LEIGH A HALL
Biographic Data
| ID | 5971810 |
|---|---|
| NAME | LEIGH A HALL |
| GIVEN NAMES | LEIGH A |
| FAMILY NAME | HALL |
| SIGNATURE | HALL L A |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading
Individuals who self‐identify as poor readers can have a range of reading experiences, practices, and abilities. The author examined how adolescents and adults who self‐identified as poor readers (a) found enjoyment in reading an interactive fiction app, (b) why they chose to engage with a text‐based app, and (c) if their involvement with the app changed their reading practices. Participants were heavily involved in reading on the app, and their …
Cooking Matters Mobile Application
Objective: To describe low-income parents’ and caregivers’ perceptions of the Cooking Matters Mobile Application (CM App) meal planning and preparation features. Design: Explanatory mixed-methods design where data were gathered via online surveys based on the Theory of Planned Behaviour and the Theory of Reasoned Action, followed by telephone interviews. Setting: CM App, a mobile phone-based resource geared towards low-income parents and caregive…
I Didn’t Enjoy Reading Until Now”
Preview this article: "I Didn't Enjoy Reading Until Now": How Youth and Adults Engage with Interactive Digital Texts, Page 1 of 1 /docserver/preview/fulltext/rte/54/2/researchintheteachingofenglish30617-1.gif
U.S. teachers’ perceptions of online professional development
Reconfiguring the Reading Experience
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
I Don’t Really Have Anything Good to Say”
A growing body of research suggests that adolescents’ reading identities play a significant role in how they make decisions about their involvement with classroom literacy practices. In this yearlong study in an eighth-grade English classroom, I used a formative design to consider how an instructional model intended to support students’ reading identities and development influenced their talk about classroom reading practices. I closely followed …
Rewriting Identities
In this commentary, I discuss what reading identities are, and how they are defined, created, and enacted in schools by teachers and students. I then consider the positive and negative consequences associated with asking students to take up institutionalized norms around reading. Finally, I share how we can create spaces for students to talk back and rewrite the identities that are often forced on them by schools. I conclude by discussing the imp…
How Popular Culture Texts Inform and Shape Students’ Discussions of Social Studies Texts
In this article, I examine how 6th‐grade students used pop culture texts to inform their understandings about social studies texts and shape their discussions of it. Discussions showed that students used pop culture texts in three ways when talking about social studies texts. First, students applied comprehension strategies to pop culture texts to help them interpret social studies texts. Second, students used pop culture texts as evidence to sup…
Struggling Reader, Struggling Teacher
The year-long case study described in this article examined the transactions between a sixth grade social studies teacher, Mrs. O’Reilly, and a struggling reader within her classroom, Sarah, in relation to the reading-task demands of their classroom. Findings indicated that Mrs. O’Reilly’s transactions with Sarah were influenced by a cognitive, print-centric view of reading and the identity she created for Sarah based on that view of reading. Sar…
Teacher identity in the context of literacy teaching
Understanding Youth Who Struggle With Middle School Reading
In each column of Research Connections , the editor, David W. Moore, inquires into the research‐practice links that adolescent literacy researchers and educators are constructing. This column features Leigh A. Hall, an assistant professor at the University of North Carolina, Chapel Hill. Leigh began her career teaching in Texas public schools. Her dissertation, It's Not Just the Text: Transactions between Content Area Teachers and Struggling Read…
Anything but lazy
Teachers and content area reading
Social Studies Standards, Benchmarks, and Assessments
(2002). Social Studies Standards, Benchmarks, and Assessments: An Analysis of an Eighth-Grade Exam. The Social Studies: Vol. 93, No. 5, pp. 213-217
Teachers and content area reading
U.S. teachers’ perceptions of online professional development
Teacher identity in the context of literacy teaching
Anything but lazy
Social Studies Standards, Benchmarks, and Assessments
