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Reading Horizons Vol. 51, No. 4
Reading Horizons Vol. 51, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 51, issue 4.
Café Culture: Promoting Empowerment And Pleasure In Adolescent Literacy Learning, Brandi Gribble Mathers, Amanda J. Stern
Café Culture: Promoting Empowerment And Pleasure In Adolescent Literacy Learning, Brandi Gribble Mathers, Amanda J. Stern
Reading Horizons: A Journal of Literacy and Language Arts
The 160 third, seventh, and eleventh-graders involved in this study agreed, almost unanimously, that reading was“important.” Participants cited the empowering benefits of reading as they justified this opinion. However, with regards to the enjoyment of reading, fewer middle and high school participants reported “liking” reading than their elementary counterparts and fewer reported reading in their free time.
One solution to this dilemma involves providing adolescent students with a context devoted solely to pleasure reading. In doing so, educators can look to an institution that boasts both an historical link to literate culture and current-day pop culture appeal: the coffeehouse. When …
Reading Horizons Vol. 51 No. 3
Reading Horizons Vol. 51 No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 52, issue 2. December 2011/January 2012. Last issue edited by Allison Baer.
Revitalizing Tier 2 Intervention With Graphic Novels, Linda Smetana, Dana L. Grisham
Revitalizing Tier 2 Intervention With Graphic Novels, Linda Smetana, Dana L. Grisham
Reading Horizons: A Journal of Literacy and Language Arts
The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in the RTI intervention program. In addition, graphic novels were used to develop students’ vocabulary and comprehension skills and resulted in increased progress for students’ fluency as measured by DIBELS. Since graphic novels are not grade level specific, they are appropriate for readers across grades. As a genre, graphic …