuquerque Public Schools keelin@aps.edu Husband, Terry Illinois State University thusban@ilstu.edu Kelley, Michelle University of Central Florida michelle.kelley@ucf.edu Ingram, Jacqueline Sam Houston State University jmi002@shsu.edu Kern, Diane IRA and University of Rhode Island dkern@uri.edu Iwai, Yuko University of Wisconsin-La Crosse yiwai@uwlax.edu Kessner, Michael Mesquite ISD micheal_kessner@yahoo.com James, Katie Dredger Madison University dredgemk@jmu.edu Kester, Donna Phillips Niagara University dkphllps@niagara.edu Javeed, Lubna Texas Tech University lubna.javeed@ttu.edu Kidd, Julie K. George Mason University jkidd@gmu.edu Jay, Sandy Utah Valley University SandyJ@uvu.edu Kindle, Karen J University of South Dakota karen.kindle@usd.edu Jiang, Xuan Saint Thomas University xjiang@fiu.edu King, Caryn 66 Presenter Contact Information Grand Valley State University kingc@gvsu.edu Lenarz, Michelle Walsh University mlenarz@walsh.edu King, James University of South Florida - Tampa jking9@usf.edu Lewis-White, Linda Eastern Michigan University llewiswh@emich.edu Kong, Ailing Saint Joseph's University akong@sju.edu Lilienthal, Linda K. University of Nebraska Kearney lilienthallk@unk.edu Kozen, Alice Niagara University akozen@niagara.edu Linder, Robert Wittenberg University rlinder@wittenberg.edu Kragler,Sherry University of South Florida sekragler@aol.com Linek, Wayne Texas A&M University-Commerce Wayne.linek@tamuc.edu Krickovich, Susan Daemen College skrickov@daemen.edu Loveless, Douglas J James Madison University loveledj@jmu.edu Kulich, Lynne Massillon City School District lkulich@massillonschools.org Ludlow, Brian C. Southern Utah University brianludlow@suu.edu La Croix, Leslie George Mason University llacroix@gmu.edu Lund, David Southern Utah University lundd@suu.edu L'Allier, Susan Northern Illinois University slallier@niu.edu Madda, Christina L. Northeastern Illinois University c-madda@neiu.edu Laverick, DeAnna Indiana University of Pennsylvania laverick@iup.edu Magpuri-Lavell, Theresa Bellarmine University tmagpurilavell@bellarmine.edu Layton, Kent Uni. of Arkansas at Little Rock kxlayton@ualr.edu Malloy, Jacquelynn A. Clemson University malloy2@g.clemson.edu Leavell ,Alexandra G. University of North Texas alexleavell@gmail.com Manderino, Michael Northern Illinois University mmanderino@niu.edu Leavitt, Alayne Utah State University alayne.leavitt@usu.edu Manzi, Michelina University of Wisconsin Oshkosh manzim@uwosh.edu Lee, Debra Texas A&M University Commerce Debra.Lee@tamuc.edu 67 Presenter Contact Information Margarella, Erin E. University of South Florida erinmargarel@usf.edu dmcdown@uco.edu McEnery, Lillian University of Houston-Clear Lake mcenery@uhcl.edu Marinak, Barbara A. Mount St. Mary's University barbara.marinak@gmail.com McGeehan, Catherine Kutztown University mcgeehan@kutztown.edu Marko, Betty bmarko@walsh.edu McGrath, Kathleen Niagara University kmcgrath@niagara.edu Martin, Linda E. Ball State University lmartin@bsu.edu McGriff, Mary New Jersey City University profmmcgriff@gmail.com Martin, Teddi University of North Texas teddi.martin@unt.edu McKeon, Chris A. Walsh University cmckeon@walsh.edu Mascarenhas, Arlene Prinzivalli George Mason University/Alexndria City Public Schools arlene.mascarenhas46@gmail.com McNair, Cheryl Lisa Texas AM, Kingsville cheryl.mcnair@tamuk.edu Massey, Susan Western Illinois University SL-Massey2@wiu.edu McWhorter, Mona Texas A&M University – Commerce mmcwhorter@leomail.tamuc.edu Mathis, Janelle B. University of North Texas janelle.mathis@unt.edu Mesa, Fernando Utah State University fernando.mesa@usu.edu McAndrews, Stephanie L. Southern Illinois University Edwardsville smcandr@siue.edu Migyanka, Joann Indiana University of Pennsylvania migyanka@iup.edu McAuley, Sean North Georgia Technical College smcauley@northgatech.edu Miller, Debra McDaniel College damiller@mcdaniel.edu McClanahan, Barbara Southeastern OK State Univ. bmclanahan@se.edu Miller, Melinda Sam Houston State University LLS_MSM@shsu.edu McConnell, Bethany University of Pittsburgh at Johnstown bmm93@pitt.edu Miner, Amy Brigham Young University amybminer@byu.edu McCoy Pearce, Tiana Texas A & M University - Corpus Christi tiana.mccoy@tamucc.edu Mirza, Hala University of North Texas Mirzahala@gmail.com McDown, DiAnn University of Central