[ { "url": "https://wou.omeka.net/s/repository/item/14579", "dcterms:title": [ "K-1 Literacy Learners' Club" ], "dcterms:creator": [ "Courtney K. King" ], "dcterms:date": [ "6/15/2025" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "CourtneyKing_PP_2025" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.", "https://rightsstatements.org/page/InC/1.0/?language=en" ], "dcterms:abstract": [ "The K-1 Literacy Learners' Club is a professional project designed to support early literacy development among kindergarten and first-grade students from lower socioeconomic backgrounds at Siuslaw Elementary School. Recognizing the critical importance of early reading skills as a foundation for academic success, this initiative provides targeted, engaging, and developmentally appropriate literacy interventions that address vocabulary, phonemic awareness, and comprehension. Through small-group instruction, interactive read-alouds, and hands-on literacy activities, the program seeks to close early achievement gaps and foster a love of reading in young learners who may otherwise lack access to enriching language experiences in a fun, club-style format.\nGrounded in research on early childhood education and parental and home involvement in literacy instruction, the project also emphasizes parent and guardian engagement, particularly with the digital activity resource guide for parents and guardians to continue working with their students at home. By equipping students with foundational reading skills in a supportive and inclusive environment, the K-1 Literacy Learners' Club aims to promote long-term academic confidence and success, setting the stage for continued learning and literacy growth in the primary grades and beyond." ], "bibo:degree": [ "Master of Science in Education: Curriculum and Instruction" ], "BIO:keywords": [ "literacy learners club", "early childhood", "language arts" ], "SKOS:note": [ "Max Perry", "Gina Halpin" ], "curation:type": [ "Professional Project" ] }, { "url": "https://wou.omeka.net/s/repository/item/5086", "dcterms:title": [ "The Importance of Reading with Children" ], "dcterms:creator": [ "Olivia M. Geisler-Wagner" ], "dcterms:date": [ "4/1/2021" ], "dcterms:type": [ "Text", "Honors Thesis" ], "dcterms:identifier": [ "honors_theses/243" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This project looks at how many people are actually reading with their children outside of school and deeply assesses the benefits that reading brings to a child’s life that carry into adulthood. Durham’s Partnership for Children (2016) conducted a study that shows only 46% of parents are reading with their child every day at home. More than half of families are not receiving the benefits of reading with their child that include decreases in behavioral outbursts, increases in fluency, vocabulary, and comprehension. Researchers have done many in depth studies that isolate and look for specific variables that show the benefits of reading, such as brain scans while viewing books or animations, or measuring the amount of words children know by the time they get to kindergarten, or analysing how intervention with good reading and parenting practices helps children thrive in the aforementioned areas. This project synthesized information from multiple sources and research projects into a brochure for parents to gain a more holistic view of the benefits of reading at home with their children. Taking multiple research papers and translating them from scientific language into everyday language helps parents to quickly read and understand the plethora of benefits their child would receive from being read to and with throughout their adolescence." ], "VIVO:departmentOrSchool": [ "Honors Program" ], "SKOS:note": [ "Marie LeJeune", "Gavin Keulks" ] }, { "url": "https://wou.omeka.net/s/repository/item/4462", "dcterms:title": [ "Providing Diverse Texts to Secondary Learners: Encouraging Critical Inquiry and Understanding" ], "dcterms:creator": [ "Elinor Manoogian-O'Dell" ], "dcterms:subject": [ "Language and Literacy Education", "Secondary Education" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/81" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "The goal of this action research project was to become a more competent educator when it comes to incorporating diverse literature in my classroom, and facilitate conversations about race, gender, and power among my students. A contributing factor to the ability to critically think is the capacity to read and reflect. Nationally, at least 8.7 million low-income students in kindergarten through fifth grade read below grade level. Research shows that income is closely tied to literacy rates (Van Pelt, 2018). By helping students connect texts to their own lives and critically analyze them, teachers are setting students up for success in the workplace, but also in their interpersonal relationships and daily lives. The methods of inquiry for this study focused on the principles and practices of action research, using self-study aligned with professional teaching standards, teacher artifacts, journal entries, classroom artifacts, lesson plans, and EDTPA materials as a means of data collection. I used these methods to address three research questions: (1) How can I encourage students to analyze texts through application to personal and social contexts?; (2) How can I develop pedagogical skills to engage students in discussions about race and power?; and (3) How do I develop a library that reflects critical literacy practices? Major themes that emerged from my research were self-study, expert recommendation, and student choice. In order to improve my disposition and ability to lead discussions about race and power, I need the background knowledge and practice to be prepared for those discussions." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Jaclyn Caires-Hurley, Lin Wu" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4299", "dcterms:title": [ "Dibels Data Informing Literacy Intervention in Primary Grades" ], "dcterms:creator": [ "Wendy Cortright" ], "dcterms:subject": [ "Education", "Tier II", "Assessment", "data-driven instruction", "phoneme", "fluency" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/162" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments." ], "dcterms:available": [ "6/8/2022" ], "bibo:degree": [ "Master of Science in Education: Reading" ], "SKOS:note": [ "Joshua Schulze, Chloe Hughes, Lin Wu" ], "curation:type": [ "professional_project" ] }, { "url": "https://wou.omeka.net/s/repository/item/3802", "dcterms:title": [ "Kindergarten Classroom in the Training School" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Classroom", "Kindergarten", "Oregon State Normal School (OSNS)", "Training School" ], "dcterms:description": [ "The kindergarten classroom at the Training School with children at their desks. Above is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904\" handwritten next to it. Below the image is typed \"KINDERGARTEN TRAINING SCHOOL\". On the backside is handwrittten \"Loretta Smith - standing by door.\"", "Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14542, height: 12542); then converted into jpg format" ], "dcterms:date": [ "1904" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/617" ], "dcterms:rights": [ "No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.", "http://rightsstatements.org/vocab/NoC-US/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Polk County--Monmouth" ] }, { "url": "https://wou.omeka.net/s/repository/item/3801", "dcterms:title": [ "Kindergarten Classroom Activity in the Training School" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Classroom", "Kindergarten", "Oregon State Normal School (OSNS)", "Training School" ], "dcterms:description": [ "The kindergarten classroom at the Training School with children and teachers in a circle in front of the desks. Above is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904, page 5\" handwritten next to it. Below the image is typed \"KINDERGARTEN TRAINING SCHOOL\".", "Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14257, height: 12714); then converted into jpg format" ], "dcterms:date": [ "1904" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/618" ], "dcterms:rights": [ "No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.", "http://rightsstatements.org/vocab/NoC-US/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Polk County--Monmouth" ] } ]