(2002). Social Studies Standards, Benchmarks, and Assessments: An Analysis of an Eighth-Grade Exam. The Social Studies: Vol. 93, No. 5, pp. 213-217
Social Studies Standards, Benchmarks, and Assessments
(2002). Social Studies Standards, Benchmarks, and Assessments: An Analysis of an Eighth-Grade Exam. The Social Studies: Vol. 93, No. 5, pp. 213-217
Teachers and content area reading
Anything but lazy
Understanding Youth Who Struggle With Middle School Reading
In each column of Research Connections , the editor, David W. Moore, inquires into the research‐practice links that adolescent literacy researchers and educators are constructing. This column features Leigh A. Hall, an assistant professor at the University of North Carolina, Chapel Hill. Leigh began her career teaching in Texas public schools. Her dissertation, It's Not Just the Text: Transactions between Content Area Teachers and Struggling Read…
Struggling Reader, Struggling Teacher
The year-long case study described in this article examined the transactions between a sixth grade social studies teacher, Mrs. O’Reilly, and a struggling reader within her classroom, Sarah, in relation to the reading-task demands of their classroom. Findings indicated that Mrs. O’Reilly’s transactions with Sarah were influenced by a cognitive, print-centric view of reading and the identity she created for Sarah based on that view of reading. Sar…
Teacher identity in the context of literacy teaching
How Popular Culture Texts Inform and Shape Students’ Discussions of Social Studies Texts
In this article, I examine how 6th‐grade students used pop culture texts to inform their understandings about social studies texts and shape their discussions of it. Discussions showed that students used pop culture texts in three ways when talking about social studies texts. First, students applied comprehension strategies to pop culture texts to help them interpret social studies texts. Second, students used pop culture texts as evidence to sup…
Rewriting Identities
In this commentary, I discuss what reading identities are, and how they are defined, created, and enacted in schools by teachers and students. I then consider the positive and negative consequences associated with asking students to take up institutionalized norms around reading. Finally, I share how we can create spaces for students to talk back and rewrite the identities that are often forced on them by schools. I conclude by discussing the imp…
Reconfiguring the Reading Experience
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
I Don’t Really Have Anything Good to Say”
A growing body of research suggests that adolescents’ reading identities play a significant role in how they make decisions about their involvement with classroom literacy practices. In this yearlong study in an eighth-grade English classroom, I used a formative design to consider how an instructional model intended to support students’ reading identities and development influenced their talk about classroom reading practices. I closely followed …
Cooking Matters Mobile Application
Objective: To describe low-income parents’ and caregivers’ perceptions of the Cooking Matters Mobile Application (CM App) meal planning and preparation features. Design: Explanatory mixed-methods design where data were gathered via online surveys based on the Theory of Planned Behaviour and the Theory of Reasoned Action, followed by telephone interviews. Setting: CM App, a mobile phone-based resource geared towards low-income parents and caregive…
I Didn’t Enjoy Reading Until Now”
Preview this article: "I Didn't Enjoy Reading Until Now": How Youth and Adults Engage with Interactive Digital Texts, Page 1 of 1 /docserver/preview/fulltext/rte/54/2/researchintheteachingofenglish30617-1.gif
U.S. teachers’ perceptions of online professional development
How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading
Individuals who self‐identify as poor readers can have a range of reading experiences, practices, and abilities. The author examined how adolescents and adults who self‐identified as poor readers (a) found enjoyment in reading an interactive fiction app, (b) why they chose to engage with a text‐based app, and (c) if their involvement with the app changed their reading practices. Participants were heavily involved in reading on the app, and their …
Psychology (12 works) · Linguistics (9 works) · Pedagogy (9 works) · Literacy, Media, and Education (8 works) · Mathematics education (8 works) · Reading (process (8 works) · Sociology (8 works) · Computer Science (5 works) · Reading and Literacy Development (5 works) · Educator Training and Historical Pedagogy (4 works)