2013 Conference program

Exploring the World of Literacy 2013 Association of Literacy Educators and Researchers 57th Annual Conference

October 31- November 3, 2013 Dallas, Texas Dallas/Addison Marriott Quorum by the Galleria

57th Annual ALER Conference Overview Event

Time

Location

THURSDAY Executive Meeting and Luncheon

11:00 a.m. - 2:00 p.m.

Mesquite 1

Board of Directors Meeting

2:00 p.m. - 6:00 p.m.

Salons G - J

Registration

2:00 p.m. - 6:00 p.m.

Hotel Lobby

Exhibit/Reading Room

5:30 p.m. - 7:30 p.m.

Mesquite 1

Media Commission Author Presentation

7:30 p.m. - 8:00 p.m.

Salon F

Welcome Reception

8:30 p.m. - 10:00 p.m.

Salons A - E

Registration

7:00 a.m. - 5:00 p.m.

Hotel Lobby

Coffee Break

7:00 a.m. - 9:30 a.m.

Hotel Lobby

Reading Room

7:15 a.m. - 5:00 p.m.

Mesquite 1

Editorial Board Continental Breakfast

7:30 a.m. - 9:30 a.m.

Salon F

General Assembly

9:30 .a.m.- 10:55 a.m.

Salons A - E

Sessions

8:00 a.m. - 5:00 p.m.

See specific room assignments

College Literacy Division Meeting

8:00 a.m. - 9:20 a.m.

Addison

Adult Learning Division Meeting

11:00 a.m. - 12:20 p.m.

Addison

Clinical Division Meeting

2:00 p.m. - 3:20 p.m.

Addison

Teacher Education Division Meeting

3:30 p.m. - 4:50 p.m.

Addison

New Member Meet and Greet

5:30 p.m. – 6:30 p.m.

Salon F

FRIDAY

Friday Night Event – Pete’s Dueling Piano 7:00 p.m. (dinner), 8:00 p.m. Bar Entertainment

Pete’s Dueling Piano Bar

SATURDAY Awards Breakfast & Keynote Speaker

7:45 a.m. - 9:50 a.m.

Salon F

Registration

7:45 a.m. - 2:00 p.m.

Hotel Lobby

Reading Room

9:00 a.m. - 4:00 p.m.

Mesquite 1

Legislative Assembly and Presidential Address IRA/NCATE

10:00 a.m. - 12:00 p.m.

Salons A-E

10:00 a.m. - 5:00 p.m.

Addison

Sessions

12:00 p.m. - 5:00 p.m.

See specific room assignments

The J. Estill Alexander Forum for CRA Leaders in Literacy Presidential Reception

4:00 p.m. - 4:50 p.m.

Salon F

5:00 p.m. - 7:00 p.m.

Salon F

CRA Town Meeting & Update on Legislative Issues

9:00 a.m. - 10:25 a.m.

SUNDAY Addison

Exploring the World of Literacy


Thursday, October 31, 2013

Special Events Thursday, October 31, 2013 Executive Committee Meeting 11:00 am - 2:00 pm @ Mesquite 1 Board of Directors Meeting 2:00 - 6:00 pm @ Salons G – J Registration 2:00 pm - 6:00 pm @ Hotel Lobby Author Presentation Karen Blumenthal, Author 7:30 - 8:30 pm @ Salons E & F Welcome Reception 8:30 - 10:00 pm @ Salons E & F

Thursday, October 31, 2013


Author Presentation Karen Blumenthal 7:30 - 8:30 pm, Salon F

Karen Blumenthal is the author of eight nonfiction books, including five award-winning books for young people and three investing-related books for adults. Her most recent book, Steve Jobs: The Man Who Thought Different, was one of five finalists for this year’s American Library Association’s Excellence in Nonfiction for Young Adults award and is on the Texas Library Association’s 2013 Lone Star List for middleschool readers. Her book on prohibition, Bootleg: Murder, Moonshine and the Lawless Years of Prohibition, also was a finalist for the young-adult nonfiction award and was named to numerous “best of the year” lists. A long-time financial journalist and former Wall Street Journal Dallas bureau chief, Karen writes the Getting Going personal finance column for The Wall Street Journal. She is a graduate of Duke University and has an MBA from Southern Methodist University.

Welcome Reception 8:30 pm - 10:00 pm Salons A - E

This is the kick-off celebration of the 57th Annual ALER Conference. Join us for a book signing and informal gathering with Karen Blumenthal, and meet fellow ALER conference attendees. (Desserts and cash bar)


Friday, November 1, 2013

Special Events Friday, November 1, 2013 Registration 7:00 am - 5:00 pm @ Hotel Lobby Reading and Exhibits 7:15 am - 5:00 pm @ Mesquite 1 Publications Editorial Board Appreciation Continental Breakfast 7:30 am - 9:30 am @ Salon F Division Meetings See next page for details. General Assembly: Keynote – Dr. Robert Calfee Defining and Fulfilling the Vision of the Common Core Standards 9:30 am - 10:55 am @ Salons A - E Publications Committee Meeting 3:30 pm - 4:55 pm @ Preston Trail III Readers’ Forum 4:00 pm - 4:55 pm @ Mesquite 2 Friday Night Event 7:00 pm - 9:00 pm @ Pete’s Piano Bar



Division Meetings

Friday, November 1, 2013 College Literacy Division Meeting Chair: Brad Wilcox 8:00 am - 9:20 am @Addison Adult Learning Division Meeting Chair: Robin Pate 11:00 am - 12:20 pm @ Addison Clinical Division Meeting Chair: Barbara Marinak 2:00 pm - 3:20 pm @ Addison Teacher Education Division Meeting Chair: Jeanne Shay Schumm 3:30 pm - 4:50 pm @ Addison


Editorial Board Appreciation Continental Breakfast 7:30 am – 9:30 am Salon F

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 College Literacy Division Meeting 8:00 am - 9:20 am Addison

Brad Wilcox, Chair Brigham Young University

Friday, November 1, 2013 7." A College Institution-wide Book Club and Resulting Literacy Initiatives across the Disciplines." Ms. Maryann Errico, Georgia Perimeter College 8. “How Reading Assessments Inform Literacy Instruction in a Secondary Tutoring Workshop” Dr. Anne DeGroot, Dr. Ellen Kaiden, Ramapo College of New Jersey Session 1 Time: 8:00-8:25 Bent Tree 2 Assessing Attitudes of Assessment Among Pre-service Teachers Presenters: Kathleen A. J. Mohr, Utah State University Eric S. Mohr, Utah State University, Melinda Helms, Utah State University Abstract: This session will communicate the results and insights generated by an attitudinal inventory administered to several sections of preservice teachers taking an undergraduate assessment course. Quantitative and qualitative data from elementary, secondary, and ESL majors substantiate the need for such a course and the challenges of preparing millennial-aged teachers for their roles as assessors.

Idea Exchange Presentations 1. “Field Fridays: Providing Real World Learning Experiences for College Students” Dr. Brad Wilcox, Dr. Timothy Morrison, Brigham Young University 2."The Impact of Reflection Papers on Students' Revisions" Dr. Frances Shapiro-SkrobeRamapo College of New Jersey 3. Readings for College Students to Enhance Concepts of Justice Dr. Bettina P. Murray, John Jay College of Criminal Justice,City University of New York (CUNY) 4. “Moving from Concrete to Abstract: Supporting Students’ 5.” Mastery and Transfer of Comprehension Strategies” Dr. Mary McGriff, New Jersey City University 6. “Reading Instruction for College/University Students: The Components of an Effective Instructional Model” Dr. H. Jon Jones, Western Illinois University

Session 2 Time: 8:00-8:25 Preston Trail 1 An Analysis of the Challenges Faced and Lessons Learned by Reading Specialist Candidates Engaged in Co-Planning, CoTeaching, Observing Classroom Instruction, and Providing Feedback to K-12 Teachers Presenter: Nina L. Nilsson, Saint Joseph’s University Abstract: This session examines the challenges experienced and insights gained by reading specialist candidates after engaging in a literacy lesson coaching assignment for a literacy leadership course. Candidates and classroom teachers co-planned literacy strategy instruction, observed each other implementing the instruction, reviewed the lessons, and then together developed steps for improvement, using a Reading Lesson Evaluation form. Data shared are based on the candidates’ critical reflections written following this experience. Session 3 Time: 8:00-8:25 Preston Trail 2 Get Your Game On: Extending and Expanding Notions of Home and Family Literacy Presenters: Leslie Haas, Dallas Christian College

Friday, November 1, 2013 Sheri Vasinda, Oklahoma State University Julie McLeod, Good Shepherd Episcopal School & Texas A & M University - Commerce Abstract: Like it or not, video games are a huge part of students’ life away from school. With a Deweyan intent of following children into their world, we examine narrative fiction video games and play with our children. We challenge teachers to enter this world to discover a rich store of literacy experiences of both vocabulary and story structures. Recognizing and honoring this play as a home literacy can help teachers bridge a home/school literacy gap. Session 4 Time: 8:00-8:25 Preston Trail 3 Special Education Teachers’ Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading Presenters: Cynthia Blakeslee, Old Dominion University Charlene E. Fleener, Old Dominion University Abstract: Special education teacher preparation of reading has important implications in an era of “highly” qualified teachers. This session reports findings of a mixed methods study which examined the knowledge acquired by special education teachers in two reading courses completed during their university preparation and their perceptions concerning their preparation. Results suggests that teachers could benefit from additional reading instructional courses and field experiences to provide differentiated special education preparation in the area of reading instruction. Session 5 Time: 8:00-8:25 Salon J What Ninth-Grade Males Say about Literacy Presenters: Claricia Lopez-Mohler, Texas A & M University Corpus Christi Daniel L. Pearce, Texas A & M University Corpus Christi Abstract: The research examined the relationship between ninth grade male students’ reading experiences, habits, and academic achievement in relation to end-of-course grades in their core academic subjects and state exam. Data collected indicated boys enjoy reading yet do not read enough, or talk to others about what they read, and the majority reported having less than 50 books in their home. Results indicated better academic performance in students with developed reading experiences and habits.

Exploring the World of Literacy Session 6 Time: 8:00-8:25 Salon G The Peter Effect Revisited: Reading Habits and Attitudes of College Students Presenters: Anthony J. Applegate, Holy Family University Mary D. Applegate, St. Joseph’s University Virginia Modla, LaSalle University, Catherine McGeehan, Kutztown University Jeanne Cobb, Coastal Carolina University Abstract: This session will present the results of a survey of the reading habits and attitudes of over 1000 college sophomores from seven different East Coast universities. Designed as a sequel to the Peter Effect study of 2004, this investigation enabled researchers to compare reading attitudes of education and non-education majors, and identify factors that correlate with the development of engaged and enthusiastic readers among college students. Workshop 7 Time: 8:30-9:20 Salon H Mentoring ALER Writers Presenters: Karen Bromley, Binghamton University SUNY Jerry Johns, ________________ Marino C. Alvarez, Tennesee State University D. Ray Reutzel, Utah State University Victoria J. Risko, Vanderbilt 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. Session 8 Time: 8:30-8:55 Preston Trail 1 Disciplinary Literacy Coaching: ResearchBased Approaches to Real Classroom Challenges Presenters: Laurie Elish-Piper, Northern Illinois University Michael Manderino, Northern Illinois University Paula Di Domenico, Leyden Township High School District 212 and Northern Illinois University Abstract: Five areas of teacher knowledge are necessary to enact disciplinary literacy instruction--knowledge of students, disciplinary content, disciplinary processes, literacy, and pedagogy. Based on their research and practice in high schools, the presenters will explain challenges teachers and coaches face to build and enact these aspects of disciplinary literacy

Exploring the World of Literacy knowledge into practice. They will discuss effective coaching approaches that they have used in high schools to address these challenges and enhance disciplinary literacy instruction. Session 9 Time: 8:30-8:55 Mesquite 2 Hold Hands and Stick Together: Using iPad Technology to Enhance Teachers’ Planning, Instruction and Reflection Presenters: Diane Kern, University of Rhode Island Jay Fogleman, University of Rhode Island Cornelius de Groot, University of Rhode Island Abstract: The demands on new teachers are increasing. New teacher evaluation programs require new teachers to address explicit student learning objectives, be observed formally, and use student data to plan, teach, and reflect. Given the fact that student teaching has always been a demanding experience, there is a need to explore tools and strategies that will help new teachers adjust to the pressures of teaching earlier and more effectively. In this session, we examine the effect of the introducing iPad tablet computers during the student secondary student teaching experience. We begin by making the case that there is a need for more teacher-friendly computing tools in K-12 education. We then describe our efforts to support the use of iPads among our student teachers, faculty members, and field instructors to understand how they use the devices to enhance their observations, planning, teaching, and reflection. Finally, we draw conclusions concerning the potential for tablet computing to enhance the student teaching experience for all stakeholders. Session 10 Time: 8:30-8:55 Bent Tree 2 Background Knowledge and SES levels: What do Second-Grade Readers Know About Topics in Core Reading Programs? Presenter: Jen A. Knight, Utah State University - Tooele Abstract: Background knowledge is critical to students’ reading achievement, yet little is known about the degree to which students’ knowledge aligns with the knowledge assumed by school texts. This study examines how high-SES and low-SES second graders’ actual knowledge aligns with the knowledge important to comprehension, but not easily inferred from selections in core reading programs.

