Noroozi, O., Hatami, J., Bayat, A., van Ginkel, S., Biemans, H. J., & Mulder, M. (2018). Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter? Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2018.1543200
Summary
The article gives a summary of findings of whether male and female students differ during general learning processes and the extent to which they differ in online content learning, argumentative feedback, and essay writing. Notably, the results show that female students provided higher-quality quantitative feedback compared to male students. However, both males and females depicted an improvement in the quality of their argumentative essays.
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Evaluation
Admittedly, the male and female students’ knowledge of online content learning was enhanced though there was no significant difference between them. The article’s conclusion indicates that such differences occur due to the different techniques in which students express their thoughts. Female students are precise and straightforward, which enables them to express their ideas better than male students.
Reflection
The source provides reliable information that can enable teachers to understand their students from an improved perspective based on their gender. More importantly, the authors have clearly articulated what they intended in their topic by providing information on gender differences that students depict in online content writing. Knowledge from this source has had an impact on my understanding of my students. Even though I will be committed to enhancing all my students’ performance, I realize that men think differently from women. Also, argumentative feedback sessions give students a chance to analyze, critically test, and enlighten themselves and enhance their writing skills.
Hertzberg, F., & Roe, A. (2016). Writing in the content areas: A Norwegian case study. Reading and Writing , 29(3), 555-576. https://doi.org/10.1007/s11145-015-9607-7
Summary
The study explores teachers’ experiences regarding students’ writing and means of organizing their writing sessions. Even though teachers discovered differences in subject-specific test norms, they realized similarities in some subjects, which they could collectively use to improve the students’ performance.
Evaluation
Grouping students is a significant way of influencing the improvement of content learning. Also, teamwork among teachers plays a crucial role in promoting students’ mastery skills in content learning.
Reflection
Knowledge gained from this article can enable me to prepare strategies for improving my students’ literacy skills and organizing their writing sessions. I intend to team up with teachers from different disciplines to acquire broad perspectives of teaching and address the learning challenges of each student.
Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2020). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology. https://doi.org/10.1037/edu0000465
Summary
The source investigates an intervention of content writing called the Model of Reading Engagement (MORE). The authors were interested in its effectiveness in students’ reading engagement and ability to understand. From the results of the study, content literacy instructions enhance the rigor, quality, and effectiveness of teaching the elementary grade students.
Evaluation
The study focused on the ideas of the article’s topic. Hence, it is a reliable source that enables young children to acquire conceptually related vocabulary even when learning other subjects other than English, such as Science. Through content literacy learning, young learners can develop new skills and knowledge in the science domain.
Reflection
The article can effectively influence my students’ reading skills and improve their comprehension regarding what they learn. I believe this source is an excellent intervention at an early age that can mold students to master reliable reading and comprehensive skills, which will ultimately benefit them during the learning process.
Vaughn, S., Fall, A. M., Roberts, G., Wanzek, J., Swanson, E., & Martinez, L. R. (2019). Class percentage of students with reading difficulties on content knowledge and comprehension. Journal of Learning Disabilities , 52(2), 120-134. https://doi.org/10.1177/0022219418775117
Summary
The source summarizes an intervention implemented among eighth-grade social studies class to determine the efficacy of content acquisition and comprehension skills. Also, the study incorporated different techniques of teaching, including the use of instructional practices and team-based learning. They used essential words and comprehension techniques to enhance knowledge acquisition among the students. Two groups of students with comprehension difficulties were taught in different classrooms, by other teachers but with similar teaching techniques.
Evaluation
Students in treatment classes outperformed those in comparison classes, confirming that reading comprehension difficulties can be rectified to improve students’ performance in class. The source is reliable for teachers whose students have problems understanding what they are taught.
Reflection
Putting in more effort and approaches while teaching students with such challenges can significantly influence their performance. I will use a team-based strategy to enable students to interact among themselves. This approach will foster peer learning and, subsequently, content literacy.
Wexler, J., Mitchell, M. A., Clancy, E. E., & Silverman, R. D. (2017). An investigation of literacy practices in high school science classrooms. Reading & Writing Quarterly , 33(3), 258-277. https://doi.org/10.1080/10573569.2016.1193832
Summary
The source is a report of teachers’ commitment to using evidence-based vocabulary and text. Teachers’ skills were demonstrated through the use of comprehensive practices and group practices in science classrooms to foster students’ learning skills. However, learning was narrowed to content learning through instructional practices though in science classrooms.
Evaluation
The teachers’ roles in implementing the instructional practices and alignment of their perceptions with patterns proved effective in improving students’ literacy practices skills. This study’s relevance in a classroom setting can be achieved through the use of grouping practices while minimizing vocabulary use and comprehension strategy instruction.
Reflection
Knowledge from this study can enable me to master new techniques in teaching students and improving their literacy skills. In the future, I intend to use more evidence-based approaches to teach and minimize the use of vocabulary to enhance the students’ understanding of literature.
