Kathleen Roskos

Kathleen Roskos
John Carroll University · Department of Education and School Psychology

PhD

About

71
Publications
52,687
Reads
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1,716
Citations
Citations since 2017
4 Research Items
732 Citations
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2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
Additional affiliations
September 2009 - June 2012
University of Akron
Position
  • Principal Investigator of Early Reading First grant
Description
  • Collaborated with the University of Akron and the Summit County Head Start agency to implement Akron Ready Steps in Akron City Head Start classrooms from 2009-2012.

Publications

Publications (71)
Article
Access to books for students' independent reading practice is undergoing a profound shift from print to digital books in cloud-based digital reading programs. Tools for assessing the qualities of these programs as curriculum products are limited. This study describes a set of analytical tools for reviewing digital reading program software and inves...
Article
From an improvement research perspective, this study explores strategies used to implement a school-wide vocabulary intervention into language arts instruction at an urban elementary school. Academic language time, an innovative change in the instructional delivery system, allots time and structure for deliberate teaching of cross-disciplinary acad...
Article
E-book learning platforms are increasingly used as curriculum resources for independent reading at school and home, although benefits for students’ reading motivation and skill are unclear. Using a set of analytic tools, this study describes two e-book learning platforms in terms of platform affordances, digital architecture of e-books, functionali...
Article
A small-scale feasibility study was conducted to explore the implementation of academic language time (ALT) in primary grade classrooms with and without access to digital devices. Academic language time is a structural change that dedicates a portion of language arts instructional time to direct vocabulary instruction using evidence-based technique...
Article
Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children’s opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15 girl...
Chapter
All children need time and opportunity for play at home, in childcare, and in school because play is a natural tool for learning in the early years.
Conference Paper
Full-text available
Using a design research approach, we observed the effects of structural changes in the traditional English Language Arts (ELA) instructional block by integrating direct instruction of STEM content vocabulary and affording students deliberate practice with new words using either print-based (PrintLit) or digital (DigiLit) tools over a six-week perio...
Conference Paper
Full-text available
Working from a theory of affordances, this study examines the introduction of e-books into the early literacy environment as potentially motivating book resources that can increase children’s opportunity for learning new vocabulary. Value-added was observed under conditions of (a) book browsing (EBB) and (b) instruction EBI) and tested against a pr...
Article
For years, the field of reading education has been engaged in thinking about best practices. In this column we highlight a set of practices that have amassed a significant body of work to demonstrate their usefulness in improving children's motivation for learning to read, proficiency in reading, and their likelihood to become lifelong readers and...
Article
Full-text available
Differences between digital devices on children’s engagement with e-books are examined. The sample included 24 typical 4-year olds enrolled in Head Start. Over a 1-month period, video captures of children’s multi-sensory behaviors during shared reading at a tabletop touchscreen computer and teacher-facilitated book browsing with iPads and iPods wer...
Article
Full-text available
Many in the field of early literacy development and learning believe strongly that play and literacy share common ground, but they have found the idea difficult to prove. While some primary research indicates a positive relationship, the impact of play seems to occur at different levels of development, which complicates how researchers view its inf...
Article
Adopted by 45 states, the Common Core State Standards are now in full implementation throughout the country. Parents need to be informed about these new rigorous, college‐ and career‐ready standards in order to support their children's learning and development. As critical partners in children's education, this article highlights some of the centra...
Conference Paper
An overview of a series of eBook Design Studies that describe a process for selecting books, organizing classroom environments, and the instructional process for using eBooks for early reading instruction.
Conference Paper
An overview of a series of eBook Design Studies that describe a process for selecting books, organizing classroom environments, and the instructional process for using eBooks for early reading instruction.
Article
Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands, K...
Article
Using a descriptive research design, this study examined the implementation of ebook shared reading in eight preschool classrooms located in two different regions of the United States. Observations focused on teachers’ implementation of a vocabulary focused shared book routine, language strategies at the touchscreen, mobile devices to extend the sh...
Article
Using a descriptive research design, this study examined the implementation of ebook shared reading in eight preschool classrooms located in two different regions of the United States. Observations focused on teachers' implementation of a vocabulary focused shared book routine, language strategies at the touchscreen, mobile devices to extend the sh...
Article
With the adoption of the Common Core State Standards, curriculum resources are shifting from an emphasis on literary texts to a greater focus on informational texts. Although we need to understand the intention of these new Common Core State Standards, and the important drive toward greater content knowledge for all students, we must be wary of the...
Chapter
A four-component e-book instructional model in early literacy is presented, including (a) e-book quality rating, (b) physical space for e-book browsing/reading, (c) child engagement with e-books, and (d) shared e-book reading instruction. Small-scale formative studies on each component are reported that describe the research foundations and prelimi...
