• Integrating comprehension instruction, multimodalities and co-construction into cultural learning

      Harrington, Christine; Hogan, Maureen; Martelle, Wendy; Patterson, Leslie (2018-12)
      This study explores the impact of a story-based approach to teaching reading strategies, and examines the implementation of and co-construction within multimodal activities. Eight third grade students participated in this study in a charter school focused on Alaska Native cultural learning. The phases of the PACE Model focused on transitional words and phrases in the context of a traditional story from the Tlingit, Haida, and Tsimshian cultures of Alaska. Their attention to the language feature was extended to summarizing and retelling as part of the Extension phase of the model. The results are consistent with previous studies that attributed focus on form to language development and accuracy in dual language and second language settings.
    • A study of the influence of media-based books on independent reading choices

      Fisk, Heidi Marie; Burmeister, Richard; Caldwell, Patricia; Kardash, Diane (2011-05)
      The purpose of the study was to discover if children's media programming influences the independent reading choices of students. With this purpose in mind, my research was designed to answer the following question: Did children's viewing exposure to the characters, setting, and story format in media-based books provide them with the essential scaffolding necessary to motivate them to read more independently? This project involved approximately 13 fourth grade students, male and female. All of the students have been asked to choose a book to read, fill out a summary sheet for the book, and participate in a reading conference. The researcher has observed the students during the independent reading times, recorded oral retells of the books and conducted interviews with the participants. The results of the study confirmed that students are indeed motivated to read media-based books more independently. It is recommended by the results of this research to offer media-based books for students' independent reading book selection.
    • The suitcase project: a journey in multimodal reading of graphic novels with emergent bilingual fourth grade students

      Ashe, Kayla; Siekmann, Sabine; Martelle, Wendy; Patterson, Leslie (2019-05)
      This teacher action research focuses on how three fourth grade students interact and make meaning as they read the graphic novel, Amulet. While reading from the graphic novel, students engaged in the reading as design process to make meaning. These three students are Yup'ik students enrolled in a dual language school. Students interacted with peers and different modalities of meaning as they engaged in the meaning-making process. Data sources include a teacher research journal, audio recordings of readings and discussions, and students' reader response journals. Data analysis followed constructivist grounded theory. As there were various types of data collected and a multimodal text was used, multimodal data analysis was used to interpret the relationship across the various modes used in the study. Three main findings emerged from the data: 1. Vocabulary can be learned through multiple modes. 2. Students used words to mediate meaning socially and in a private manner. 3. Combined visuals and text support meaning making. These findings led to the conclusion that meaning making and research are both multimodal. The findings also reveal how emergent bilingual students were active meaning-makers and could read and respond to a graphic novel successfully. At times, writing prompts were used. While students designed meaning with multimodal texts, the writing prompts constricted their responses to certain topics, such as setting and characters, and did not allow for students to continue designing meaning in their own ways. Students were able to continue designing their own meaning when responding to the text in a natural, multimodal way without prompts constricting thoughts relating to the text.