Friday, November 1, 2013 Session 11 Time: 8:30-8:55 Preston Trail 2 Implementing the Common Core State Standards: A Tale of Two States Presenters: Robert J. Rickelman, University of North Carolina - Charlotte William Dee Nichols, University of Maine Abstract: North Carolina has been lauded by federal officials for reform efforts related to implementing the Common Core State Standards through funding from Race to the Top. Three states received this recognition. The implementation in Maine has been much different, since a lot of district level administrators are skeptical of how it applies to their unique circumstances. These two states will be compared and contrasted, with suggestions to other states for CCSS implementation and professional development. Session 12 Time: 8:30-8:55 Salon I Exploring the world of e-portfolios in preservice teacher preparation programs Presenters: Leslie Haas, Dallas Christian College Valerie J. Robnolt, Virginia Commonwealth University Sheri Vasinda, Oklahoma State University Joan A. Rhodes, Virginia Commonwealth University Abstract: This session will provide detailed descriptions of how electronic portfolios have been developed during methods courses at three different institutions. Presenters will discuss issues related to technology, student buy-in, and faculty and administrator reaction. Session 13 Time: 9:00-9:25 Preston Trail 3 Apprenticeship of Seventh Graders and Secondary Preservice Teachers in Disciplinary Habits of Thinking Presenters: Michael Manderino, Northern Illinois University Corrine M. Wickens, Northern Illinois University Abstract: A year-long partnership between one 7th grade English/Language Arts classroom, and multiple sections of a university content-area literacy class for preservice teachers utilized a shared blog site (www.kidblog.org) to engage in discussions around two young adult novels. Blog posts were designed to facilitate discussions about the novels that focused on discipline specific ways of reading literature. Findings suggest that middle school students and

Friday, November 1, 2013 preservice teachers interactions led to increased evidence of disciplinary thinking. Session 14 Time: 9:00-9:25 Salon G Semantic Connections: Making Meaningful Content Vocabulary Choices for Kindergartners Presenters: Allison Ward Parsons, George Mason University Seth Parsons, George Mason University Abstract: Choosing content vocabulary words for instruction is seldom described in the research literature. This session describes the use of semantic, or meaning connections and hierarchical organization as tools successfully used to inform kindergarten teachers’ science vocabulary word choices and instruction. Session 15 Time: 9:00-9:25 Salon I But They Can’t Write: Preservice Teachers’ Beliefs about Student-Centered Inquiry in Primary Classrooms Presenters: Barbara Purdum-Cassidy, Baylor University Leanne Howell, Baylor University Abstract: Preservice teachers bring background knowledge about writing and teaching to their formal professional education (Florio-Ruane & Lensmire, 1990). This session will share research findings from a study designed to examine preservice teachers’ attitudes and perceptions about informational writing as well as their knowledge and self-efficacy for teaching informational and research writing to primary students. Session 16 Time: 9:00-9:25 Salon J We have Kindled More Than a Fire Presenter: Divonna Stebick, Gettysburg College Abstract: The presenter will share the new results from a quasi-experimental study that investigated the reading achievement, reading motivation, and cognitive strategy implications Kindles have on adolescent reading. The conceptual framework and new findings from the eighth grade Language Arts classrooms will be shared and discussed. Instructional ideas will also be shared in order to support the use of Kindles (and e-Readers) in classroom instruction.

Exploring the World of Literacy Session 17 Time: 9:00-9:25 Mesquite 2 Literacy teacher education across borders: What we can give; what we can learn Presenter: Elizabeth G. Sturtevant, George Mason University Abstract: Opportunities for literacy teacher educators to work outside of their own countries are announced with some frequency. But what does it mean to lead professional development far from home? Will your work be of real benefit in the new location – or will differences impede success? The presenter reports on a self-study of her own practice working with teachers in Zambia. Data include personal reflective journals as well as open-ended questionnaires completed by workshop participants.



General Assembly Defining and Fulfilling the Vision of the Common Core Standards Robert Calfee, Ph.D. Professor Emeritus, On Recall Stanford University 9:30-10:55 Salons A-E

The Common Core Standards present both a challenge and an opportunity for the United States. Virtually all States have adopted (and adapted) the Standards, but the challenge is to understand fully the vision laid out in the document, and the implications for reform of K-12 schooling. The opportunity is the establishment of fundamental changes in America’s K-12 schools, changes that would have significant implications for virtually all of our institutions, including universities and beyond. This conclusion may be totally at odds with popular reports describing the Standards as a set of “shifts” that feature “close reading” and “text complexity,” among other outcomes. What do the Standards actually say? Dr. Calfee’s remarks will start with a “close reading” of the Standards, and will feature an implementation plan that highlights the Writing Standard: Research to Build and Present Knowledge (W:RBPK), the capstone Standard that calls for inquiry-based learning, portfolio assessment, and similar concepts and practices from earlier times. The extensive description of W:RBPK for the high school grades seems clearly connected to college-, career-, and citizen-ready graduates. The authors have backward mapped from these outcomes to the kindergarten years, providing learning progressions on which to build curriculum, instruction, and assessment policies and practices. The question is, how to bring these elements of the Standards into the headlines, for information and for action.

Friday, November 1, 2013 Session 18 Time: 11:00-11:25 Mesquite 2 Perceptions of Stereotypical Multicultural Children’s Literature: Does Ethnic Group, Gender, Certification Area, or Parenting Experience Influence Preservice Teachers’ Responses, Presenters: Jeanne Cobb, Coastal Carolina University Ellen Jampole, Coastal Carolina University Mary Kallus, Eastern New Mexico University Abstract: This qualitative research study conducted in three children’s literature classes in a southeastern U.S. regional university and one content area literacy class in a southwestern US university involved 73 majority Caucasian female preservice teachers. The participants’ responses to stereotypical children’s literature and the impact of explicit instruction in selection criteria on the identification of bias and stereotyping in multicultural children’s literature were investigated using constant comparative data analysis of preservice teachers’ reflective “quick writes.” Workshop 19 Time: 11:00-11:50 Bent Tree 2 Using Social Media to Build Collaboration and Engagement in Online Graduate Reading Classes Presenters: Mary Beth Allen, East Stroudsburg University Rhonda Sutton, East Stroudsburg University Abstract: Social media, including Twitter, Facebook, and YouTube, is the norm for communication in today’s world. In advertising, politics, entertainment, and education, the internet is a major conduit for communication. Teacher educators can use online tools to help students learn and use information in critical and creative ways. This session will show ways to use various social media and online collaboration tools to help students engage in their learning and work together while working in online graduate reading classes. Session 20 Time: 11:00-11:25 PrestonTrail 3 Close Reading: Friend or Foe of Literacy Professionals Presenters: Anthony J. Applegate, Holy Family University Mary D. Applegate, St. Joseph’s University Abstract: In this session the presenters will examine definitions of close reading, its link to the Common Core State Standards (CCSS), and its historical roots. The session will include a brief demonstration of a close reading, and suggest

Exploring the World of Literacy ways that the practice can either promote thoughtful response to text, or undermine effective comprehension instruction. The presenters will emphasize the need for extended programs of professional development to avoid widespread confusion about and misuse of close reading. Symposium 21 Time: 11:00-12:20 Bent Tree 1 Politics, Policies, and Practices: What’s Going On in the World of Literacy? An Annual Update Presenters: Rona F. Flippo, University of Massachusetts Boston Timothy R. Blair, University of Central Florida James F. Hoffman, University of Texas at Austin D. Ray Reutzel (Discussant), Utah State University Abstract: This annual symposium brings together those with experience in literacy, teacher education, issues in 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 education today. Session 22 Time: 11:00-11:25 Preston Trail 2 Identifying the Applicable Nature of Social Media as Tools for Advancing the Epistemology of Preservice Teachers Presenters: Stephanie Grote-Garcia, The University of the Incarnate Word Elda E. Martinez, The University of the Incarnate Word Norman S. St. Clair, The University of the Incarnate Word Abstract: This presentation discusses a qualitative study in which various social media venues were evaluated for their applicable nature to develop preservice teachers’ epistemologies. Particular focus will be given to the creation and use of the research tool, along with the study findings. In addition, pedagogical uses of social media within teacher preparation programs will be discussed. Session 23 Time: 11:00-11:25 Salon J Common Core Text Complexity And Readability: What Does It All Mean? Presenter: H. Jon Jones, Western Illinois University

Exploring the World of Literacy Abstract: This presentation will explore the role that readability estimates play in the concept of text complexity as described in the Common Core State Standards. Session 24 Time: 11:00-11:25 Salon G Economically Disadvantaged, Culturally Diverse College Students’ Reflections on Equity Revealed in the Fables They Compose Presenter: Bettina P. Murray, John Jay College of Criminal Justice, CUNY Abstract: Critical pedagogues maintain that educators should foster students’ capacities and understanding of their culture (Freire, 1973). Culturally diverse freshmen (n. 131) in a communications course received instruction in fable-writing. The majority of the students (75%) were below the national poverty level. Students composed original fables with morals indicating varying interpretations of equity. Those who had lived in the United States over seventeen years revealed different perceptions of equity than those who had arrived more recently. Session 25 Time: 11:00-11:25 Preston Trail 1 Exploring iPad Technology Integration in an Undergraduate Literacy Course: TPACK as a Framework to Strengthen Pedagogy and Content Knowledge Presenters: Sheri Vasinda, Oklahoma State University Faryl Kander, Oklahoma State University Abstract: Often the affordances of particular technologies are touted and highlighted as they are introduced to preservice and inservice teachers with expectations to build curricular decisions around the technology rather than around the learning needs and pedagogy. This session will focus on the use of the TPACK model to support preservice teachers’ Content Knowledge and Pedagogical Knowledge in addition to Technological Knowledge using iPads in a university reading clinic. (TPACK = Technological, Pedagogical and Content Knowledge)


ALER Adult Learning Division Meeting 11:00 am – 12:20 pm Addison

Robin Pate, Chair Texas A&M University - Corpus Christi Keynote Presentation The Adult Learning Division (ALD) is looking forward to hosting guest speaker, Mr. George Curl, Educational Coordinator at Union Gospel Mission Tarrant County Texas, at the annual division meeting. With 31 years as teacher, coach, and principal, Mr. Curl has developed and implemented a Tutoring and Enrichment program at UGM for homeless students. In recent years UGM has expanded to programs for adults preparing for the GED or College Placement Exams. Following Mr. Curl’s presentation, roundtable discussions will host a variety of topics. 1. High School Seniors Caught in a Cycle of Low Reading Expectations Diana Hooley, Ed.D. – Idaho State University Lee Ann Tysseling, Ph.D. – Boise State University Beverly Ray, Ph.D. – Idaho State University 2. The Who's Who of Reading Clinic Design: A Historical Timeline of the Major People and Events that Shaped Clinics in the United States Tiana McCoy- Texas A&M University-Corpus Christi Melissa Morin - Texas A&M University-Corpus Christi Christina Joye Beard - Texas A&M University Corpus Christi Jeannette Gomez - Texas A&M UniversityCorpus Christi Daniel Pearce, Ph.D. – Texas A&M UniversityCorpus Christi 3. Effectiveness of developmental reading programs: How research based best practices are implemented Mr. Craig L. Randle – Sam Houston State University

Friday, November 1, 2013 4. The Effect of College Courses in Pedagogy on Personal Reading habits of Pre-Service Teachers Dr. Lynda Robinson – Cameron University 5: Pre-Service Teachers’ Journaling: Using Writing to Enhance Classroom Observations and Self-Reflection Carolyn Stufft – Stephen F. Austin State University 6. Unofficial Languages in Adult Learning Delivery in Africa: Case of Nigerian Creole Uju C. Ukwuoma – Sam Houston State University 7. Exploring literacy through the lens of underprepared freshmen Patricia Whitney, Ed.D. – Eastern New Mexico University 8. Rocking the World with Vocabulary Deborah J. Williams, Ed.D. – Stephen F. Austin State University Session 26 Time: 11:30-11:55 Preston Trail 1 Understanding Literacy Leaders Perceptions of Best Practice: Connecting the Teacher Education Classroom to the K12 Literacy Classroom, Presenters: Lynn Baynum, Shippensburg University Mary Paxton, Shippensburg University Abstract: Understanding the links between college classrooms and K12 classrooms is vital in preparing teachers to meets the demands of 21st century learners. One way to examine these factors is to explore teachers’ perceptions of their preparedness, but also their perceptions of best practice while teaching literacy within districts’ curricular frameworks. This session will discuss a survey designed to examine and compare to what researchers and teachers say about effective literacy instruction. Session 27 Time: 11:30-11:55 Preston Trail 2 Preparing Elementary School Teachers for Effective Literacy Instruction: How Do Teacher Education Experiences Influence Preservice Teacher Knowledge? Presenters: Sarah K. Clark, Utah State University Sara Helfrich, Ohio University Abstract: Research has demonstrated the importance of teacher knowledge and how this knowledge influences the quality of classroom instruction and student reading achievement.

