Digital Commons Network^™

Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk

Reading Horizons: A Journal of Literacy and Language Arts

In this article, the researchers share results from a study on teachers’ responses to professional learning experiences with a focus on balanced literacy methods to best meet the literacy needs of their d/Deaf students. The authors use theories of communities of practice, connected learning, and collective hope. Findings indicate that for professional learning to be meaningful and actionable, it needed to include the following four criteria: (1) must be relevant to the specific population of children; (2) must acknowledge and value organic, teacher-initiated professional learning; (3) must incorporate a collaboratively decided-upon shared purpose; and (4) must be joy driven and …

Comic Book Conversations As Pedagogies Of Possibilities In Urban Spaces, Ewa Mcgrail, Gertrude M. Tinker Sachs, Megan Lewis

Reading Horizons: A Journal of Literacy and Language Arts

The researchers in this qualitative case study explored the dialogic experiences of elementary school students during Comic Book Club meetings held in their local community resource center. The researchers wanted to know what experiences of dialogism were manifested in children’s conversations about reading, writing, and comic creation and what concepts of dialogism were evident in those experiences. The interview and observation data and artifacts suggest that co-construction of meaning and intertextuality played important roles in the dialogic experiences of the participants. Children’s co-construction of meaning and intertextuality also demonstrated engaged embodiment due to children’s spontaneous enactment of dance and dramatization …

Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher

Reading Horizons: A Journal of Literacy and Language Arts

Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers’ (4–6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children’s literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter …

Making Their Voices Count: Using Students’ Perspectives To Inform Literacy Instruction For Striving Middle Grade Readers With Academic Difficulties, Carolyn Groff

Reading Horizons: A Journal of Literacy and Language Arts

The consequences of lack of reading and poor reading skills are problematic for all students, regardless of background; however, for middle grade striving readers with academic difficulties these problems can lead to lower self-efficacy and motivation to engage in literacy tasks. Using the perspectives of urban, middle grade special education students, this article seeks to demonstrate how teachers can use student interview feedback to differentiate instruction by aligning their voices with appropriate practices. Consistent with previous research, (Roe, 2009; Smith &Wilhelm, 2002), the data show that supportive contexts increase self-efficacy and interest in reading. These perspectives have the potential to …

Reading Horizons, Vol. 53, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons, volume 53, issue 1.

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

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: 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

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 …

Bullies In Recent Books For Children And Young Adults, Terrell A. Young, Barbara A. Ward

Reading Horizons: A Journal of Literacy and Language Arts

Although some might consider bullying to be a 21st century problem, bullying seems to have been tolerated for decades, with adults often dismissing it through comments such as “Well, boys will be boys,” and “Sticks and stones may break your bones, but words can never hurt you,” or even “Girls don’t fight each other. They wouldn’t want to mess up their clothing.” Early on, perennial middle and high school favorite author Judy Blume addressed the cruelty kids direct toward other kids in her book Blubber (1974) in which a fifth grader endures denigrating comments and nicknames after doing a report …

From The Editor, Allison L. Baer

Reading Horizons: A Journal of Literacy and Language Arts

Introduction to the issue from editor Allison Baer.

Reading Horizons Vol. 50 No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons vol. 50 issue 4 with cover, table of contents, editorial advisory board and back matter including submission and subscription information.

Reading Graphically: Comics And Graphic Novels For Readers From Kindergarten Through High School, Barbara A. Ward, Terrell A. Young

Reading Horizons: A Journal of Literacy and Language Arts

Books reviewed: Grades K-2: Hayes, Geoffrey. (2010). Benny and Penny in the Toy Breaker; Holm, Jennifer L., & Holm, Matthew. (2010). Babymouse #13: Cupcake Tycoon; Rosentstiehl, Agnes. (2010). Silly Lilly in What Will I Be Today?; Smith, Jeff. (2009). Little Mouse Gets Ready.

Grades 3-4: Bruel, Nick. (2010). Bad Kitty vs Uncle Murray; Davis, Eleanor. (2009). The Secret Science Alliance and the Copycat Crook; Venable, Colleen A. F. (2010). And Then There Were Gnomes.

Grades 5-7: Deutsch, Barry. (2010). Hereville: How Mirka Got Her Sword; Ignatow, Amy. (2010). The Popularity Papers; Kinney, Jeff. (2010). Diary of a Wimpy Kid: The …

Are Avid Readers Lurking In Your Language Arts Classroom? Myths Of The Avid Adolescent Reader, Nance S. Wilson, Michelle J. Kelley

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a pilot study conducted with 10 identified avid adolescent readers who completed the Adolescent Motivation to Read Profile (AMRP) (Pitcher, Albright, DeLaney, Walker, Seunarienesingh, & Moggie, 2007) that includes both a survey to determine students’ self-concept and value of reading and an interview that sheds light on what motivates them to read as well as yields specific information about their reading habits. The researchers use this data to challenge current myths regarding avid readers and to suggest that teachers look more deeply at the types of literacy experiences they offer in their classroom in order to draw …

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.

