FR:

Le présent article traite de l’éveil à la lecture et à l’écriture (ÉLÉ) dans un contexte de service de garde en milieu scolaire. Cette recherche-intervention consiste à présenter les effets d’un programme d’ÉLÉ sur le vocabulaire, la compréhension orale, l’engagement envers la lecture et les processus inférentiels en comparant un groupe d’enfants de quatre ans exposés au programme (n = 52) à celui d’enfants n’y ayant pas été exposés (n = 26). Bien que le programme n’ait pas montré d’effets significatifs sur le développement des habiletés de compréhension orale, de vocabulaire, de processus inférentiels et d’engagement envers la lecture, l’étude soulève sa pertinence au regard du développement global de l’enfant.

EN:

This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students without difficulties, the experimental interventions have contributed equally to the learning of the words’ visual aspect, whereas no progress was observed for the control group. For students with special needs, only the intervention that combined explicit instruction of semantic and formal properties lead to significant progress. These results suggest that explicit instruction should focus on the semantic and formal properties of words, especially for students with special needs.

EN:

The authors conducted a comprehensive literature review of school district partnerships with caregivers of ELs to inform this project design. This literature review addresses the following research question: What are the needs of caregivers of ELs in K-12 schools, and how are school partnerships supporting these caregivers? This literature review will address these gaps and overcoming EL caregiver underrepresentation by discussing seven focused and three theoretical codes drawn from a comprehensive review of 21 articles. Initial findings revealed 26 initial codes. These initial codes were collapsed thematically to form six focused codes discussed in these results: defining caregiver engagement, history and context, preparation needed, implementation strategies, path forward, and impact. These six focused codes were further collapsed into past, current, and future implications.

EN:

This study explores how diverse high school English students designed open-ended, multimodal projects across digital platforms (Weebly, blogs, and Instagram). Framed by metafunctions, emergent and axial coding of each student’s website homepage shows a broad range of how they designed in digital spaces and to what rhetorical effects. Additional coding of two focal students’ designs across each of the digital platforms highlights how students created complex, multimodal compositions that would have otherwise not been possible with the typical more formal, rigid forms of discourse. By designing multimodally, students showcased interests, humor, emotions, and culture not often seen in this classroom.

EN:

This study examines six Latter-day Saint youths’ textual ideologies of sacred texts. Inductive analyses point to three shared textual ideologies related to youths’ expectations about (a) the educative nature of sacred texts, (b) the relevance sacred texts had in their lives, and (c) the amount of time they should spend reading them. Findings support and extend existing language and literacy research by providing insights into the social and cultural forces that shape how religious youth engage with and use sacred texts. Implications of this work offer paths for future literacy research and practice.