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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
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
FullText Text:
  Availability: 0
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  Data: Multimodal Instruction as a Bridge to Canonical Reading Engagement in Secondary English Education
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  Data: <searchLink fieldCode="SO" term="%22English+in+Texas%22"><i>English in Texas</i></searchLink>. 2025 55(1):14-20.
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  Data: 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
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 14
    Subjects:
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: English Teachers
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Reader Response
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Reading Attitudes
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      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Educational Strategies
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Multiple Literacies
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      – TitleFull: Multimodal Instruction as a Bridge to Canonical Reading Engagement in Secondary English Education
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