Article
This article describes both the benefits and the challenges of using “teachable moments” as a primary strategy for oral vocabulary instruction. It argues that children will need more intentional oral vocabulary instruction, right from the very beginning, if they are to develop the academic and content-rich vocabulary necessary to be successful in t...
Article
Full-text available
Living Letters is an adaptive game designed to promote children's combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problem...
Article
Among the types of assessment the closest to daily reading instruction is formative assessment. In contrast to summative assessment, which occurs after instruction, formative assessment involves forming judgments frequently in the flow of instruction. Key features of formative assessment include identifying gaps between where students are and where...
Article
From the Start: The Effective Reading Teacher is a new department that addresses matters related to implementing and maintaining a successful classroom environment.
Article
This research reports a two-phase descriptive study of young children's engagement with ebooks conducted in Head Start classrooms. Phase 1 focused on the development of a typology as an analytic framework for observing engagement with ebooks in different formats (shared book; independent book browsing) and across devices (stationary touch screen; h...
Article
The classroom environment is uppermost in teachers' minds at the start of each school year. Designing an effective classroom environment for learning to read and reading is both an art and a science. Aligning physical space with instructional goals involves the flexible use of space that is adapted to instructional needs. A well-designed classroom...
Article
Full-text available
A growing body of research has focused on the role of play in young children's literacy development and early-literacy learning. In reviewing this research, the authors define the play-literacy nexus as that space where play, language, and emerging literacy behaviors converge and interact. They describe findings about the play-literacy nexus (which...
Article
Broad-stroke approaches to vocabulary teaching in preschool include effective instructional elements, yet may be too ill-structured to affect the vocabulary learning of children experiencing serious delays. Using a formative research approach, this study examines the design potential of a supplemental vocabulary instruction technique that incorpora...
Article
Research on the relationship between play and early literacy flourished in the 1990s but slowed to a trickle at the start of the new millennium. As we see it, play—literacy research is stuck in a theoretical and methodological rut. Two promising conceptual frameworks — connectionist and dynamic systems theories — can supply the thrust needed to get...
Article
Full-text available
The electr onic bo ok is a rapidly growing alter native to the conventional book even for ver y young childr en; however, empirical studies on e-books as curricular tools in early literac y development and instruction are rare. Few instructional designs have been developed and tested. This formative study investigates the potential func-tionality a...
Article
Background: Asynchronous discussion boards provide opportunities for participants in online courses to engage with course content and extend learning through the process of discussion. However, simply requiring online discussion does not guarantee high-quality discussion posts and interactions. Goals: This study examined the extent to which discuss...
Article
Full-text available
In this literature review, we examined 30 years of play-literacy inquiry through a quantitative lens in order to identify, assemble and summarize studies of sufficient methodological strength to form a corpus of research that encourages meta-analytic thinking. First, a multi-phase search of the literature was conducting yielding 192 studies that ad...
Article
Full-text available
The purpose of this research was to investigate instructional conditions aimed at improving future teachers' reflective thinking, to systematically trace how features of a guided instructional procedure influenced these teachers' pedagogical reasoning. The reflective thinking protocol that formed the basis of the instructional approach was built on...
Article
Toward the goal of better e-book design to support early literacy learning, this study investigates analytic tools for examining design qualities of e-books for young children. Three researchbased analytic tools related to e-book design were applied to a mixed genre collection of 50 ebooks from popular online sites. Tool performance varied across d...
Article
Full-text available
This study examined the composition of vocabulary and preschoolers' vocabulary learning in an early literacy program. Fifty-six children with typical achievement, with special needs, and at risk for disabilities participated. Curriculum-based measures (CBM) were used to track children's receptive and expressive vocabulary growth over three curricul...
Article
This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the how people learn framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the learning...
Article
Full-text available
This study examines the role of curriculum as a vocabulary learning environment by comparing teacher's Large Group Time instruction in two curricula-Creative Curriculum (Dodge, Colker, & Heroman, 2000) and the Doors to Discovery program (2002). Discourse samples were retrieved from the video data of the Large Group Time activity in five Head Start...
Article
Recent federal initiatives, including Good Start Grow Smart, and the Child Care and Development Grant (CCDF), call for states to develop early learning standards for children ages 3–5 in language, literacy and mathematics. To date, 43 states have such standards, with the remaining seven in progress. In this article, we argue that coherent, quality...
Article
Full-text available
In this year's Distinguished Educator department, we feature six educators whose research has focused on the role of early literacy in early childhood education. Each of the six addresses a vitally important aspect of early childhood literacy teaching and learning.
Article
This study examined and documented mental strategies used by prospective teachers to guide reflections on course content and teaching experiences. The 30 prospective teachers were enrolled in a literacy methods course and accompanying practicum at three university sites. Double‐entry journals and oral interviews were analyzed using open coding proc...
