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Reading Horizons Vol.47 No 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 47 issue 2.
Reading Interest And Behavior In Middle School Students In Innercity And Rural Settings, Daphne Greenburg, Amanda D. Gilbert, Laura D. Fredrick
Reading Interest And Behavior In Middle School Students In Innercity And Rural Settings, Daphne Greenburg, Amanda D. Gilbert, Laura D. Fredrick
Reading Horizons: A Journal of Literacy and Language Arts
We examined the reading interest and behavior of students in one rural (n = 664) and one inner-city (n = 510) middle school. Responses to the questionnaire indicated that in general, middle school students are not interested in reading and spend very little time engaged in various reading activities. Further analysis of the data showed differences among school, gender, and grade in responses to the questionnaire. Therefore, although one can make broad claims about middle school students, we propose that it may be useful to look also at different groups of middle school students when trying to make decisions concerning …
Investigating Connections Between Teacher Beliefs And Instructional Practices With Struggling Readers, Sherry W. Powers, Cassie Zippay, Brittany Butler
Investigating Connections Between Teacher Beliefs And Instructional Practices With Struggling Readers, Sherry W. Powers, Cassie Zippay, Brittany Butler
Reading Horizons: A Journal of Literacy and Language Arts
This study examines and describes the changes in four teachers' beliefs and practices in literacy and literacy assessment over the course of a yearlong graduate level clinical experience. Four teachers who worked in the university literacy clinic as part of their graduate course work participated in this study. Two of the four teachers teach elementary aged pupils in a public school, another serves as a reading resource educator at a public elementary school, and the fourth teaches high school-aged students at an alternative school associated with a public school. Findings indicate that teacher beliefs and their classroom instruction are often …
The Impact Of Multiple Fluency Interventions On A Single Subject, Jennifer Morra, Diane H. Tracey
The Impact Of Multiple Fluency Interventions On A Single Subject, Jennifer Morra, Diane H. Tracey
Reading Horizons: A Journal of Literacy and Language Arts
This study investigates the effectiveness of multiple fluency interventions on a single subject in grade three. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling were implemented over a period of eight weeks. Results indicated that using multiple fluency strategies, rather than a single fluency strategy as is usually investigated, was positively associated with improvement in oral reading
Knowing The Text, Knowing The Learner: Literature Discussions With Fifth Grade Struggling Readers, Kristen Celani, Ellen Mcintyre, Elizabeth C. Rightmyer
Knowing The Text, Knowing The Learner: Literature Discussions With Fifth Grade Struggling Readers, Kristen Celani, Ellen Mcintyre, Elizabeth C. Rightmyer
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this article is to describe an action research study on the discourse patterns that seemed to best promote "developed" discussions of literature with fifth-grade struggling readers in an urban school. Developed discussions are those in which a substantial topic is maintained and the teacher-student talk included interpretations of the text and responses supported by textual, personal, and/or prior knowledge. Findings illustrated that developed discussions occurred in relation to the teacher's specific prompts and responses, the literature selected, and her focus on individual students.
Reading Horizons Vol.47 No 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 47 issue 1.
Harnessing The Power Of Story: Using Narrative Reading And Writing Across Content Areas, Steven Nathanson
Harnessing The Power Of Story: Using Narrative Reading And Writing Across Content Areas, Steven Nathanson
Reading Horizons: A Journal of Literacy and Language Arts
This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T Willingham are discussed. The effectiveness of stories is further supported by a review of research from diverse fields, including cognitive psychology, social and physical sciences, education, and communication. Suggestions and strategies for the use of narrative materials in content area settings beyond the elementary classroom are also provided.