Matching Instructional Design With Vocabulary Instruction, William Dee Nichols, William H. Rupley

Reading Horizons: A Journal of Literacy and Language Arts

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present thinkalouds that detail the steps in matching instructional design with those strategies, in order to reach the learning outcome. Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful settings. The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual …

The Importance And Use Of Student Self-Selected Literature To Reading Engagement In An Elementary Reading Curriculum, Denise Johnson, Anne Blair

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this article is to discuss the importance of student self-selecting literature and reading engagement in an elementary reading curriculum. The article discuses the use of self-selected reading in the context of child development, book difficulty, independent reading time accountability, and a supportive environment. The successful use of self-selected reading by the Children's Choices Project is also discussed.

Reading Horizons Vol. 38, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 38, issue 4.

Increasing Students' Achievement And Interest In Reading, Gary P. Moser, Timothy G. Morrison

Reading Horizons: A Journal of Literacy and Language Arts

Teachers of literacy have two major goals; to help their students become able readers and to help instill in their students the desire to read. This article reports a one year study in a fourth grade classroom to help students in both areas. The reading program in this fourth grade classroom included silent reading time, choices of reading materials, sharing of literature, and appropriate adult modeling of reading. Results included increases in reading rates, comprehension, vocabulary, and amount of reading accomplished by the students. Recommendations for teachers are provided based on findings of the study.

Case Study Analysis In Reding/Language Arts: Getting To The "Nitty-Gritty", Janet H. Towell

Reading Horizons: A Journal of Literacy and Language Arts

On the first day of class in a graduate reading assessment and evaluation course, my students were asked to formulate a list of questions in cooperative groups that should be considered when doing a case study on a student to assess his or her skills and abilities including strengths and needs in read ing/language arts. They were asked to think of any areas of concern that may affect the student's academic performance such as social or emotional factors. The following table of 20 questions was compiled by this group of 16 inservice teachers with varying levels of experience and expertise. …

Reading Horizons Vol. 37, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 37, issue 2.

An Environmental Impact Statement: Designing Supportive Literacy Classrooms For Young Children, D. Ray Reutzel, Mary Wolfersberger

Reading Horizons: A Journal of Literacy and Language Arts

The physical environment of the classroom can be a powerful tool in support of literacy learning or an unrecognized and undirected influence (Loughlin and Martin, 1987). Teachers who organize, arrange, and dress up their classrooms intuitively understand that, "Every home, every classroom, every school contains a certain atmosphere" (Van Manen, 1986, p. 31). Although peripherally accepted as an important part of literacy instruction for many years, too little attention has been focused on what the literacy environment of the classroom brings to children and their learning. Recent research by Neuman and Roskos (1990, 1992) demonstrates a clear relationship between the …

Struggling Readers In The Regular Classroom: A Personal Reflection, Curt Dudley-Marling

Reading Horizons: A Journal of Literacy and Language Arts

Eclecticism, a common alternative to the model of unique instruction, "holds that multiple perspectives and approaches will be necessary to accommodate the needs of children who possess differences in abilities and learning histories" (Kameenui, 1993, p. 376-383). Here teachers select the best teaching and learning activities from various approaches to literacy as a means of meeting the diverse needs of learners.

College Students' Reflections On Reading, Cindy Gillespie

Reading Horizons: A Journal of Literacy and Language Arts

Many college students are required to enroll in remedial or developmental classes because it is believed that they are at-risk: their abilities are insufficient for the demands of college work. Once classified as at-risk, these students usually find themselves in reading classes designed to improve comprehension, reading speed, vocabulary, study skills and/or content area reading.

Reading Horizons Vol. 25, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 25, issue 2.

Questions To Assist In Designing Supplementary Materials, Joanne L. Vacca

Reading Horizons: A Journal of Literacy and Language Arts

Have you ever walked into an elementary classroom and thought you were in the Christmas display window of F.A.O. Schwartz toy store? The teacher is, putting it mildly, creative and talented at making materials. Many of us are not this gifted, yet want to generate supplementary materials of the teacher-made variety for our own students. This is a good reason for becoming involved in designing and producing materials. A secon and even more practical reason is to help solve a real problem: the classroom is deficient in materials and there is little or no financial support available. What would you …

Ssr-What To Do When The Interest Is Gone, Patricia K. Smith

Reading Horizons: A Journal of Literacy and Language Arts

Recently, teachers have expressed concern because, despite the adherence to the established rules of SSR, the interest in silent reading has begun to diminish after several months.

Reading Horizons Vol. 24, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 24, issue 1.

Reading Interests Of Gifted Children, Sue Hawkins

Reading Horizons: A Journal of Literacy and Language Arts

If gifted children have learning styles that differ from the normal, are their reading interests also different? The purpose of this study was to assess the expressed reading interests of a group of gifted children and to determine if their reading interests differ from the interests of other children in their age group.

A Recreational Reading Program For Disabled Readers: It Works!, Marilyn A. Colvin, Elton Stetson

Reading Horizons: A Journal of Literacy and Language Arts

Much has been written about the desirability of turning disabled readers on to reading. Replacing negative feelings and disinterest which disabled readers typically have toward books is one of the most difficult tasks of all. But when disabled readers report little or no encouragement from home the challenge becomes even greater. Recent research has shown three very important factors in developing interest in reading-all three factors within the home: (1) fathers who read to children; (2) mothers who read to children and; (3) the availability of easy reading material in the home (Sucher, Note 1). When asked about reading habits …