Oklahoma 68 Presenter Contact Information Mitchell, Jessica S. The University of Memphis jmtchell@memphis.edu Msengi, Shadrack G. Southern Illinois University Edwardsville smsengi@siue.edu Modla, Ginger LaSalle University gbmodla@gmail.com Murphy, Debra D Arkansas Tech University deebah68@gmail.com Moe, Alden J. Rollins College MoeAldenJ@bellsouth.net Murray, Bettina P. John Jay College of Criminal Justice betpmurray@aol.com Mohr, Erci S. Utah State University eric.mohr@usu.edu Myers, Jacqueline M. University of Pittsburgh at Johnstown jmm275@pitt.edu Mohr, Kathleen A. J. Utah State University kathleen.mohr@usu.edu Neiman Kelly Holy Family University kgraber@holyfamily.edu Mona W. Matthews Georgia State University rmatthews@gsu.edu Nielsen, Kristen University of Calgary nielsenk@ucalgary.ca Moreland, Meagan Northeastern State University morela02@nsuok.edu Nilsson, Nina L. Saint Joseph's University Nixon, Sarah Missouri State University SarahNixon@MissouriState.edu Morewood, Aimee L. West Virginia University Aimee.Morewood@mail.wvu.edu Nottingham, Maribeth Southeastern OK State Univ. mnottingham@se.edu Morrison, Michelle Seminole County Public Schools michelle_morrison@scps.k12.fl.us Page, Larkin Texas A&M University- Commerce larkin.page@tamuc.edu Morrison, Susan Southeastern OK State Univ. slmorrison@se.edu Paige, David Bellarmine University dpaige@bellarmine.edu Morrison, Timothy G. Brigham Young University tim_morrison@byu.edu Paquette, Kelli R. Indiana University of Pennsylvania kpaquett@iup.edu Morton, Tami Texas A&M University-Commerce tami.morton@tamuc.edu Parsons, Seth A. George Mason University sparson5@gmu.edu Mraz, Maryann UNC Charlotte MEMraz@uncc.edu Parsons, Allison George Mason University award12@gmu.edu 69 Presenter Contact Information Pate, Roberta Simnacher, Tarleton State University rpate@tarleton.edu Purdum-Cassidy, Barbara Baylor University Barbara_Purdum-Cassidy@baylor.edu Paxton, Mary Shippensburg University MLPaxton@ship.edu Quatroche, Diana J. Indiana State University diana.quatroche@indstate.edu Pearce, Daniel L. Texas A & M University - Corpus Christi dan.pearce@tamucc.edu Raine, Laverne Texas A&M University-Commerce laverne.raine@tamuc.edu Perkins, J. Helen University of Memphis jhperkns@memphis.edu Ramsey, Sarah Northeastern State University ramseyse@nsuok.edu Persohn, Lindsay University of South Florida, Tampa lpersohn@usf.edu Raymond, Roberta University of Houston-Clear Lake Raymond@uhcl.edu Pickle, J. Michael St. Cloud State University jmpickle@stcloudstate.edu Rearick, Mary Eastern Michigan University mrearick@emich.edu Pickle, Roxanne W. Bemidji State University rwpickle@stkate.edu Reutzel, Ray Utah State University ray.reutzel@usu.edu Pierczynski, Melissa George Mason University mpierczy@gmu.edu Rey, Victoria M. Kean University vrey@kean.edu Pletcher-Leerkamp, Bethanie University of Texas Corpus Christi bethanie.pletcher@yahoo.com Rhodes, Joan Virginia Commonwealth University Richardson, Eileen Cameron University erichard@cameron.edu Ponder, John M. University of West Georgia jponder@westga.edu Richardson, Judy University of Richmond jsrichar@vcu.edu Rickelman, Robert J UNC Charlotte rjrickel@uncc.edu Powell Rebecca University of South Florida, Tampa rlpowell@usf.edu Pratt-Fartro, Tamie University of Mary Washington tprattfa@umw.edu Ricketts-Duncan, Jennie Barry University ricketts-duncan@barry.edu Price, Debra Sam Houston State University edu_dpp@shsu.edu Risko, Victoria Vanderbilt University Victoria.J.Risko@vanderbilt.edu 70 Presenter Contact Information Robbins , Helen Florida International University helen.robbins1@fiu.edu Sargent, Stephan E. Northeastern State University sargents@nsuok.edu Roberts, Sherron University of Central Florida sherron.roberts@@ucf.edu Saunders, Christina Virginia Commonwealth University christina5119@comcast.net Robinson, Denise K. George Mason University Schaeffer Robert A. National Center for Fair & Open Testing (FairTest) BobSchaeffer@earthlink.net Robinson, Lynda Cameron University lrobinson@cameron.edu Schuman Davida R. Kean University dschuman@kean.edu Robnolt, Valerie Virginia Commonwealth University vjrobnolt@vcu.edu Scott, Lakia UNC Charlotte lscott33@uncc.edu Senokossoff Gwyn W. Florida International University gsenokos@fiu.edu Roe, Mary F. Arizona State University