Exploring the World of Literacy This session presents the findings of a study comparing the inert and enacted knowledge of preservice teachers attending a specialized (grades K-3) program with preservice teachers attending a generalized (grades K-6) program. Implications for teacher educators will be discussed along with the role of coursework and field-based experiences in building preservice teacher knowledge. Session 28 Time: 11:30-11:55 Salon I A Qualitative Analysis of Struggling High School Writers’ Self-Efficacy Presenters: Ferne Beth Farkas, Texas A & M University Commerce Marybeth Sampson, Texas A & M University Commerce Wayne Linek, Texas A & M University Commerce Abstract: This study examined the phenomenon of self-efficacy from the participants’ perspective. It helped explain, in qualitative terms, the metacognitive thoughts of struggling high school writers engaged in persuasive writing. Session 29 Time: 11:30-11:55 Salon H Spending the Year in Their World: What 22 First Grade Students Taught Me About Beginning Literacy Instruction Presenter: Kent Layton, University of Arkansas at Little Rock Abstract: After serving as dean for over a decade across three institutions, returning to full-time teaching at the graduate level provided me with many opportunities. To sharpen my knowledge, skills, and dispositions in the area of literacy, I served as a first-grade literacy volunteer at an inner city elementary school providing regular reading instruction as well as intervention during students’ reading block five days a week. This session will highlight how this professional development experience heightened my renewed passion for literacy instruction, especially at the primary level, but with a deeper understanding of what today’s teachers are facing in the world of literacy. Session 30 Time: 11:30-11:55 Mesquite 2 The Multimedia Memoir: Leveraging Multimodality to Facilitate Preservice Teachers’ Writing Presenters: Donna Werderich, Northern Illinois University Michael Manderino, Northern Illinois University Abstract: Two teacher educators in literacy

Exploring the World of Literacy education examined preservice teachers’ Multimedia Memoirs, focusing specifically on their learning of multimodal writing processes during a language arts methods course. Data analyzed included a set of Multimedia Memoirs and written reflections. Findings included evidence that preservice teachers valued particular elements of process writing (e.g. focus on stages, scaffolding). Presenters will discuss preservice teachers’ knowledge about writing process and their use of multimodality as well as implications for teacher education. Session 31 Time: 11:30-11:55 Preston Trail 3 Exploring the Myth of Digital Natives and Digital Immigrants: Implications for Teaching in College Classrooms Presenters: Valerie J. Robnolt, Virginia Commonwealth University Britt Watwood, Virginia Commonwealth University Alma Hassell, Virginia Commonwealth University Ibironke Lawal, Virginia Commonwealth University Suzanne Mazzeo, Virginia Commonwealth University Abstract: Prensky (2001) had coined the terms digital natives and digital immigrants, in which people were clearly divided into two categories. Recent research, however, has begun to suggest that the digital native notion is not backed by the facts. This session will explore the digital native myth and the implications for effectively incorporating digital literacies into teaching in higher education classrooms to best meet the needs of college students. Session 32 Time: 12:00-12:25 Salon H Fluency Through Popular Radio Songs Presenters: MaryAnne Chiarelli, Texas A&M University Commerce Susan Williams, Texas A&M University Commerce Susan Szabo, Texas A&M University - Commerce Abstract: This research project poses the following questions: How will teaching song lyrics to students in a first grade classroom affect their fluency? How will students react and feel about this whole group activity? Researchers are in the process of spending time in a first grade classroom, observing students and collecting data in regards to student’s reading fluency. Fluency plays a major role in student comprehension and becoming successful readers. “Fluency is

Friday, November 1, 2013 important because it provides a bridge between word recognition and comprehension” (Reading Links, 2002, p. 9). Session 33 Time: 12:00-12:25 Salon I University faculty, K-3 educators, and student teachers: A collaborative partnership in the Response-to-Intervention (RtI) model Presenter: Sara R. Helfrich, Ohio University Abstract: In 2012, the researcher’s university and an area elementary school formed a collaborative partnership with the goal of creating an effective Response-to-Intervention model utilizing teacher candidates and classroom teachers to service struggling readers. This presentation will chronicle the work between the university and school in developing an effective Tier II model that defines the roles of those responsible for delivering the service; student achievement data will be shared to demonstrate the model’s effectiveness. Session 34 Time: 12:00-12:25 Salon G A Pilot Study on the Effects of Participation in a Teaching Practicum on Self-Efficacy Beliefs of Preservice Teachers Presenters: Pamela K. Cheatham, Stephen F. Austin State University Robin D. Johnson, Stephen F. Austin State University Abstract: Through practicum teaching experiences within a public school setting, preservice teachers have the opportunity to examine their own thoughts and opinions about their impending career, concurrently with implementation of hands-on practice under the guidance of a mentor teacher. The purpose of this pilot study was to examine elementary preservice teachers’ self-efficacy beliefs as a result of a completed 15-week practicum in a kindergarten, first grade, or second grade elementary school classroom. Session 35 Time: 12:00-12:25 Mesquite 2 Exploring the World of Literacy: What Teachers Have to Say About Selecting Books for ReadAlouds Presenters: John M. Ponder, University of West Georgia Donna M. Harkins, University of West Georgia Abstract: This presentation will present the results of a study which examined survey data collected from pre-service and in-service

Friday, November 1, 2013 teachers with regard to their rationales for choosing books to read aloud to their students. The study investigated and compared how inservice and pre-service teachers chose book for read-alouds during teacher led oral reading time during the instructional day. Themes which emerged from analysis of the in-service and preservice teachers’ rationales will be presented. Session 36 Time: 12:00-12:25 Bent Tree 2 Preparing Teachers of Reading and Writing in a Digital Age: Global Issues Perspectives: A Digital Storytelling (GiPadS) Project Presenter: Mary Rearick, Eastern Michigan University Abstract: The presentation reports on a yearlong study, Global Issues Perspectives: A Digital Storytelling (GiPadS) Project, involving a faculty member in a university reading program, librarians, educational technology staff, and 180 prospective teachers. The research highlights factors that promote or inhibit collaboration on interdisciplinary teacher-preparation projects and evaluates the extent to which the project contributes to outcomes measured by IRA and NETS-T Standards, evidence-based rubrics (EdSteps, Digital Storytelling, AACU), and a technology and literacy survey. Session 37 Time: 12:00-12:25 Preston Trail 1 Building Community and Literacy: Expanding the Use of Name Games in the Early Childhood Classroom Presenter: Denise K. Robinson, George Mason University Abstract: The use of a child’s name can open the door to a world of literacy possibilities. This presentation will introduce ways of expanding the use of name games to build community in early childhood classrooms while enhancing literacy skills, celebrating individuality, and building home school connections. It will present ideas of interest to teachers, researchers, graduate students, and teacher educators dedicated to furthering literacy learning using highly motivating tasks within a positive learning environment. Session 38 Time: 12:00-12:25 Salon J Pinning and Practice: Using Pinterest as a Tool for Developing a Deeper Understandings of Literacy Concepts, Practices, and Pedagogy Presenters: Sheri Vasinda, Oklahoma State University Stephanie Grote-Garcia, University of the

Exploring the World of Literacy Incarnate Word Abstract: This practitioner-based session will focus on the use of Pinterest as a tool in developing both pedagogy and content knowledge in undergraduate foundational literacy courses. Specific focus will be given to sharpening undergraduates’ critical stances and deepening their understanding of best practices using this dynamic social media tool. Workshop 39 Time: 12:30-1:20 Preston Trail 2 Cinematography and Gaming: Differentiating Literacy Practices in a Global World Presenters: Brandie J. Buford, Sam Houston State University Abstract: The digital natives of today have a preference in how they engage in answer selection, inquiry and dialogue, yet these preferences are not readily recognized within the classroom. Typically, educators believe it is their obligation to illustrate for students the “right” or standard way of understanding, transferring, and applying information; however, this practice is unappealing to most digital natives. They are forced to maintain idle postures within classrooms and watch the instructor perform the task they are to master on a daily basis. Students of today must learn how to wield the information and texts educators provide efficiently and effectively to thrive in this technological, social and global society. As such, educators must equip themselves with technological strategies and visual cues that help students negotiate and effectively utilize the world of the digital mainstreamer and the world of the digital scholar. With these strategies, students are guided rather than bombarded with directions as they learn how reading concepts support comprehension of texts, transference of texts, and creation of new texts through various forms of literacy. Session 40 Time: 12:30-12:55 Salon J Integrating Common Core State State Standards Into A Graduate Reading Education Course Presenter: H. Jon Jones, Western Illinois University Abstract: With proliferation of the Common Core State Standards (CCSS), reading teacher educators have felt the need to integrate the precepts of these standards into reading education courses. This presentation will describe the positive and negative aspects of an instructor’s experience in implementing such integration.

Exploring the World of Literacy Session 41 Time: 12:30-12:55 Salon G Reading Disabilities and the Common Core: Meeting the Challenge Presenter: M. Tara Joyce, Saint Xavier University Abstract: In this presentation, issues surrounding implementation of the Common Core State Standards as they relate to struggling readers, particularly those with reading disabilities, will be discussed. Relevant research will be highlighted, as well as recommendations for teacher preparation programs. Audience input will be encouraged to enrich the discussion. Workshop 42 Time: 12:30-1:20 Preston Trail 3 Exploring How Pre-Service Teachers Integrate Tablet Technology with Literacy Instruction in K-12 Classrooms Presenters: Lucinda Marie Juarez, Texas A & M University Corpus Christi Sherrye Dee Garrett, Texas A & M University Corpus Christi Abstract: This workshop will compare and contrast the attitudes and practices of graduate students in a reading clinic and pre-service undergraduate students in a diagnosis and correction of reading problems class regarding the use of tablet technology integration with literacy instruction. The workshop will further explore the learning experiences and the technological applications both graduate and undergraduate students used to change the engagement and literacy skills of primary students voluntarily enrolled in a tutoring program. Workshop 43 Time: 1:00-1:50 Salon H Reading from Back to Front: Exploring the use of Manga with Young Children Presenters: Donna Cox, Sam Houston State University Melinda Miller, Sam Houston State University Helen Berg, Sam Houston State University Abstract: Manga has the potential to impress the “Cartoon Network” generation by providing a textual medium familiar to and easily understood by young readers. They hold a unique appeal for many different kinds of learners, particularly reluctant readers. Graphic novels like manga have the potential to do more than entertain; they are novel additions to traditional school curriculum that can lead to lessons on multiple skills for a variety of readers and writers.

