Multimodal Instruction as a Bridge to Canonical Reading Engagement in Secondary English Education
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| Title: | Multimodal Instruction as a Bridge to Canonical Reading Engagement in Secondary English Education |
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| Language: | English |
| Authors: | Lydia J. Gilpin, Jennifer M. Smith |
| Source: | English in Texas. 2025 55(1):14-20. |
| Availability: | Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Higher Education Postsecondary Education |
| Descriptors: | Secondary Education, Grade 7, Learning Modalities, English Instruction, English Teachers, Preservice Teachers, Reader Response, Learner Engagement, Multimedia Instruction, Reading Attitudes, Reading Materials, Educational Strategies, Teaching Methods, Multiple Literacies |
| ISSN: | 0425-0508 |
| Abstract: | This article details how a preservice teacher discovered that small changes in the delivery of content through multimodal avenues create big changes in engagement with required canonical texts. The authors explain why multimodal instruction should be utilized. Then, readers are provided with descriptions of two example lessons using a multimodal framework and concepts that the preservice teacher taught in a seventh-grade classroom, along with reflections after planning and teaching those lessons. These offer a foundation for educators seeking strategies to engage today's students with required reading on a level that is both relatable and content rich. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483584 |
| Database: | ERIC |
| Abstract: | This article details how a preservice teacher discovered that small changes in the delivery of content through multimodal avenues create big changes in engagement with required canonical texts. The authors explain why multimodal instruction should be utilized. Then, readers are provided with descriptions of two example lessons using a multimodal framework and concepts that the preservice teacher taught in a seventh-grade classroom, along with reflections after planning and teaching those lessons. These offer a foundation for educators seeking strategies to engage today's students with required reading on a level that is both relatable and content rich. |
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| ISSN: | 0425-0508 |