Department of Literacy Teaching and Learning Abstracts

Presenter(s): Samantha Ryan

Showcase Advisor: Erica Barnes

Abstract: This content analysis examines oral language standards utilizing a conceptual framework detailing the interactive, linguistic and conceptual dimensions of talk in prekindergarten classrooms across the United States. We coded 991 oral language standards to identify the extent to which they addressed these dimensions and the occurrence of suggestions for instructional settings. We found that states most often addressed the interactive dimension (n = 393, 39%), followed by linguistic (n = 327, 32%), with the fewest addressing the conceptual dimension (n = 152, 15%). Though there is evidence of reciprocity among the dimensions, our findings suggest that conceptual talk is underutilized among standards, which may impact opportunities to develop vital language skills, especially in content areas. Further, our findings call for a closer examination of the setting, which was rarely addressed and most often associated with book reading and play, as it may influence the purpose and features of linguistic input.

Presenter(s): Zeynep Keyif-Sullivan, Natalie Casale, Nicole Hertz

Showcase Advisor: Jaime Puccioni

Abstract: Grounded in Labaree’s (1997) framework of goals of education – Democratic Equality, Social Efficiency and Social Mobility – this study utilizes critical content analysis to examine how New York’s Right to Read Act (A78) reflects competing goals of schooling through contemporary Science of Reading (SOR) policy. Findings suggest competing goals of education represented in The Right to Read Act (A78), as well as tensions between varying New York State Education Department (NYSED) policy texts.

Presenter(s): Rabab Mesbahi

Showcase Advisor: Killy Wissman

Abstract: This qualitative study explores the literacy experiences of bilingual and multilingual students in U.S. secondary schools who have been affected by migration, war or economic hardship. While multilingualism is often recognized as an asset, educational systems frequently overlook the complex linguistic, cultural and emotional transitions these students experience when adapting to new learning environments. Guided by sociocultural and bilingualism theories, the study examines how students engage with reading, writing and communication across languages and how teachers support their literacy development. Drawing on interviews, classroom observations and student journals, this research investigates how multilingual students navigate literacy practices in contexts shaped by migration and resettlement. The study aims to contribute to a deeper understanding of multilingual students’ literacy experiences and to inform more inclusive and culturally responsive literacy practices in secondary education.

Presenter(s): Abigail Ferris, Nicole Hertz, Tiffany Kelly, Jennifer Lakas

Showcase Advisor: Erica Barnes

Abstract: This poster presentation will discuss findings from a pilot study focused on educators’ engagement in social media for the purpose of discussing literacy education. Increasingly, educators are utilizing social media as a form of online professional development (OPD) to develop their knowledge and understanding of shifts in educational policy pertaining to the Science of Reading (SOR), a movement that prioritizes foundational skill instruction. The quality and rigor of social media content is unchecked, leaving educators to vet content. This session presents preliminary findings from a national survey probing educators’ use of social media for sourcing and vetting SOR-focused content to understand how social media functions as a form of just-in-time OPD in an era of educational change. The current body of literature that informed development of research questions and questionnaire design will be discussed. Results will be discussed, including implications. Next steps for the larger research project will be presented.

Presenter(s): Hannah Maybo

Showcase Advisor: Jamie Puccioni

Abstract: This poster presentation examines the design and implementation of an interdisciplinary first-grade unit that addresses social studies, literacy and social justice, specifically focusing on how human interactions with the environment influence and modify it. Grounded in NYS Social Studies Standard 1.6 (People and communities depend on and modify their physical environment in order to meet basic needs), this five-lesson unit plan allows students to focus on the essential question: In what ways do people and communities interact with and depend on the environment for their basic needs?   
Through literature, discussion, writing, and visual representation, students explore natural resource use, positive and negative environmental impacts, and the ways people alter their surroundings to meet needs and wants. Throughout this exploration, students are encouraged to make and share personal connections to the content, empowering them to see themselves as active participants in their communities and the broader world.