Friday, November 1, 2013 Symposium 44 Time: 1:00-2:20 Mesquite 2 Exploring Literacy Motivation Presenters: Barbara A. Marinak, Mount St. Mary’s University Parker C. Fawson, University of Kentucky D. Ray Reutzel, Utah State University Mary Applegate, St. Joseph’s University Tony Applegate, Holy Family University Seth A. Parsons, George Mason University Allison Ward Parsons, George Mason University Jacquelynn A. Malloy, Anderson University Linda B. Gambrell, Clemson University Heather McCrea Andrews, Clemson University Chris Massey, Clemson University Sangho Pang, Clemson University Deanna Ramey, Clemson University Martha J. Strickland, Penn State University Harrisburg Abstract: A number of scholars have attempted to describe intrinsically motivated learning. These researchers (Brophy, 2008; & Csikszentmihalyi, 1991) have likened intrinsically motivated learning to “flow” in classrooms. This symposium will explore research related to the impact of teacher preparation and practice on engagement as well as the need for valid and reliable tools to assess reading motivation. Session 45 Time: 1:00-1:25 Salon I Using Children’s Literature to Scaffold Connections and Critical Responses in a Kindergarten Classroom Presenters: Kathryn Pole, University of Texas at Arlington Meredith Labadie, University of Missouri - St. Louis Abstract: As a classroom teacher and two university-based researchers, we collaboratively designed and carried out this qualitative research project to examine how critical literacy readalouds can be facilitated in an early childhood setting, and more specifically, at how young children deal with the issues of social class and poverty in texts. Constructivist, sociocultural, and critical literacy theoretical foundations guided our work. Our findings hold significant implications for understanding how critical social issues might be guided through the literacy curriculum. Workshop 46 Time: 1:30-2:20 Bent Tree 1 Teaching Students to Effectively Read and Write Informational Text Presenters: Michelle Kelley, University of Central Florida

Friday, November 1, 2013 Nicki Clausen-Grace, Carillon Elementary School Abstract: Reading and writing informational texts are key components of the Common Core State Standards (CCSS). Hands-on activities to teach reading and writing nonfiction text features will be shared. A collaborative research project between a fourth grade teacher and university instructor designed to help students analyze, evaluate, and create Question and Answer books will be highlighted. A graphic organizer, plan sheet and rubric will be given to participants. Session 47 Time: 1:30-1:55 Preston Trail 1 Using cultural capital to promote multicultural acceptance Presenters: Amber Godwin, Texas A&M University William H. Rupley, Texas A&M University Robert M. Capraro, Texas A&M University Mary Margaret Capraro, Texas A&M University Abstract: Educational reformers argue that “schools have never exclusively devoted themselves to educational aims and probably never will” (Goodlad, 1994, p. 7). Part of educating students is not only following core curriculum or state standards, but also facilitating the development of the cultural capital needed to be successful in today’s pluralistic society (Hamblen, 1988). It is important to acknowledge and capitalize on the diverse experiences that ELLs bring to their classrooms even as early as preschool. Session 48 Time: 1:30-1:55 Preston Trail 2 Implementing games-based literacy lessons in English language arts classes: A grounded theory study Presenters: Hannah R. Gerber, Sam Houston State University Debra P. Price, Sam Houston State University Cindy Benge, Sam Houston State University Abstract: This presentation will discuss inservice English language arts teachers' understanding, conceptualization, and application of commercial off the shelf (COTS) videogames in literacy curriculum design and pedagogical practices. Data were drawn from a grounded theory study of in-service teachers learning about COTS and literacy; findings indicate a strong desire by teachers to incorporate games-based literacy practices into classroom instruction as a bridge between in-school and out-of-school literacy practices. Limited exposure to gaming does not hinder teachers' understanding of videogames as schema building tool for literacy instruction.

Exploring the World of Literacy Session 49 Time: 2:00-2:25 Salon G Got Facebook? Literacy Conversations in a Reading-Clinic Setting Presenters: Margie Garcia, University of Houston - Clear Lake Lillian McEnery, University of Houston - Clear Lake Abstract: This session examined the use of Facebook in a reading-clinic setting with teacher candidates. Students in two literacy courses at an upper-level university tutored children from grades 1-12 for eight weeks. Instead of writing the typical reflection only to the professor, students reflected about their tutoring experience in Facebook. The idea was to purposefully engage students in problem solving and critical thinking by encouraging them to exchange ideas, successes, and growth throughout the tutoring process. Workshop 50 Time: 2:00-3:20 Preston Trail 3 Empowering the Learner: Using Transformative Practices to Construct Critical Thinking Pathways to Disciplinary Reading and Research Presenters: Tammy Francis Donaldson, Del Mar College Roberta Simnacher Pate, Tarleton State University Deborah Watchel Addison, Schreiner University Tiana Z. McCoy, Texas A & M University Corpus Christi Abstract: Reach for unique, multisensory techniques to improve comprehension of disciplinary content and research while incorporating digital literacies and producing cross-curricular coherence. This presentation will include a variety of multiple reading, writing, and science content area connections for all grade levels to enhance learning comprehension. Participants will have hands-on experience with the ideas presented to take home and use in their classrooms or share with student teachers for use in their future classrooms. Session 51 Time: 2:00-2:25 Salon H A Framework for Nurturing the Growth of the Beginning Literacy Coach Presenters: Mary Paxton, Shippensburg University Lynn Baynum, Shippensburg University Abstract: During this session, the presenters will share the framework used to implement a building based Literacy Coaching program in one

Exploring the World of Literacy school district. The model for training and supporting the new coaches and their administrators will be explained and data gather across the implementation year will be shared and analyzed. Examples of professional and personal growth in the coaches’ own words will be highlighted. Session 52 Time: 2:00-2:25 Salon J Phase Three: Developing a Valid and Reliable Instrument to Assess Teachers’ Perceptions, Beliefs, Attitudes, and Practices Related to English Language Learners Presenters: Susan Szabo, Texas A&M University - Commerce Wayne Linek, Texas A&M University - Commerce Laura (Chris) Green, Texas A&M University Commerce Leslie Haas, Dallas Christian College Mary Beth Sampson, Texas A&M - Commerce Abstract: This session presents progress on the development of a valid and reliable instrument focused on assessing experienced inservice teachers’ perceptions, beliefs, attitudes, and practices related to English Language Learners (ELLs). Session 53 Time: 2:30-2:55 Salon I A Study of the Impact of Professional Development on Teacher Attitude Toward Writing Presenters: Robin D. Johnson, Stephen F. Austin State University Mary Beth Sampson, Texas A&M University Commerce Wayne Linek, Texas A&M University - Commerce Abstract: The purpose of this study was to examine professional development in writing instruction and its impact on teacher attitude toward writing and the teaching of writing. The components studied were (a) the New Jersey Writing Project in Texas (NJWPT) professional development; (b) teacher attitude pre-training, post-training, and two years after completion of the NJWPT; (c) the relationship between attitude and implementation and (c) the continued impact of the NJWPT on attitude four years after training. Session 54 Time: 2:30-2:55 Bent Tree 2 Early Writing Beliefs: Planning with the End in Mind Presenter: Katrina B. Kearney, George Mason University Abstract: Focused, individualized, and

Friday, November 1, 2013 intentional professional development interventions have been common in early literacy professional development programs over the past 10 years. While professional development programs vary, the use of assessing teachers’ current beliefs has been a missing component in professional development planning process. The importance of assessing teachers’ beliefs can greatly influence the effectiveness of such professional development interventions. This session will explore how the assessment of early writing beliefs of preschool, prekindergarten, and kindergarten teachers in public schools can influence the development of focused and intentional plans for increasing practicing teachers’ knowledge and literacy practices in early childhood classrooms. Session 55 Time: 2:30-2:55 Bent Tree 1 What Does Literacy Mean in My Content Specific Discipline? Exploring Common Identity through Literacy Instructional Practices Presenters: Shadrack G. Msengi, Southern Illinois University - Edwardsville Stephanie L. McAndrews Southern Illinois University Abstract: This study examines discipline specific faculty member perceptions of literacy instructional practices. The data was gathered from analyzing discipline specific lesson plans, interviews, and observations. The data revealed that 1) some faculty members have implicit or explicit knowledge of literacy practices; 2) the terminologies embedded within the lessons dramatically differed, but achieved the intended purposes; 3) a majority of faculty members lacked a common definition of literacy, but rather implicitly applied literacy instructional practices. Session 56 Time: 2:30-2:55 Preston Trail 1 Time to Chat it Up in second Grade Literature Discussion Groups Presenter: Divonna Stebick, Gettysburg College Abstract: Literature circles promote comprehension strategies as well as social skills. Literature circles provide a way for students to engage in critical thinking and reflection as they read, question, discuss, and respond to their chosen book. The use of literature circles promotes collaboration within the classroom. Students using literature circles make more intentional decisions that lead to positive individual and group changes. The purpose of this action research investigation is to examine

Friday, November 1, 2013 how literature circles may fit into a comprehensive literacy program as a way for students to apply reading comprehension strategies in a motivating context. This research found that using literature circles supported student comprehension skills while increasing social skills that led to more positive reading behaviors and attitudes. Session 57 Time: 2:30-2:55 Mesquite 2 Thirty Magical Moments: Adapting pre-service education teaching to Common Core and enjoying it, too Presenter: Jane White, Austin College Abstract: This presentation will describe the implementation of Thirty Magical Moments, a focused teaching experience using a synthesis of Common Core (CCRS in Texas) objectives with pre-service teachers. The nitty gritty of film clips, rubrics, organization, outcomes will be shared, with sharing of similar plans from members of the audience. Session 58 Time: 3:00-3:25 Preston Trail 2 Comprehension Instruction for Elementary and English-Language Learners: A Content Analysis of Professional Literacy Texts Presenters: Margie Garcia, University of Houston - Clear Lake Mary Beth Sampson, Texas A&M University Commerce Wayne Linek, Texas A&M University - Commerce Abstract: This content analysis investigated how reading comprehension was addressed in texts used with teacher candidates at five universities in a southwestern state. The required texts were for an introductory Reading and ESL methods course at each university. A total of 17 texts were examined for this study. One focus was to determine how reading comprehension was defined. Textbooks were also examined for the presence of reading instructional incidents (RIIs) and reading comprehension instructional incidents (RCIIs). Session 59 Time: 3:00-3:25 Salon J Investigating Literacy Instruction for English Learners in Missouri K-12 Public Schools Presenter: Sarah Nixon, Missouri State University Abstract: This session will share the findings from a state-wide research study that investigated instruction for English Learners in

Exploring the World of Literacy public schools in Missouri. The purpose of this descriptive study was to explore the types of literacy materials and various instructional strategies teachers of English to speakers of other languages (ESOL) are using in their K-12 classrooms in the state of Missouri. Session 60 Time: 3:00-3:25 Salon G The Power of Why in Literacy Learning: Connecting a Literacy Curriculum to Students’ Lives Presenters: Mary F. Roe, Arizona State University Joy Egbert, Washington State University Abstract: These presenters propose the importance of asking and answering both teachers' and students' "whys" in school-based literacy settings. In this presentation, they create the foundation for valuing the why cycle that they propose. They discuss three areas linked to this why cycle: (1) current issues with student achievement, (2) the importance of student engagement, and (3) why "why?" which they perceive as a crucial question in literacy education. Session 61 Time: 3:00-3:25 Salon H Which Books Are Best Suited for a First Grade Classroom? Presenters: Corinne Valadez, Texas A&M University - Corpus Christi Rosalynn Rowan, Texas A&M University - Corpus Christi Abstract: Primary teachers can struggle with finding quality literature to use with their students. A list of award winning books, Golden Kite Award Books, were evaluated for characteristics that lend themselves to teaching reading comprehension strategies and literary elements. The books that were found to have the characteristics that lend themselves to teaching reading comprehension strategies and literacy elements were described. Session 62 Time: 3:00-3:25 Salon I Exploring the Impact on and the Perceptions of Pre-service Teachers Participating in a Family Literacy Program Presenter: Terri J. Tharp, Middle Tennessee State University Abstract: This session will present the findings of a mixed method study which examined the impact on and the perceptions of pre-service teachers participating in a family literacy program

Exploring the World of Literacy conducting read aloud and literacy activities with children and their families at a Title 1 K-6 elementary school. Implications for teacher education programs will be shared. Session 63 Time: 3:30-3:55 Bent Tree 2 Weighted Running Records: Assessing Students’ Reading of Increasingly Complex Texts Presenters: Vicki S. Collet, University of Arkansas Abstract: This session reports on creation and use of an assessment tool that adapts Clay’s (1985) Running Record protocol to monitor students’ reading of increasingly complex texts. Weighted Running Records were used to track students’ reading progress across the course of one school year. WRR scores were compared with growth on standardized assessments and found to be reliable predictors of students’ growth on these measures. Session 64 Time: 3:30-3:55 Preston Trail 1 The Politics of Literacy: The Need for a Developmental Reading Program at a Private Texas University Presenters: Jayne Doneskey, University of North Texas Renard Doneskey, Southwestern Adventist University Abstract: This presentation discusses the academic politics of literacy via a specific casescenario. Southwestern Adventist University, a small, religiously based liberal arts college, has not had a developmental reading program for the past 30 years. The presentation, then, focuses on the way academic programs are created, shaped, voted on, and eventually made into courses that students can take and benefit from. Session 65 Time: 3:30-3:55 Preston Trail 2 Understanding levels of pre-service teachers’ metacognitive reading awareness Presenters: Yuko Iwai, University of Wisconsin - La Crosse Abstract: The researcher examines levels of metacognitive reading awareness among preservice teachers in the initial, middle, and final stages of the teacher education program. Participants complete a survey regarding metacognitive reading awareness. Focus groups are held to understand their perceptions and experiences using various literacy strategies. This session will present the results of the study and share implications for literacy educators.