Building Their Stories: Electronic Case Studies Of Struggling Readers, Terry S. Atkinson, Sarah C. Williams
Building Their Stories: Electronic Case Studies Of Struggling Readers, Terry S. Atkinson, Sarah C. Williams
Reading Horizons: A Journal of Literacy and Language Arts
Ten university graduate students created electronic case studies describing the learning of struggling readers as a part of this study designed to yield insights about literacy education and the efficacy of electronic case study development. A variety of data, analyzed through a qualitative content analysis, revealed understandings regarding participants' perceptions about themselves as learners, ideas about their influences on students, and revelations about literacy instruction. A final theme revealed that, as participants reflected upon their own learning; they also voiced a commitment to literacy teaching that went beyond their personal classroom settings. Further, researchers gained insights about how to better …
The Teacher's Response Process In Dialogue Journals, Donna E. Werderich
The Teacher's Response Process In Dialogue Journals, Donna E. Werderich
Reading Horizons: A Journal of Literacy and Language Arts
This grounded theory study explores how middle school literacy teachers used dialogue journals and the processes by which they responded to their students' written responses. Literary conversation between teacher and student was conceptualized as an ongoing scaffolding process within dialogue journals. Teachers used "response facilitators" including visual aids, modeling, questioning/requesting, and feedback independently and in combination with one another to scaffold literary conversation with students. Every response from a teacher had a place on a response continuum, fluctuating between instructional responses and conversational responses. There were times when the teachers' roles called for direct scaffolding, focusing on developing students' literacy …
Susanna's Way Of Becoming Literate: A Case Study Of Literacy Acquisition By A Young Girl From A Chinese Immigrant Family, Gaoyin Qian, Junlin Pan
Susanna's Way Of Becoming Literate: A Case Study Of Literacy Acquisition By A Young Girl From A Chinese Immigrant Family, Gaoyin Qian, Junlin Pan
Reading Horizons: A Journal of Literacy and Language Arts
Susanna, a young girl from a low-income Chinese immigrant family, develops her oral language proficiency quickly in Head Start and kindergarten; however, she needs more support in her reading and writing. This case study examines an unusual journey of Susanna's learning to read and write in English. Observations in her home indicate a home with limited print, whereas Head Start and kindergarten provide not only print rich environment but also teachers' and peers' support so that she moves from an English language observer to an English language user. However, she still struggles with the use of decontextualized language. Susanna's difficulties …
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 46.
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 46.
Supporting The Essential Elements With Cd-Rom Storybooks, Cathy J. Pearman, Shirley Lefever-Davis
Supporting The Essential Elements With Cd-Rom Storybooks, Cathy J. Pearman, Shirley Lefever-Davis
Reading Horizons: A Journal of Literacy and Language Arts
CD-ROM storybooks can support the development of the five essential elements of reading instruction identified by The National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Specific features inherent in these texts, audio pronunciation of text, embedded vocabulary definitions and animated graphics can be used to support readers' development of various reading skills. In addition, the International Society for Technology in Education states that computer technology should be used with young children to build their technological skill and comfort level. The use of CD-ROM storybooks for instruction in the five essential elements is an effective means of incorporating technology …
Characteristics Of Effective Spelling Instruction, Randall R. Wallace
Characteristics Of Effective Spelling Instruction, Randall R. Wallace
Reading Horizons: A Journal of Literacy and Language Arts
The author's experience with helping his granddaughters learn their spelling words led to a review of the literature on spelling theory and instruction. The purpose of this review was to answer the following questions: How should spelling words be chosen? Should spelling words be taught and tested in the list format? Is there a problem with using the same word list for all students? And, finally, what strategies should be taught to develop more effective spellers? By examining and responding to these questions, the author delineates a list of key characteristics to effectively teach spelling.
We Are Family: Using Diverse Family Structure With Children, Deanna Peterschick Gilmore, Kari Bell
We Are Family: Using Diverse Family Structure With Children, Deanna Peterschick Gilmore, Kari Bell
Reading Horizons: A Journal of Literacy and Language Arts
The structure of the American family has changed over the years. Although the traditional father, mother, child structure still dominates, other family patterns are emerging. In this article the authors present 1) current statistics relating to diverse family structures, 2) reasons for using diverse family structure literature with children, 3) recommendations of books to read depicting the various family structures such as: children of divorced parents, children in stepfamilies/blended families, children of adoption, children of international adoption, children of gay and lesbian parents and children in all kinds of families. The authors also include a list of suggested reading for …
Reading Horizons Vol. 46 No. 4
Reading Horizons Vol. 46 No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete Reading Horizons volume 46 issue number 4.
