Dianna Townsend
Dados Biográficos
| ID | 5972166 |
|---|---|
| NOME | Dianna Townsend |
| PRENOMES | Dianna |
| SOBRENOME | Townsend |
| ASSINATURA | TOWNSEND D |
| AFILIAÇÕES | University of Nevada, Reno |
| ORCID | 0000-0001-6399-9040 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 45 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The Role of Metalanguage and Metatalk in Syntactic Instruction
This study sought to respond to calls for increased attention to syntactic instruction, including instruction that is responsive to students’ literacy needs and linguistic resources. Through a mixed-methods study, we sought to explore whether a syntactic intervention that focused on building students’ metalanguage and metatalk was effective in supporting syntactic knowledge. In this study, 49 sixth graders in an urban middle school in the western…
Recognizing complexity and taking action
The editors of the special issue share themes from the research about how to develop foundational literacy skills for adolescents with a culturally and linguistically sustaining lens. The authors define foundational literacy skills and share a framework for supporting learners' development of these skills with culturally and linguistically sustaining pedagogy at the center of planning and instruction
Exploring teacher and student knowledge of sentence‐level language features
Proficiency with sentence‐level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline‐specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence‐level features. This qualitative case study explores how a sixth‐grade social studies teacher developed knowledge of sentence…
Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning ( PL ) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL , the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL o…
Who's Using the Language? Supporting Middle School Students With Content Area Academic Language
This mixed‐methods study examines middle school students’ academic language development in the context of a year‐long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers ( n = 8) with a team of university researchers to explore how to integrate academic language support into content area lessons. Research questions and data sources examine both teac…
Words as Tools
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students’ success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this review, we discuss the role of academic vocabulary within academic language, examine recent research o…
Building Academic Vocabulary in After‐School Settings
Adolescent English‐language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after‐school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence‐based principles of vocabulary instruction for ELLs are explained, such as the importance of multiple exposures to words in multiple context…
Words as Tools
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students’ success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this review, we discuss the role of academic vocabulary within academic language, examine recent research o…
Building Academic Vocabulary in After‐School Settings
Adolescent English‐language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after‐school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence‐based principles of vocabulary instruction for ELLs are explained, such as the importance of multiple exposures to words in multiple context…
Words as Tools
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students’ success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this review, we discuss the role of academic vocabulary within academic language, examine recent research o…
Who's Using the Language? Supporting Middle School Students With Content Area Academic Language
This mixed‐methods study examines middle school students’ academic language development in the context of a year‐long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers ( n = 8) with a team of university researchers to explore how to integrate academic language support into content area lessons. Research questions and data sources examine both teac…
Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning ( PL ) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL , the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL o…
Exploring teacher and student knowledge of sentence‐level language features
Proficiency with sentence‐level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline‐specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence‐level features. This qualitative case study explores how a sixth‐grade social studies teacher developed knowledge of sentence…
Recognizing complexity and taking action
The editors of the special issue share themes from the research about how to develop foundational literacy skills for adolescents with a culturally and linguistically sustaining lens. The authors define foundational literacy skills and share a framework for supporting learners' development of these skills with culturally and linguistically sustaining pedagogy at the center of planning and instruction
The Role of Metalanguage and Metatalk in Syntactic Instruction
This study sought to respond to calls for increased attention to syntactic instruction, including instruction that is responsive to students’ literacy needs and linguistic resources. Through a mixed-methods study, we sought to explore whether a syntactic intervention that focused on building students’ metalanguage and metatalk was effective in supporting syntactic knowledge. In this study, 49 sixth graders in an urban middle school in the western…
Psychology (6 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Reading and Literacy Development (5 obras) · EFL/ESL Teaching and Learning (3 obras) · Linguistics (3 obras) · Second Language Acquisition and Learning (3 obras) · Computer Science (2 obras) · Developmental psychology (2 obras) · Literacy (2 obras)