Friday, November 1, 2013 Session 66 Time: 3:30-3:55 Preston Trail 3 Moving the University Reading Clinic to an Online Setting Presenters: Linda K. Lilienthal, University of Nebraska Kearney Abstract: In this presentation, the researcher provides information from her experience in moving a graduate level, university-based reading clinical practicum to an online setting and format. The researcher explains some of the reasons for this decision, considerations in making the change to an online reading clinic, suggestions and recommendations for a successful online reading clinic experience, and future suggestions and implications for the online clinic format. Session 67 Time: 3:30-3:55 Salon J iPad Use in Elementary Literacy Tutoring Experiences Presenters: Susan L. Massey, Western Illinois University Abstract: Considering the increased use of mobile device technology in elementary schools, effective use of applications for improving literacy skills is a necessary research area. Results of an exploratory study conducted in a one-to-one tutoring environment will be presented. Graduate students participating in a K-5 reading practicum course relate their perceptions and observations of the effectiveness of iPad applications used as a tool in their 90-minute literacy tutoring sessions with primary grade students as part of this research. Session 68 Time: 3:30-3:55 Salon G Exploring Literacy Learning through Video Analysis and Coaching Presenters: Stephanie L. McAndrews, Southern Illinois University - Edwardsville Shardrack G. Msengi, Southern Illinois University - Edwardsville Abstract: This study examined how faculty used video analysis and critical feedback from teachers, professors, children and families to enhance planning and instruction and each other’s learning. The data was gathered from video recordings and analyses of assessment and instruction, debriefing, peer coaching, and family-child-teacher conferences. Additional data was collected from lesson plans, literacy development reports, critical feedback forms, surveys and interviews. The findings indicated

Friday, November 1, 2013 that building a community of learners positively supported instruction and learning. Session 69 Time: 3:30-3:55 Bent Tree 1 Differentiating Literacy Instruction at an IB Applicant School Presenters: Kristine Lynn Still, Cleveland State University Mary K. Gove, Cleveland State University Dinah Volk, Cleveland State University Abstract: The purpose of the project is for teacher education faculty members to provide faculty of Campus International School with professional development focusing on researchbased strategies for differentiating instruction across content areas. Teachers are involved in an action research collaborative process in which they develop an approach to Differentiated Instruction (DI) that meets their needs and those of their students. This Action Research includes the systematic collection of formative data as teachers work with their students.

ALER Clinical Division Meeting 3:30 pm – 4:50 pm Addison

Barbara Marinak, Chair Mount St. Mary’s University Keynote: Clinical Practices in the Age of the Common Core State Standards Dr. Jones will share insights and reflections from recent work in establishing a Literacy Clinic at the Emma Eccles Jones Early Childhood Education Research Center. Goals of this project include designing clinical practice to: 1) extend the settings in which preservice teachers learn to teach; 2) provide mentorship in enacting best practices in literacy intervention; and, 3) engage more closely with public schools in teacher preparation. Presenter: Cindy D. Jones, Ph.D. Assistant Professor of Literacy School of Teacher Education and Leadership Utah State University Clinical Division Meeting and Elections

Exploring the World of Literacy Session 70 Time: 4:00-4:25 Salon I Expanding the World of the University Reading Clinic: Utility of the 3-Minute Assessment in Tracking Student Progress Presenters: Allison L. Baer, The University of Findlay Paul T. Wilson, Western Michigan University Abstract: Like many university reading clinics, the reading clubhouse functions primarily as an outlet for clinic courses, with area children receiving small group tutoring once weekly. With community collaboration, services were expanded to provide individual, focused tutoring 2-3 times per week. This session will provide the results of a study that examines expanded services and uses the 3-Minute Assessment (Raskinski & Padak, 2012) to track participant progress in reading skills and comprehension. Session 71 Time: 4:00-4:25 Salon H Reading About Literacy: Exploring A Study Revisited Presenters: Daniel L. Pearce, Texas A&M University - Corpus Christi Corinne Valadez, Texas A&M University - Corpus Christi Tiana McCoy, Texas A&M University - Corpus Christi Abstract: Those that prepare literacy professionals are often asked what books they recommend for the specialists completing a graduate degree in literacy. In 1980, Pearce & Bader surveyed reading professors requesting titles to ten books that those completing a Masters Degree in Reading should have read. More than 30 years later, the survey has been revisited, and a twenty-first century, updated list of recommended readings for literacy professionals has been generated. Session 72 Time: 4:00-4:25 Preston Trail 2 Building a Quality Online Reading Specialist Program Presenter: Kathleen Sanders, Fort Hays State University Abstract: Our graduate education programs have been online for eight years. Through trial and error, much has been learned about providing quality online graduate programs. We have since received target level evaluations from NCATE for our online delivery of programs and quality faculty. We were also listed as one of the top 14 graduate online programs for 2012 by the US News and World Report. We have developed

Exploring the World of Literacy characteristics of quality online graduate programs with assessments.

Friday, November 1, 2013 Business Meeting and Election of Officers Round Table Presentations

Session 73 Time: 4:00-4:25 Bent Tree 2 Life Literacy Stories: Three Case Studies Presenter: Caroline M. Scerbin, Baldwin Wallace University Abstract: This session is a presentation of three case studies, the subjects all octogenarians. Interview questions focused on older adults perceptions of early reading experiences and influences, academic self-concept and attitude, description of adult reading habits and purposes and how these affected their lives and those of their children. Through the presentation of individual stories, connections will be made to research and provide evidence of aspects of reading and teaching that have life-long effects upon students. Session 74 Time: 4:00-4:25 Preston Trail 1 A Professional Development Model Designed to Support Adult Learners Presenters: Maureen Spelman, Saint Xavier University Chicago Ruth Rohlwing, Saint Xavier University - Chicago Abstract: The elements of adult learning theory, ways of knowing, and the process of change guided the design and delivery of a series of 10 literacy workshops. This session explores the impact of this yearlong professional development experience on literacy classroom practices and participant satisfaction. Data collection included workshop reflections, action plans, teaching logs, a final survey, and focus group conversations.

ALER Teacher Education Division Meeting 3:30 pm – 4:50 pm Addison

Jeanne Shay Schumm, Chair University of Miami Abstract: The ALER White Paper, Leadership for Literacy in the 21st Century (Lewis-Spector & Jay, 2011) calls for partnered efforts among key stakeholders to assure student success. Using the White Paper as a springboard, the division meeting includes round table presentations focusing on partnerships formed to improve the quality of teacher education in reading. This includes school, university, and community-based partnerships. Dr. Jim Hoffman of University of Texas at Austin will serve as discussant.

1. University Field Experience Partnership with Pre-service Elementary Teachers: Exploring Reading Strategy Instruction K-3 Using Informational and Narrative Texts in K-3 Carol W. Fetters, Lamar University 2. From College Campus to the Classroom: A Collaborative Model for Effective Literacy Instruction Leanne L. Howell, Barbara A. Purdum-Cassidy; Baylor University 3. Nursing a Foothold: Developing and Sustaining School Partnerships in Teacher Education Jennifer Davis-Duerr, Caroline Hopenwasser; SYNY New Paltz 4. Integrating Culturally Relevant Pedagogy in the K-12 Classrooms Susan Gapp, Gary Cheeseman; The University of South Dakota 5. Transitioning to the Common Core State Standards: The Work of a Middle School Professional Learning Community Roberta Linder, Wittenberg University 6. A University-Based E-Mentoring Partnership Debra Coffey, Kennesaw State University 7. Integrating Expository Writing in Elementary using Technology: Possibilities in the World of Literacy Carol W. Fetters, Lamar University 8. Is Content Area Literacy for Secondary Teacher Certification in the Crosshairs or at the Crossroads of Teacher Education Reform Initiatives? Mellinee Lesley, Lubna Javeed; Texas Tech University 9. Effective Partnerships: They’re Always WinWin Kathleen McGrath, Niagara University 10. Creating a Strong Partnership between Public Schools and University Teacher Education Programs: One University’s Response for Excellence Deborah Wachtel Addison, Schreiner University Discussant: Dr. Jim Hoffman


Publications Committee Meeting 4:00-4:55 pm Preston Trail 3


Readers Forum 4:00 -4:55 Mesquite 2

Robin Pate, Susan L’Allier, Janet Towell, Tami Al-Hazza



ALER Friday Night Event Pete’s Dueling Piano Bar Buffet Dinner and Entertainment

November 1, 2013 7:00 p.m. Enjoy a dinner buffet and then the entertainment of dueling pianos!

Buffet dinner will include grilled chicken, steak fajitas, roasted pepper quesadillas, vegetables, rice, salad, and dessert! Cash bar will be available. The Friday evening event includes: Admission to the Piano Bar Dinner and Dessert Cash Bar $30.00 per person for the entire evening Please sign up online by October 20 to assure you get to participate

Saturday, November 2, 2013


Special Events Saturday, November 2, 2013 Reading and Exhibit Room 9:00 am - 4:00 pm @ Mesquite 1 Awards Breakfast: Keynote Speaker – Dr. Tim Shanahan The New Generation of Reading Assessments Beginning in 2014-15 7:45 am – 9:50 am @ Salon F Legislative Assembly and Presidential Address by Dr. Robin Erwin Infinite Hope: Leadership for a More Literate World 10:00 am - 12:00 pm @ Salons A-E IRA/NCATE Workshops 10:00 am - 12:00 pm and 12:00 -2:00 pm @ Addison ALER Dissertation and Thesis Awards 1:00 – 1:55 pm @ Addison Literacy Research & Instruction Prospective Authors and Reviewers 2:00 – 2:55 @ Addison ALER Yearbook Prospective Authors and Reviewers 3:00 pm - 3:55 pm @ Addison Readers’ Forum 3:00 pm - 3:55 pm @ Mesquite 2 J. Estill Alexander Forum for ALER Leaders in Literacy Keynote Speaker – Dr. Judy Richardson 4:00 pm - 4:50 pm @ Salon F Presidential Reception 5:00 pm - 7:00 pm @ Salon F Page 27



Awards Breakfast and Keynote The New Generation of Reading Assessments Beginning in 2014-15 Tim Shanahan, Ph.D. 7:45 am – 9:55 am Salon F

Timothy Shanahan is Distinguished Professor of Urban Education at the University of Illinois at Chicago where he is Director of the UIC Center for Literacy. Previously, he was director of reading for the Chicago Public Schools, serving 437,000 children. He is author or editor of more than 200 publications including the books, Teaching with the Common Core Standards for the English Language Arts, Early Childhood Literacy, Developing Literacy in Second-Language Learners, and Improving Reading Comprehension in Kindergarten through Third Grade. Professor Shanahan is past president of the International Reading Association, and he helped write the Common Core State Standards. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. For more information, visit his blog: www.shanahanonliteracy.com



Legislative Assembly and Presidential Address Infinite Hope: Leadership for a More Literate World Dr. Robin Erwin 10:00 am – 11:55 am Pantlind Ballroom

Dr. Rob Erwin is Associate Professor and Chair of the Department of Professional Studies at Niagara University in Niagara Falls, New York. He holds a bachelor’s degree from Southern Adventist University, a master’s degree in curriculum and instruction from Middle Tennessee State University, and a doctorate in reading education from the State University of New York at Buffalo. Dr. Erwin was convinced of the crucial importance of literacy learning early in his teaching career, and has sought to promote the primacy of literacy in his professional career roles as elementary and middle grade teacher, reading clinician, college developmental reading instructor, literacy teacher educator, and in his current work of teaching and coordinating a graduate degree program in literacy instruction. In addition to these teaching experiences, Dr. Erwin has presented and written for a variety of education organizations, especially ALER, and has served as an editor and reviewer for scholarly journals, as an accreditation coordinator, and as a member of a local school board. In all of these roles, he has found that ALER provides insightful professional development and valuable connections to the field. Dr. Erwin’s presidential address takes the urging of Dr. Martin Luther King, Jr. regarding the struggle for civil rights and applies it to the leadership challenges facing the field of literacy education -- “We must accept finite disappointment, but we must never lose infinite hope.