mary.roe@asu.edu Rohlwing, Ruth Saint Xavier University rohlwing@sxu.edu Sharp Ann Utah Valley University ann.sharp@uvu.edu Spelman, Maureen Saint Xavier University spelman@sxu.edu Shaw, Michael St. Thomas Aquinas College mshaw@stac.edu Rosborough, Alex Brigham Young University alex_rosbrough@byu.edu Shellhorn, Bette Eastern Michigan University Roy-Campbell, Zaline Syracuse University zmroycam@syr.edu Shine, Agnes E, Barry University ashine@barry.edu Rutherford, Angela University of Mississippi araines@olemiss.edu Sampson, Mary Beth Texas A&M University - Commerce Mary.Sampson@tamuc.edu Smith, Grant S. Bellarmine University gssmith@bellarmine.edu Smith, Emmanuella University of Central Oklahoma esmith8@uco.edu Sand, Dianna Holy Family University dsand@holyfamily.edu Smith, Lourdes University of Central Florida lourdes.smith@ucf.edu Sanders, Kathleen Fort Hays State University ksanders@fhsu.edu Smith, Melinda Northeastern State University smith071@nsuok.edu 71 Presenter Contact Information Smith, Angela North Canton City Schools ams1nc@northcantonschools.org Sutton, Jeanne Texas A&M University- Commerce jeannesutton@yahoo.com Smith, Ashleigh Old Dominion Univeresity asmit193@odu.edu Swan, Allison Dagen West Virginia University Swanson, Mary Northeastern swansomf@nsuok.edu Smith, Melinda Northeastern State University smith071@nsuok.edu Szabo, Susan Texas A&M University-Commerce susan._szabo@tamuc.edu Snyder, Alice Kennesaw University, asnyder@kennesaw.edu Tharp, Terri J. Middle Tennessee State University Terri.Tharp@mtsu.edu Soares, Lina Georgia Southern University lbsoares@georgiasouthern.edu Thompson, W.D., New Mexico Highlands University wthompson@nmhu.edu Sohn, Lucinda N Texas A&M University Corpus Christi lucinda.sohn@tamucc.edu Tsaliki, Maria Alvarez Florida International University tsalikim@fiu.edu Stebick, Divonna Gettysburg College dstebick@gettysburg.edu Tucker, Philip J. Bloomsburg University ptucker@bloomu.edu Stevens, Nancy University of Wisconsin-Whitewater stevensn@uww.edu Stiefer, Toni tstiefer@se.edu Tucker, Sheri J. University of Arkansas at Little Rock sjtucker@ualr.edu Stout, Jerry Southeastern OK State Univ. jstout@se.edu Tuft, Elaine Utah Valley University Elaine.Tuft@uvu.edu Strang, Nicole Yvette e Barry University nystrange@msn.com Stufft, Carolyn Stephen F. Austin State University stufftcj@sfasu.edu Vacca, Richard Kent State University RVacca@Kent.edu Valadez, Corinne Texas A&M University - Corpus Christi corinne.valadez@tamucc.edu Sturtevant, Elizabeth George Mason esturtev@gmu.edu Vasinda, Sheri Oklahoma State University sheri.vasinda@okstate.edu Sullivan, Pamela James Madison University sullivpm@jmu.edu Vazzano, JoAnne Northeastern Illinois University j-vazzano@neiu.edu 72 Presenter Contact Information Verlaan, Wolfram University of Alabama in Huntsville wolfram.verlaan@uah.edu Willliams, Rebekah Kennesaw University bekahjane89@yahoo.com Walizer, Beth Fort Hays State University bwalizer@fhsu.edu Wilson, Nance S. SUNY Cortland nanceresearch@gmail.com Walker-Dalhouse, Doris Marquette University dalhouse@marquette.edu Wilson, Paul T. Western Michigan University paul.t.wilson@wmich.edu Ward, Allison Parsons George Mason University award12@gmu.edu Wilson, Tara Sam Houston State University tdd015@shsu.edu Warner, Joyce V.V. Barry University jwarner@Barry.edu Wolman, Clara Barry University, cwolmen@barry.edu Watson, Patricia A. Texas Woman's University pwatson2@twu.edu Wood, Karen D. UNC-Charlotte kdwood@uncc.edu Webb, Sandra M Georgia College & State University sandra.webb@gcsu.edu Young, Chase Texas A&M University - Corpus Christi chase.young@tamucc.edu Weyen, Abby Oklahoma State University abby.clark@okstate.edu Yribarren, Lynn Florida International University lyribarr@fiu.edu Wilcox, Brad Brigham Young University brad_wilcox@byu.edu Zemp, Laura Utah State University laura.zemp@usu.edu Wilder, Phillip Clemson University pwilder@clemson.edu Zumbrunn, Sharon Virginia Commonwealth University skzumbrunn@vcu.edu Williams, Deborah J. Stephen F. Austin State University deborah.1191@yahoo.com Zunker, Norma Texas A&M University-Corpus Christi norma.zunker@tamucc.edu Williams, Susan Texas A&M University Commerce susan.williams@tamuc.edu Zygouris-Coe, Vassiliki University of Central Florida Vassiliki.Zygouris-Coe@ucf.ed 73
© Copyright 2024