Article
This study examines the nature of literacy-related, teacher-child talk in the daily routines of child care. The researchers focused on the incidence, features, and patterns of talk on a typical morning at three child care centers. With regard to the incidence of talk, observations indicated that the adults talked about reading and writing to a mode...
Article
Conducts a critical review of empirical research focused directly on reflection activities with prospective teachers, and conducts a study in the authors' own literacy methods courses to learn what their students do when asked to reflect on course assignments. Concludes that engaging future teachers in multiple opportunities to critique their own r...
Article
Full-text available
Describes the kinds of literacy knowledge ("knowing in doing") preschool children may express during play. Provides evidence of literacy understanding, strategies, and skills as children negotiate routines, roles, and rules in play. Discusses how literacy in play differs from the literacy learning later demanded in school, and includes suggestions...
Article
Full-text available
Much has been hoped for and said about reflection as an essential attribute of effective literacy teaching. Equally as much remains muddled and confused, however, as to its purpose, development, and role in preparing new teachers of reading. How to help aspiring teachers become more reflective about their literacy teaching across the preparatory ye...
Article
Full-text available
The idea that a seemingly frivolous activity such as play can promote children’s literacy development is very intriguing and has prompted a large amount of research activity over the past several decades. In order to assess the status of this line of inquiry, and to provide guidance for future research, we undertook a critical analysis of 20 recent...
Article
Full-text available
Examines how using play to promote literacy in preschool can interfere with play and become a stumbling block to literacy. Discusses concerns related to access of literacy materials in the play environment, adult intervention, and assessment during play. Urges educators to provide moderate amounts of literacy materials, intervene sensitively, and c...
Article
Earlier studies of an instructional talk analysis tool (ITAT) showed its value as a tool in teachers' self-assessment of their talk strategies in teaching reading. This study continues examination of the pedagogic features of self-assessment in developing teachers' awareness of their instructional talk and the strengths of the ITAT as a learning re...
Article
In these politically charged times of early literacy initiatives, position statements, and education reform, talk about play and literacy learning seems rather awkward, if not even a bit silly. As the realities of early literacy education set in, teachers, legislators, and parents grow ever more critical of what young children are doing as developi...
Article
Over 2 decades of sociolinguistic research describe the teacher's powerful role in creating the communication system that supports students' learning. Yet research evidence about how to prepare and develop professionals for this role beyond their natural discourse tendencies and style remains sparse. This study examined self-assessment as a means o...
Article
Professional development has moved from the periphery of teachers’ professional lives to center stage, more recently seen as the key to educational reform. Considerable time and money have been invested in professional development with little effect on teachers’ practices in ways that improve student learning. Some argue that the focus of professio...
Article
The authors discuss their own practice as teacher educators, revealing their uncertainties, worries, and hopes.
Article
This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the b...
Article
Full-text available
CHILDREN'S EARLIEST discoveries about written language are closely tied to daily activities as they interact with others in writing and reading situations. Thus, one way to examine literacy in its earliest forms is to explore literacy knowledge in the practice of ongoing activity. Using activity as the basic unit of analysis (Leon'tev, 1981; Vygots...
Article
Two beginning teachers were observed in an integrated instruction planning task. Their interpretations were studied when they worked collaboratively and when they worked independently. Data from interviews and field notes indicated that their individual planning lacked decision-choice flexibility and had limited strategy use. When they collaborated...
Article
This study reports the characteristics and strategies of 2 beginning kindergarten teachers' planning for an integrated approach to literacy instruction. Using ethnographic observational and analytic techniques, we describe features and structures of integrated instruction as a planning ''problem.'' The teachers' problem-solving strategies under the...
Article
Discusses the observation and assessment of literacy development of young children in child care settings, and describes literacy goals and performance indicators for three- to five-year-old children. Introduces the "literacy album" as a means of gathering, observing, and interpreting information about children's literacy behaviors; and gives sugge...
Article
This study examined the influence of six African‐American parents’ involvement in literacy‐related activities at Head Start on their self‐confidence, responsivity and sensitivity to children's emerging literacy behaviors. Assuming the role of “parent‐teachers” in a literacy‐enriched play office setting, the parents engaged children, who voluntarily...
Article
An inventory of the reading‐ and writing‐like behaviors of eight preschoolers as demonstrated in their pretend play episodes is presented. It represents one set of findings from an ethnographic study which explored the nature of literate behavior in preschooler pretend play. Specific data analysis techniques used to construct the inventory are desc...
Article
A 6-month, qualitative study of the nature of literate behavior in the pretend play episodes of eight preschool children resulted in a taxonomy of their pretend play activity. Data were gathered in a setting where teachers implemented a cognitively oriented curriculum that encouraged language development and problem solving through play. Typically,...
Article
Typescript (photocopy). Thesis (Ph. D.)--Kent State University, 1987. Includes bibliographical references (leaves 228-241).

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