IRA/NCATE Workshop Keys to Preparing IRA/NCATE Institutional Reports for Program Writers 10:00 am – 12:00 pm Addison

Presenters: Diane Kern, University of Rhode Island and International Reading Association Beverly DeVries, Southern Nazarene University Debra Miller, McDaniel College Kathleen Sanders, Fort Hays State University Allison Swan Dagen, West Virginia University Abstract: This session is designed to support program writers in the development of an IRA/NCATE institutional report for preparation of Reading Specialists/Literacy Coaches. Participants examine sample assessments, scoring guides, and model reports. Session content addresses the 2010 IRA standards, alignment of assessments with IRA standards, use of assessment data to enhance student and program level performance, use of the NCATE database, and new options from NCATE. Roundtable 75 Time: 12:00-12:25 Salon F Are Teachers Who are Readers and Writers More Effective Teachers? Secondary Preservice Teachers Weigh in on the Debate Presenter: Peggy Daisey, Eastern Michigan University Abstract: Secondary preservice teachers agreed that a teacher in their subject area who enjoyed reading was likely to be a more effective teacher than one who did not enjoy reading (mean = 8.36). The agreement was less for writing (mean = 7.33). There were positive correlations between the ratings that preservice teachers gave for their enjoyment for reading and writing throughout their lives and the rating that they gave these statements. Roundtable 76 Time: 12:00-12:25 Salon F Critical Consumers of Core Reading Programs Presenters: Angela Child, Dixie State University Jen A. Knight, Utah State University Abstract: The use of Core Reading Programs (CRPs) is widespread in elementary school classrooms. Teachers often find it difficult to

Saturday, November 2, 2013 know how to use their CRP and what items they should choose from the surplus of options provided. Intense training of pre-service teachers is being tested to see if scaffolding the use of CRPs helps them feel more prepared, make good instructional choices, and plan with confidence as they use their CRP during their student teaching. Roundtable 77 Time: 12:00-12:25 Salon F The Factory Model Doesn’t Work: Let’s Move On Presenters: Sherry Kragler, University of South Florida Linda Martin, Ball State University Ruth Sylvester, University of South Florida Abstract: This session will present the lessons learned as we moved from the concept of staff development of classroom teachers to professional learning communities as well as the impact of educational policy on teacher growth and school reform. Session 78 Time: 12:00-12:25 Bent Tree 1 Effective Grammar Instruction: Teaching Language Standards in the Context of Reading and Writing Presenter: Angie Madden, Eastern Kentucky University Abstract: The Common Core State Standards include an extensive set of Language Standards for students grades K-12. With forty-five states now implementing the Common Core State Standards, teachers have a need for resources on effective grammar instruction to meet these standards. The purpose of this presentation is to share a review of the literature on effective grammar instruction as well as instructional practices that align with the research literature and the Common Core State Standards. Session 79 Time: 12:00-12:25 Bent Tree 2 Uncovering the Stories of All Who Created US History: A Critical Content Analysis Presenters: Janelle Mathis, University of North Texas Tami Morton, Texas A & M University Commerce Abstract: Many gaps exist in the world of literacy regarding representations of all ethnic groups in US historical accounts. However, contemporary children’s and adolescent literature provide some insights to the role of all Americans in creating US history. This inquiry identifies books that reveal insights to

Saturday, November 2, 2013 underrepresented groups in history and reflects a critical stance in noting how these groups are represented in terms of identity, interactions with others, and authenticity of lifestyle. Roundtable 80 Time: 12:00-12:25 Salon F Phase II: Using a Digital Reading Environment to Impact Reading Attitude within a Reading Clinic Presenters: Stephan Sargent, Northeastern State University Melinda Smith, Northeastern State University Evan Ortlieb, Monash University (Australia) Meagan Moreland, Northeastern State University Abstract: This follow-up study examined the effectiveness of using a digital reading environment to increase elementary students’ attitude within a reading clinic. Pre-service teachers at a four-year university in the Midwest worked one-on-one with students from three schools who were assigned to one of three conditions: print-based text instruction, hybrid instruction, and digital-based text instruction. Multiple pre- and post-intervention measures of reading comprehension were collected. Results indicated there was a main effect for condition on attitude. Session 81 Time: 12:00-12:25 Preston Trail 1 Learning by Doing: A Service Outreach Program to Increase Learning for Both the Teacher and the Student Presenters: Lorilynn Brandt, Utah Valley University Ann Sharp, Utah Valley University Abstract: Preservice teachers gave service to elementary school students by providing decoding lessons to 1st graders. They were trained to give and analyze the results of an assessment, CORE Phonics Survey. From these results, explicit lessons were written with fun, engaging follow-up activities as practice. Student progress was checked through a post assessment on the targeted skill. Assessment results were also shared with the school teachers to assist them in providing continued instruction. Session 82 Time: 12:00-12:25 Pretson Trail 2 Common Core Standards Instruction for Struggling Readers: Teaching Close Reading Beyond the Scripts Presenter:

Exploring the World of Literacy Michael L. Shaw, St. Thomas Aquinas College Abstract: This session focuses on preparing candidates in our MSEd. Literacy Program to be reading specialists/literacy coaches who directly address CCSS Standards for struggling readers by using authentic instruction and assessment to teach thoughtful literacy. Focus is on close reading that is supported by text evidence for higher-level thinking. Multiple examples of student responses will be shared that highlight motivation, engagement, and increased reading achievement. I will highlight strong mendations for Teacher Education Programs. Session 83 Time: 12:00-12:25 Preston Trail 3 Books and blogs: Encouraging summer reading with online literature discussions Presenter: Jennifer M. Smith, Texas Women’s University Abstract: This session invites participants who are searching for an innovative way to encourage their students to read during the summer months. In an effort to boost summer reading and prevent summer reading loss, the presenter designed and implemented an online summer book club. The presenter will share various aspects of the planning and implementation process, such as recruitment, choice of books, the online platform for discussions, how the groups were managed, and student participation. Session 84 Time: 12:00-12:25 Salon I Exploring Young Adult Literature: Laying the Foundation for Critical Stance with Preservice Teachers Presenter: Lina Soares, Georgia Southern University Abstract: Research has shown that young adult literature is not only beneficial for content area teacher education, but controversial young adult literature supports critical literacy in middle and secondary classrooms. This workshop provides the foundation for a literature-based instructional model that highlights the important role that critical literacy plays in pre-service teachers’ development to think as social scientists and read with a critical eye as they examine relevant social issues through a framework of five themes.

Exploring the World of Literacy Roundtable 85 Time: 12:00-12:25 Salon F Preservice Teachers’ Knowledge and SelfEfficacy Beliefs toward Working with ELLs in the Classroom Presenters: Susan Williams, Texas A&M University Commerce MaryAnne Chiarelli, Texas A&M University Commerce Susan Szabo, Texas A&M University Commerce LaVerne Raine, Texas A&M University Commerce Abstract: In the classrooms today, the number of students who do not speak English is increasing (Milani, 2007; Spotti, 2007). This implies that there may be students with various linguistic backgrounds that could be found in mainstream classrooms. Because they are in the mainstream classroom instead of the ELL classroom, “teachers in the mainstream classroom shoulder responsibility for the education of these ELLs, including their language development” (Durgunoglu & Huges, 2010, pg 32). Therefore, it is important to examine preservice teachers self-efficacy to determine how confident they are about teaching ELL students.

IRA/NCATE Workshop Reviewing Reading Specialist/Literacy Coach Program Reports for IRA/NCATE 12:00 – 2:00 pm Addison

Presenters: Diane Kern, University of Rhode Island and International Reading Association (IRA) Angela Raines Rutherford, University of Mississippi Deborah Bordelon, Governors State University Helen Abadiano, Central Connecticut State University Divonna Stebick, Gettysburg College Abstract: This session is designed to prepare the participants to be able to review institutional reading programs submitted to NCATE for national accreditation. Candidates will learn about the review process and NCATE’s online database, develop knowledge of the NCATE report, learn about NCATE’s options and

Saturday, November 2, 2013 new 2010 standards from IRA, 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 programs are submitted and reviewed electronically. Program writers are also welcome to learn more about the process. Session 86 Time: 12:30-12:55 Salon G In Their Shoes: Building Teacher Candidates’ Empathy and Understanding for ELLs Presenters: Karen J. Kindle, University of South Dakota Yi-Ching Liang, University of South Dakota Abstract: Teacher candidates with limited exposure to ELLs can find it difficult to understand the cognitive, social, and emotional demands that typical instructional practices can place on ELL learners. This presentation shares an in-class activity that places teacher candidates in the role of the ELL, building empathy for the challenges faced by ELLs in the classroom as well as greater understanding of instructional accommodations that facilitate language learning. Session 87 Time: 12:30-12:55 Salon I Literacy Changes as a Result of Teaching Complex Text in a Secondary Social Studies Class Presenters: Theresa Magpuri-Lavell, Bellarmine University David Paige, Bellarmine University Seth Pollitt, Jefferson County Public Schools Abstract: Students must read widely and deeply from among a broad range of highquality, increasingly challenging literary and informational texts in order to be college and career ready. Teachers need to prepare for the reading tsunami called Complex Text. This study explored the use of effective protocols for teaching the comprehension of complex text which consisted of the three “reading amigos”: fluency, vocabulary, and comprehension. Our findings suggest that for secondary students improvement in fluency must be achieved before comprehension can improve.

Saturday, November 2, 2013 Roundtable 88 Time: 12:30-12:55 Salon F Exploring Pre-Service Teacher Self-Efficacy & Proficiency: A Journey in Course Redesign Presenters: DiAnn McDown, University of Central Oklahoma Emmanuella Smith, University of Central Oklahoma Abstract: Instructors of literacy assessment courses share their ongoing journey in course redesign. This study began from student feedback indicating low confidence in their abilities to transfer knowledge of reading assessment and instruction strategies into authentic classroom settings. Partnering with area schools, the researchers are designing digital course materials for supplementing or reinforcing informal assessment strategies for instructional decision making. The researchers will share their research design and report data collection efforts to date. Roundtable 89 Time: 12:30-12:55 Salon F Phase II: Developing a Prediction Equation for a Standardized Test of Achievement Presenters: Stephan Sargent, Northeastern State University Melinda Smith, Northeastern State University Meagan Moreland, Northeastern University Mary Swanson, Northeastern State University Abstract: This study examined development of 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. Session 90 Time: 12:30-12:55 Bent Tree 1 Perceptions of Undergraduate Pre-service Teachers on Literacy and Literacy Assessment Across the Content Areas Presenter: Penny K. Soboleski, Bowling Green State University Abstract: As districts in Northwest Ohio begin implementing the Common Core State Standards and edTPA (education Teacher Performance Assessment), our undergraduate middle childhood pre-service teachers are feeling growing pressures to incorporate literacy throughout both of their content area lesson unit plans. This paper examines their initial attitudes, perceptions, and sense of preparedness for the integration of literacy and literacy assessment before their methods field placements.

Exploring the World of Literacy Roundtable 91 Time: 12:30-12:55 Salon F How Much Oral Language and Writing is Occurring in the K-6 Classroom? Presenters: Vanessa Burbano, Texas A&M University Commerce Debra Lee, Texas A&M University - Commerce Susan Szabo, Texas A&M University Commerce Susan Williams, Texas A&M University Commerce Abstract: Oral language is important in the development of both reading and writing skills. This study examined the amount of oral language (both receptive and expressive) and writing is occurring in K-6 classrooms in northeast Texas. Through daily observation, oral language and writing occurrences were recorded for two weeks. Presenters will share their findings in a roundtable format. Session 92 Time: 12:30-12:55 Bent Tree 2 Analyzing struggling reader’s personal writing quality in two formats: Traditional response and e- response formats Presenters: Sheri Tucker, University of Arkansas - Little Rock 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. There is a need to understand the quality of learning taking place. This study investigated the differences of surface features and deep features in personal writing quality between two writing journal formats: a traditional reader response journal and an eresponse journal in an online book club among participants with reading difficulties. Session 93 Time: 12:30-12:55 Preston Trail 1 Effective Reading Strategies used by Teachers of Children Living in Poverty Presenters: Doris Walker-Dalhouse, Marquette University J. Helen Perkins, University of Memphis 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

Exploring the World of Literacy 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. Session 94 Time: 12:30-12:55 Preston Trail 2 Using Inquiry to Examine Preservice Teachers’ Questions about Writing Instruction Presenter: Carol. D. Wickstrom, University of North Texas Abstract: Inquiry is a way to promote problem solving, critical thinking, and reflection. Because preservice teachers will need to use these same thinking skills in their classrooms, they need to have multiple opportunities to use it prior to this time. In this session we will examine preservice teachers’ questions about writing instruction – why they had these questions, how they explored the questions, and what they learned along the way. Session 95 Time: 12:30-12:55 Preston Trail 3 I’m an English Teacher, Not a Reading Teacher! Presenter: Jeffrey Williams, Arizona State University Abstract: This presentation explores the role of the secondary English language arts teacher in regards to reading instruction. It also discusses the methods by which the successful integration of reading comprehension strategy instruction can be accomplished in a high school setting. It offers an action research example linked to the use of collaborative inquiry to successfully integrate reading instruction into freshman English classes at a large, urban high school in the Southwest. Roundtable 96 Time: 12:30-12:55 Salon F Reading Every Single Day: One Teacher's Journey to Authentic Reading Presenters: Alida Hudson, Sam Houston State University Joan Williams, Sam Houston State University Abstract: Teachers learn more effectively when the ideas they are exposed to are grounded in theory and used in practice. This roundtable provides an example of action research conducted by a graduate student in her second grade classroom in collaboration with a university researcher. The presentation outlines her journey from literacy stations and test preparation to the implementation of reader’s

