In today's digitally interconnected world, one's ability to collaboratively create with others and compose multimodal texts is essential. Yet, high-stakes standardized assessments that value individualistic print centric conceptions influence instruction, leading schools to often undervalue the multimodal and collaborative composing processes and…

Background: With standardization ever squeezing creative curricula in K-1 classrooms, creating time for a play-based multimodal writing curriculum that leverages children's strengths as storytellers is revolutionary. Due in part to accountability policy pressures, print-based writing and verbocentric writing feedback are still often privileged in…

Background: "Screen inferiority" refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to…

Using a conversation analysis (CA) framework, this study investigated how kindergarten-aged learners took initiative during classroom interactions through multimodal communication resources. Over a thirteen-week period, data was collected from kindergarten English classroom interactions between two male native English-speaking teachers (NESTs) and…

In the wake of all that educators are navigating these days, they've proven to be not only resilient, but also innovative. They continue intentionally finding new and exciting ways to create powerful learning opportunities for all students. Reinvent the Classroom, an initiative by Digital Promise, HP, Microsoft, and Intel, supports, celebrates,…

Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the…

This ex-post-facto quasi-experimental research design was conducted by selecting a convenient sample of approximately 2,000 3rd grade ELLs who took the regular reading and math English STAAR test during the 2014-15 school year in an urban southern Texas school district. This study was conducted using a quantitative research method of data…

Elementary students' difficulties with angles in geometry are well documented, but we know little about how they conceptualize angles while solving problems and how their thinking changes over time. In this study, we examined 26 third and fourth grade students completing a body-based angle task supported by the Kinect for Windows. We used…

This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by…

Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…

The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…