In this episode Dr Eithne Kennedy discusses her research which focuses on changing the environments in which children learn literacy to engage and motivate them.
We discuss how motivation is inextricable from achievement in literacy and how this means that those struggling from an early age fall into a vicious cycle of difficulties. We explore how creating classrooms that promote discussion and deeper thinking with a choice of engaging and high quality texts can make all the difference, and how teachers can work towards this.
The 'Write to Read' website is currently being redeveloped but will be available in September 2021.
To find high quality books:
https://www.poetryireland.ie/publications
https://childrensbooksireland.ie/reading-lists
https://ncte.org/awards/orbis-pictus-award-nonfiction-for-children
https://literacyworldwide.org/get-resources/reading-lists/childrens-choices-reading-list
Eithne's research:
Kennedy, E. (2018). Engaging children as readers and writers in high-poverty contexts. Journal of Research in Reading, 41 (4):716-731. DOI: 10.1111/1467-9817.12261
Kennedy, E. (2014). Raising literacy achievement in high-poverty schools: An evidence-based approach. Research in Education series: Routledge, New York.
Kennedy E. & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63 (5) pp.373-383. Special Themed Issue on Urban Education: International Reading Association, Delaware, U.S.
Other research mentioned in the podcast:
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2005). Classroom Talk for Rigorous Reading Comprehension Instruction. Reading Psychology, 26(1), 27–53. https://doi.org/10.1080/02702710490897518
Twitter: @emcurriculum
Music: "Moodswing" by Poddington Bear
From the Free Music Archive
CC by NC
X: @emcurriculum
Music: "Moodswing" by Poddington Bear
From the Free Music Archive
CC by NC
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