Saturday, November 2, 2013 workshop. Results indicate that daily, independent reading of self-selected texts improved comprehension, vocabulary, fluency, and motivation. Workshop 97 Time: 1:00-1:50 Bent Tree 2 Integrating the New Literacies into Classroom Teaching Presenters: Francine C. Falk-Ross, Pace University Peter McDermott, Pace University Abstract: Participants will examine the new Web 2.0 technologies and how they differ from the first generation of web tools. Particular attention will be given to how the new technologies offer interactive, collaborative, and multimedia approaches to responding to school curricula. Eyejot, Glogster, Animoto, and Wallwisher are multimedia websites that all participants will learn to use in their teaching as a result of participating in this workshop. APPS for smartphones, iPods, and iPads will be examined. Roundtable 98 Time: 1:00-1:25 Salon F Assessing Students’ Use of Aesthetic and Structural Elements in Self-Selection of Nonfiction Texts Presenters: Sherrye Dee Garrett, Texas A&M University Corpus Christi Jeanette Gomez, Texas A&M University Corpus Christi Abstract: This session will present the results of a research study of the characteristics students use in selecting nonfiction texts. Aesthetic elements included font, cover art, interior art, and language (informal/traditional). Structural elements included table of contents, glossary, index, and heading/subheadings. A researcher-developed protocol was used to evaluate students’ selection criteria. A pilot study was conducted Spring 2013; a second study was conducted Summer 2013. Participants included elementary male and female students. Roundtable 99 Time: 1:00-1:25 Salon F Investigating attitudes of secondary preservice teachers regarding teaching content literacy strategies and their confidence in application of the strategies Presenters: Kay Hong-Nam, Texas A&M University Commerce

Saturday, November 2, 2013 Susan Szabo, Texas A&M University Commerce Abstract: This study investigated secondary preservice teachers’ attitudes toward teaching content literacy strategies. It also examined changes in their attitudes and confidence over 16 weeks of content literacy instruction. The study found the teachers’ attitudes was somewhat changed positively over the semester although the change was not statistically significant. However, the teachers’ confidence increased significantly, indicating possible positive impact on their teaching practices in terms of what and how to teach it in the future classrooms. Session 100 Time: 1:00-1:25 Preston Trail 3 If you give a teacher an iPad: A formative study on implementing digital storytelling Presenters: Elizabeth M. Hughes, Duquesne University Lea Calvert Evering, Independent Education Abstract: This presentations shares results from a formative research design aimed to learn more about professional development and scaffolding necessary for educators to implement digital literacies in curriculum and instruction. Findings, including factors that contributed to (e.g., accountability system) or impeded successful implementation of digital storytelling are discussed. Presenters share how challenges to implementation were overcome. Results provide an initial framework from which to support professional development of teachers implementing digital storytelling in elementary classrooms. Session 101 Time: 1:00-1:25 Preston Trail 2 Is Content Area Literacy for Secondary Teacher Certification in the Crosshairs or at the Crossroads of Teacher Education Reform Initiatives? Presenters: Lubna Javeed, Texas Tech University Mellinee Lesley, Texas Tech University Abstract: Given the last two decades of accountability policies and increase in alternative certification programs, teacher education reform has become a major concern in higher education. As such, this study was an examination of the transformation of a content area literacy curriculum within a teacher education program at a large, state university. Through a qualitative research design, we explored the challenge of reform as it evolved

Exploring the World of Literacy through a field experience focused on academic literacies.

Special Presentations: ALER Outstanding Dissertation and Thesis Winners 1:00 – 1:55 pm Addison

Session 102 Time: 1:00-1:25 Salon I Preservice Teachers’ Perceptions and Knowledge of Young Children’s Writing Presenters: Leslie E. La Croix, George Mason University Nedra Cossa, George Mason University David Lojkovic, George Mason University Abstract: This mixed-methods study describes a pen pal exchange program developed to provide preservice teachers an authentic opportunity to explore young children’s writing. The research seeks to understand how preservice teachers’ perceptions and pedagogical knowledge, related to writing, evolves. This session will specifically explore participants’ responses to three Likert-scaled surveys capturing preservice teachers’ degree of confidence regarding young children’s writing, and three mind-maps representing preservice teachers’ evolving understanding of writing instruction and processes for young children. Roundtable 103 Time: 1:00-1:25 Salon F Outcomes Expectancy in Teaching Reading: A Study of Teachers Seeking National Board Certification Presenters: Susan Morrison, Southeastern Oklahoma State University Stephan E. Sargent, Northeastern State University Toni Stiefer, Southeastern Oklahoma State University Nancy Hill, Southeastern Oklahoma State University Abstract: In the 25 year history of the National Board for Professional Teaching Standards, over 100,000 teachers have achieved National Board Certification. Seemingly, this influential group would have a strong sense of outcomes expectancy when it comes to teaching reading.

Exploring the World of Literacy This study found that candidates seeking National Board Certification in Early Childhood had higher outcomes expectancy scores than candidates seeking Middle Childhood certification. No certification area had mean scores in the high range. Roundtable 104 Time: 1:00-1:25 Salon F Guided Reading in Middle School: Reading Comprehension 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 guided reading within the middle school grades, especially as a means to continue to enhance student reading and literacy skills. A focus on rural, Latino students in public school who may struggle will be shared with examples and experiences. Symposium 105 Time: 1:00-2:20 Bent Tree 1 Online Instructional Models of Literacy Teacher-Education Within a Community of Inquiry Framework Presenters: Kathryn Pole, University of Texas at Arlington Peggy Semingson, University of Texas at Arlington Holly Hungerford-Kresser, University of Texas at Arlington Carla Amaro-Jimenez, University of Texas at Arlington Abstract: In this presentation, a group of university-based literacy program teacher educators will present the results of a variety of action-research projects into their innovative implementations of technology as part of faceto-face, hybrid, and distance learning environments in their respective contexts. Using a continuum of time-presence within a Community of Inquiry framework (Garrison, Anderson, & Archer, 2000), we will explore a variety of synchronous, hybrid, and asynchronous tools and ways of engaging students with literacy education course content.

Saturday, November 2, 2013 Roundtable 106 Time: 1:30-1:55 Salon F Exploring Reality through Service Learning: Pre-Service Teachers Participation in Portfolio Assessment Conferences, Presenter: Estanislado S. Barrera, IV, Louisiana State University Abstract: This multi-case study looked at the effects of literacy focused service-learning (SL) experiences on preservice teachers development of reading instruction knowledge. Questions guiding this study were: (1) How did participating in the SL experience impact your understanding of reading instruction? and (2) How did the SL experience impact you as a teacher? Findings will be discussed to improve how pre-service teachers programs with emphasis on reading instruction and teacher accountability. Session 107 Time: 1:30-1:55 Preston Trail 2 What’s Hot: Past, Present & Future Presenters: Jack Cassidy, Millersville University of Pennsylvania Stephanie Grote-Garcia, University of the Incarnate Word Abstract: This session will examine key topics receiving attention in 2014 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 2014 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 108 Time: 1:30-1:55 Preston Trail 1 Edmodo: A 21st Century Tool for Reader Response Presenters: Stacy Delacruz, Kennesaw State University Debra Coffey, Kennesaw State University Abstract: This session will describe how educators can use the online social network Edmodo to design and discuss reader response journals. It will highlight a study conducted with a group of preservice teachers who responded to fourth grade students from an urban elementary school as they read literature throughout an eight week time period. This session will feature the benefits, challenges, and recommendations for implementing

Saturday, November 2, 2013 Edmodo in the classroom as a reader response tool. Workshop 109 Time: 1:30-2:20 Salon G Digital Books and the Changing Nature of Text and Reading Presenter: Elizabeth Dobler, Emporia State University Abstract: From etextbooks to digital children’s books, this workshop will consider the ways ebooks are impacting the reading process. Participants will explore how e-book technologies impact the ways students of all ages interact with books, view texts, and develop digital reading strategies to support comprehension. A digital book evaluation tool will be introduced, and participants will apply the tool to various children’s books during the workshop. Session 110 Time: 1:30-1:55 Preston Trail 3 Examining Changes in Adolescents’ Reading Motivation: Traditional Text versus eBooks Presenters: Pamela J. Dunston, Clemson University Chris L. Massey, Clemson University Heather McCrea-Andrews, Clemson University Sangho Pang, Clemson University Abstract: This descriptive study of 22, sixthgraders examined changes in reading motivation following traditional text and eBook reading experiences. Paired sample t-tests indicated no significant differences between ereader and traditional-text groups in reading motivation prior to the study as measured by the Adolescent Motivation to Read Profile (ARMP) (Pitcher et al., 2007). ANCOVA indicated traditional-text readers had higher reading motivation following intervention. Analysis of three key participants indicates boys preferred e-readers while girls preferred traditional texts. Roundtable 111 Time: 1:30-1:55 Salon F Continuing to Move English Language Learners Forward in the Context of Literacy: Motivation, Graphic Novels, and Technology Presenters: Larkin Page, Texas A&M University Commerce Mona McWhorter, Texas A&M University Commerce Abstract: The information offered in this session attends to what is meant when we hear the phrase “reading struggles of English Language Learners.” One of these struggles

Exploring the World of Literacy includes motivation to read. It is advocated that graphic novels and technology-based text can assist with a lack motivation and can continue to move English Language Learners forward in a time when statistics indicate low scores on state mandated assessments as well as high dropout rates. Roundtable 112 Time: 1:30-1:55 Salon F Coaching and Mentoring of Preservice Teachers: A Development/Design Experiment Presenters: Melissa Wetzel, University of Texas at Austin James V. Hoffman, University of Texas at Austin Beth Maloch, University of Texas at Austin Laura Taylor, University of Texas at Austin Erin Greeter, University of Texas at Austin Alina Pruitt, University of Texas at Austin Abstract: This roundtable will explore the development of mentoring relationships between cooperating teachers and preservice teachers as cooperating teachers explore a coaching model utilizing both directive (technical) and responsive (cognitive) elements. We will share emerging findings from our analysis of transcripts of coaching conversations between cooperating teachers and preservice teachers, as well as transcripts of small group discussions between cooperating teachers about the coaching progress. Roundtable 113 Time: 1:30-1:55 Salon F Investigating the effects of a “Freedom School” summer program on reading achievement and the prevention of summer learning loss Presenter: Wolfram Verlaan, University of Alabama in Huntsville Abstract: In this session, the researchers will present data from a pilot study investigating the effects of a Children’s Defense Fund “Freedom School” summer program for students in grades K-4. In addition to discussing the effects of the program on reading achievement and the prevention of summer learning loss, presenters will also review methods employed by the program to deliver reading instruction and increase reading motivation.