The Impact Of Biculturalism On Language And Literacy Development: Teaching Chinese English Language Learners, Barbara C. Palmer, Chia-I Chen, Sara Chang, Judith T. Leclere
The Impact Of Biculturalism On Language And Literacy Development: Teaching Chinese English Language Learners, Barbara C. Palmer, Chia-I Chen, Sara Chang, Judith T. Leclere
Reading Horizons: A Journal of Literacy and Language Arts
According to the 2000 United States Census, Americans age five and older who speak a language other than English at home grew 47 percent over the preceding decade. This group accounts for slightly less than one in five Americans (17.9%). Among the minority languages spoken in the United States, Asian-language speakers, including Chinese and other Asian and Pacific Islander languages, have increased by more than 75 percent. Futher, the proportion of Asian language speakers having difficulty speaking English has almost doubled (Klein, Bugarin, Beitranena, & McArthur, 2004). Today, Chinese students are one of the largest groups of English Language Learners …
Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace
Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace
Reading Horizons: A Journal of Literacy and Language Arts
This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures and (2) what is the resultant impact of these controlling factors on the teachers' classroom instruction. Findings indicated that participants felt pressure to conform to a particular school philosophy, but empowered themselves by solidifying their own philosophies of instruction.
Broadening Our View About Technology Integration: Three Literacy Educators' Perspectives, Shelley B. Wepner, Liqing Tao, Nancy M. Ziomek
Broadening Our View About Technology Integration: Three Literacy Educators' Perspectives, Shelley B. Wepner, Liqing Tao, Nancy M. Ziomek
Reading Horizons: A Journal of Literacy and Language Arts
What can we realistically expect teacher educators to do with technology, given the contexts in which they find themselves, the skills that they bring to their contexts, and the changes that they would need to make? We attempt to answer this question through three self-studies as we integrated technology into methods courses and student teaching supervision. Data sources included reflective journals, lesson plans, observations, and interviews. Pre-established categories and constant comparative method were used to analyze the data. Three common themes emerged (the issue of technology integration; the interdependence of skills, responsibilities, and context; and the mediation of context) that …
Reading Horizons Vol. 46 No. 3
Reading Horizons Vol. 46 No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete Reading Horizons volume 46 issue number 3.
Increasing Fluency In Disabled Middle School Readers: Repeated Reading Utilizing Above Grade Level Reading Passages, David D. Paige
Increasing Fluency In Disabled Middle School Readers: Repeated Reading Utilizing Above Grade Level Reading Passages, David D. Paige
Reading Horizons: A Journal of Literacy and Language Arts
This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-post-test design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning disabilities who received language arts instruction in a self-contained special education setting. A pretest- post-test measurement was conducted using the Flynt-Cooter Reading Inventory for the Classroom to measure reading level and reading rate. The study results suggest that for the classroom teacher, daily, extended use of a …
Development Of Literacy Beliefs And Practices: Preservice Teachers With Reading Specializations In A Field-Based Program, Wayne M. Linek, Mary Beth Sampson, I. Laverne Raine, Kimberly Klakamp, Brenda Smith
Development Of Literacy Beliefs And Practices: Preservice Teachers With Reading Specializations In A Field-Based Program, Wayne M. Linek, Mary Beth Sampson, I. Laverne Raine, Kimberly Klakamp, Brenda Smith
Reading Horizons: A Journal of Literacy and Language Arts
This manuscript documents a year-long descriptive case study of preservice teachers specializing in reading. The objectives of this study were to (a) better understand the development of literacy beliefs and change processes in preservice teachers with reading specializations engaged in the final year of their field-based teacher education program, and (b) ascertain factors influencing their change processes during the final year of preparation. The results highlight the shifts these preservice teachers made concerning their beliefs about literacy instruction and the factors that served as catalysts for those changes.