Exploring the World of Literacy Roundtable 114 Time: 2:00-2:25 Addison Integrating Culturally Relevant Pedagogy in the K-12 Classrooms Presenters: Susan Gapp, The University of South Dakota Gary Cheeseman, The University of South Dakota Abstract: This session will describe a partnership between University Faculty and 5th grade teachers to integrate culturally relevant pedagogy into the curriculum. Classroom teachers in collaboration with University faculty used storytelling as a content delivery method in a social studies unit. Focus groups with the fifth grade students were utilized to describe the experience. Roundtable 115 Time: 2:00-2:25 Addison Survival of the Teacher: Elementary and Secondary Teachers Finding Joyful Noises and the World through Interactive Readalouds Presenters: Jessica L. Guerra-Castaneda, Corpus Christi Independent School District and Texas A&M University - Corpus Christi Mapuana H. Jones, Corpus Christi Independent School District and Texas A&M University Corpus Christi Abstract: Read to, Read with, Just Read—The effects of reading immensely impacts the relationship we will have with reading in our daily lives. Reading provides an opportunity to inspire, intrigue, and ignite a passion with Books. Reading and reading instruction is also an art and allows for an exposure to a wide variety of texts, opportunities to respond to them through active participation guided by a nurturing expert to become academically successful and lifelong readers. Roundtable 116 Time: 2:00-2:25 Addison Developing Secondary Preservice Teachers’ Knowledge of Disciplinary Literacy Practices: An Auto-ethnographic Approach Presenters: Alexandra G. Leavell, University of North Texas Jane Gordon, Eastern Michigan University Linda Lewis-White, Eastern Michigan University Abstract: Secondary content area teachers’ resistance to incorporating literacy strategies into content instruction is almost legendary in its persistence. Recent research in Disciplinary

Saturday, November 2, 2013 Literacy both legitimizes this resistance, and offers potential for change. Given secondary content area teacher candidates’ relatively limited disciplinary and pedagogical knowledge, how can Content Literacy Teacher Educators develop candidates’ knowledge and skills in Disciplinary Literacy instruction? To this end, auto-ethnographic activities were incorporated successfully into a restructured secondary content literacy course. Roundtable 117 Time: 2:00-2:25 Addison Sharing the Message: A Mother in Crisis Can Make a Difference in Her Child’s Literacy Learning Presenters: Arlene Mascarenhas, George Mason University Julie Kidd, George Mason University Abstract: The focus of this phenomenological case study is to examine the positive role mothers in crisis can play in helping their children to acquire early literacy skills. Three mothers living in transitional housing were interviewed through a 14-question interview protocol to find out what they did to help their children to overcome the obstacles of homelessness to help teach their children the foundations of reading to prepare them to enter school with strong literacy skills. Roundtable 118 Time: 2:00-2:25 Addison Problem Based Learning Presenter: Mary Ann Pangle, Tennessee State University Abstract: The purpose of this session is to share the results of a study that examined the implementation of Problem Based Learning for university students who are taking required method courses for teacher licensure. Problem Based Learning is discussed and implications are drawn that Problem Based Learning is essential to prepare pre-service teacher to become future teachers. Session 119 Time: 2:00-2:25 Preston Trail 1 Findings from a Longitudinal Literacy Professional Development Initiative Presenters: Seth A. Parsons, George Mason University Allison Ward Parsons, George Mason University Stephanie L. Dodman, George Mason University Leila N. Richey, George Mason University Melissa Pierczynski, George Mason University

Saturday, November 2, 2013 Rebecca Caufman, George Mason University Abstract: For three years a university and a high-needs, urban elementary charter school collaborated on a literacy professional development initiative. This session describes the professional development and the resulting changes in teachers’ instruction and students’ performance. Roundtable 120 Time: 2:00-2:25 Addison Increasing Reading & Writing Outcomes for Urban Students via Rap Parties, Social Media, and Other Unconventional Teaching Tools Presenters: Lakia M. Scott, University of North Carolina at Charlotte Maryann Mraz, University of North Carolina at Charlotte Abstract: Research suggests that appropriating language and supporting learners in understanding the contexts in which language styles are used are critical components for increasing literacy achievement. This roundtable discussion will explain relevant literature to support the use of tools such as hip-hop and rap as a means to demonstrate code-switching and teaching strategies that can be used to facilitate learning with urban school populations. Participants will be invited to share their experiences with such teaching tools. Session 121 Time: 2:00-2:25 Bent Tree 2 Mentor Models: Teaching the Genres of Nonfiction Writing Presenters: Kim Skinner, Texas A&M University - Corpus Christi Gina L. Stocks, Sul Ross State University - Rio Grande College Estanislado S. Barrera, IV, Louisiana State University Julie Parrish, Corpus Christi Independent School District Abstract: This session addresses instructional strategies teachers can use to engage students as they create nonfiction texts. The most upto-date writing strategies will be investigated in accordance with the rigor and demands of today's teaching environment. The genres of nonfiction writing will be addressed individually and through the power of the reading-writing connection.

Exploring the World of Literacy Session 122 Time: 2:00-2:25 Preston Trail 2 Exploring the World of Literacy in a RtI Environment Presenters: Lois K. Haid, Barry University Joyce V. V. Warner, Barry University Rebekah Williams, Kennesaw University Nancy B. Masztal, Barry University Alice Snyder, Kennesaw University Abstract: This research focuses on the results of interviews which investigated the knowledge and implementation of RTI among practitioners and educational leaders. Implicit in this investigation is the question: What are challenges faced and the concerns and issues between perceived knowledge and appropriate implementation in relation to RTI implementation ? This study will provide information regarding these discrepancies so that experts can help those in the trenches to be effective. Session 123 Time: 2:00-2:25 Mesquite 2 Measuring the Impact Parent Training in Dialogic Reading Has on Young Children’s Expressive Language Presenter: Diana Brannon, Elmhurst College Abstract: The effectiveness of the dialogic reading method in increasing literacy interactions between low-income language minority parents and their preschool aged children and the effect these interactions had on children’s expressive language development was studied. Researchers found that parents’ literacy interactions with their children were positively influenced by the dialogic reading training and that parents’ use of the dialogic reading method positively affected their children’s expressive language skills.

Reading Room closes at 2:00 Mesquite 1

Literacy Research and Instruction Prospective Authors and Reviewers Meeting 2:00-2:55 Addison

Exploring the World of Literacy Session 124 Time: 2:30-2:55 Preston Trail 1 PLCing: The Pitfalls and Positive Results of Professional Learning Communities Presenters: Kimberly Heintschel, University of North Carolina at Charlotte Melissa M. Sykes, University of North Carolina at Charlotte Maryann Mraz, University of North Carolina at Charlotte Abstract: The Professional Learning Community has been used to support teacher collaboration. The intention of PLCs and the practical application within realities of the school day can contrast greatly. Educators must focus not only on the “what and how” of PLCs but they must also recognize what functioning, effective PLCs are not. In this session, practical research on PLCs will be offered and candid examples of PLC practices, experiences, and challenges will be explored. Roundtable 125 Time: 2:30-2:55 Addison Conflict, Agency and Accord: A Teacher Educator’s Experience Facilitating an ELfocused Teacher Study Group Presenter: Mary McGriff, New Jersey City University Abstract: When teachers from different disciplines come together to study EL-literacy building approaches, their varying professional knowledge bases and dispositions can generate tensions and can also provide opportunities for authentic professional growth. This roundtable examines how a university-based teacher educator manages episodes of conflict and facilitates shared knowledge-building in an ongoing, inquiry-oriented professional learning experience. Roundtable 126 Time: 2:30-2:55 Addison Explicit Instruction of Comprehension Strategies in the Age of High Stakes Testing Presenter: Cheryl Lisa McNair, Texas A&M University Kingsville Abstract: This session will focus on the impact explicit instruction of comprehension strategies, specifically the Split Notes strategy, has on the comprehension of adolescent students. The importance of teaching students how to be actively engaged and responsible for their comprehension while preparing students for high stakes testing will be discussed.

Saturday, November 2, 2013 Session 127 Time: 2:30-3:20 Bent Tree 2 Effects of Fourth- and Second-Grade CrossAge Tutoring on Spelling Accuracy and Writing Fluency Presenters: Rebekkah Mitchell, Brigham Young University Timothy G. Morrison, Brigham Young University Brad Wilcox, Brigham Young University Erika Feinauer, Brigham Young University Abstract: A quasi-experimental study investigated fourth-grade tutors who helped second-grade tutees fix spelling mistakes in their writing. A control group of second and fourth graders were instructed to fix mistakes in their writing independently. Regression analyses of spelling accuracy and writing fluency scores seem to indicate that cross-age tutors were not beneficial for either tutors or tutees. However, descriptive statistical analyses and informal observations of students imply that cross-age tutors can be a valuable educational tool. Roundtable 128 Time: 2:30-2:55 Addison Implementing the Common Core: Thinking Not Regurgitating Presenter: Andrew B. Pachtman, ABP Educational Consultants Abstract: This roundtable discussion will use the survey presented as a focal point in order to explore answers to the question of, “How to use the CCSS’s requirements of qualitative dimensions and reader-text variables.” Or, “How do teachers develop their students’ critical thinking skills?” Roundtable 129 Time: 2:30-2:55 Addison Reading as a Reader Approaches a Black Hole Presenters: J. Michael Pickle, St. Cloud State University Roxanne Walker Pickle, Bemidji State University Abstract: The literature on the effects of zero gravity and hypergravity on reading processes is reviewed. Learning and memory are impaired in hypergravity environments. Psychological and biological effects impair visual tracking and comprehension in such contexts. A theoretical flight from Earth to Cygnus-1, a black hole, is tracked. This approach has been a successful means for engaging undergraduate and graduate students in courses addressing the

Saturday, November 2, 2013 psychological processes associated with reading. Roundtable 130 Time: 2:30-2:55 Addison Technology Talks: Examining Students’ and Teachers’ Motivation and Attitudes Towards the Use of Technology Devices in the Classroom Presenters: Jalene Potter, Sam Houston State University Jaime Berry, Sam Houston State University Tori Hollas, Sam Houston State University Abstract: Latest research has begun to examine students’ and teachers’ attitudes towards using technology devices in their own learning. This study examined motivation and attitudes regarding the use of technology devices including iPads, iPods, iPhones, Kindles and SmartBoardsTM in their learning of science concepts. An additional goal investigated instructional procedures that could increase student achievement and student motivation toward learning by integrating technology devices. Session 131 Time: 2:30-2:55 Mesquite 2 Preparing Pre-service Teachers to Use the Common Core State Standards Presenters: Victoria M. Rey, Kean University Davida R. Schuman, Kean University Abstract: Elementary school teachers are expected to use the Common Core Standards in planning instruction. It t is imperative that preservice teachers become aware of this expectation. The presenters will discuss the procedures and projects that they use to help prepare pre-service teachers to understand and to use the Common Core State Standards. Symposium 132 Time: 2:30-3:50 Bent Tree 1 Exploring the World of Response to Intervention: How to Best Meet the Needs of All Children Presenters: Valerie J. Robnolt, Virginia Commonwealth University Kathy Champeau, University of Wisconsin Milwaukee Ingrid Enniss, Oakwood University Lois Haid, Barry University Jennifer Jones, Radford University Barbara A. Marinak, Mount Saint Mary University Alice Snyder, Kennesaw State University Rebekah Williams, Kennesaw State University,

Exploring the World of Literacy Joyce Warner, Barry University Abstract: In 2004, the reauthorization of the Individuals with Disabilities Education Act Amendment (IDEAA) introduced Response to Intervention (RTI) as an alternative identification pathway for special education identification and as a way of providing differentiated and responsive instruction for every child. This session explores how schools can create a systemic, comprehensive approach to implementing RTI so that the needs of all children are met. Roundtable 133 Time: 2:30-2:55 Addison Prospective Teachers of Reading: Personal Literacies of First Generation and Continuing Generation Students Presenter: Gina L. Stocks, Sul Ross State University - Rio Grande College Abstract: This presentation shares findings of a study which examined the reading behaviors of first generation and continuing generation students enrolled in elementary reading courses. Although there is agreement that personal reading behaviors influence attitudes about reading and classroom practice, research has not investigated the reading behaviors of first generation students who are enrolled in teacher education programs and if they differed from those of continuing generation students.

ALER Yearbook Prospective Authors and Reviewers Meeting 3:00 pm – 3:55 pm Addison

Readers Forum 3:00 - 3:55 Mesquite 2 Robin Pate, Susan L’Allier, Janet Towell, Tami Al-Hazza

J. Estill Alexander Forum for ALER Leaders in Literacy Literacy, Literature, and Learning to Teach: An Oral History Dr. Judy Richardson 4:00 pm – 4:50 pm Salon F

Like Madeleine in Jeffrey Eugenides’ novel The Marriage Plot, I have always wanted a book that could take me places I couldn’t get to myself. During this presentation, I would like to take you places you might not have been yourself. Because good literature can inform our knowledge and practice, I invite you to consider such wonderful stories as how Rufus M. learned to read and write with the Library Lady in a pre-World War II era and how reading is magic as in The Shadow of the Wind by Carlos Ruiz Zafón and The Princess Bride by William Goldman. The presentation will start with a quiz and end with a review of the answers, so come ready to participate! For instance, how do you imagine a first grader would respond when asked to tell the class words that begin with the digraph “sh”? How might a teacher react when the student has already learned the lesson the teacher has yet to teach? Why did Rudolf Flesch so upset the American education system (and my life!) in 1955? I will share some reflections on literacy, literature and experiences teaching reading. We will travel into the past to consider aspects of learning to read and write, and how school can sabotage as well as encourage literacy. We will move into the present and future as I share comparisons my students make about their study habits and skills while reading in paper and computer environments. And we will consider what poetry, plagiarism, prior knowledge and writing on soap might have in common. Please join me on this journey.

Literacy is Transformative

ALER Presidential Reception 5:00 pm - 7:00 pm Salon F

The Presidential Reception is the final conference celebration. Join John Smith, outgoing ALER president, and Rob Erwin, incoming ALER president, and your colleagues in this informal gathering of this year’s conference at a historically significant site, the Gerald Ford Presidential Museum.

Special Event Sunday, November 4, 2012 ALER Town Hall Meeting and Update on Legislative Issues 9:00 am – 10:25 am Addison

Chairs: Rob Erwin, Niagara University Parker Fawson, Utah Valley University 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.