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Full-Text Articles in Education

Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller Mar 2019

Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller

Reading Horizons: A Journal of Literacy and Language Arts

Over the past four decades, a number of researchers have attempted to describe the reading habits of teachers. Some have investigated the impact of reading habits generally, while most have focused on some kind of loosely defined “professional reading.” In relationship to this body of literature, the purpose of our descriptive survey study, which invited teachers from randomly selected schools in both large and small districts across the United States, was to both add to and update the available literature regarding teachers’ professional reading habits. We found that reading for professional development appears to be a common activity for the ...


Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye Dec 2017

Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye

Reading Horizons: A Journal of Literacy and Language Arts

While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different. As part of a year-long grant funded professional development project, the authors led teams of educators from two districts through a series of workshops which included ways teachers could increase home-school connections to support the children’s literacy. Data from participant surveys with Likert-scale and open-ended questions provided evidence that the professional development experiences resulted in an increase in ...


Exploring Writing Circles As Innovative, Collaborative Writing Structures With Teacher Candidates, Sherron Killingsworth Roberts, Norine Blanch, Nandita Gurjar Jan 2017

Exploring Writing Circles As Innovative, Collaborative Writing Structures With Teacher Candidates, Sherron Killingsworth Roberts, Norine Blanch, Nandita Gurjar

Reading Horizons: A Journal of Literacy and Language Arts

Writing circles are “small groups . . . meeting regularly to share drafts, choose common writing topics, practice positive response, and in general, help each other become better writers” (Vopat, 2009, p. 6). In this exploratory study, writing circles were employed with elementary teacher candidates in hopes of enhancing their perceptions about writing and authorship. This mixed methods pilot used a convenience sample of 28 teacher candidates in a language arts methods course. Based on interest and using writing workshop elements, weekly writing circles were formed and generated one collaborative manuscript. Afterward, 68% of candidates reported improvement in writing skills. Retrospective responses were ...


Reading In English And In Chinese: Case Study Of Retrospective Miscue Analysis With Two Adult Ells, Yang Wang, Carol J. Gilles Jan 2017

Reading In English And In Chinese: Case Study Of Retrospective Miscue Analysis With Two Adult Ells, Yang Wang, Carol J. Gilles

Reading Horizons: A Journal of Literacy and Language Arts

Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read two pieces in simplified Chinese and two in English respectively. This study demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their confidence to read, acquire more agency, and learn more about the English language. RMA is a ...


Fictional Narratives About Individuals With Autism Spectrum Disorder: Focus Group Analysis And Insight, Teresa Cardon, Jane E. Kelley Oct 2016

Fictional Narratives About Individuals With Autism Spectrum Disorder: Focus Group Analysis And Insight, Teresa Cardon, Jane E. Kelley

Reading Horizons: A Journal of Literacy and Language Arts

Given the CDC’s report of a 30% increase in autism spectrum disorder (ASD) diagnoses over the past two years, it is important to increase awareness and educate teachers and students in both general and special education classrooms. One way to bridge the gap between students with and without ASD is to use authentic narrative fiction as a teaching tool. The goal of this study was to identify aspects of stories with characters with ASD that contribute to authentic and accurate depictions. Insights were elicited from focus groups that included insiders, individuals or family members with ASD, and educators who ...


Making Meaning With Friends: Exploring The Function, Direction And Tone Of Small Group Discussions Of Literature In Elementary School Classrooms, Katie Peterson Oct 2016

Making Meaning With Friends: Exploring The Function, Direction And Tone Of Small Group Discussions Of Literature In Elementary School Classrooms, Katie Peterson

Reading Horizons: A Journal of Literacy and Language Arts

The merits of decentralized small groups has been questioned in literature and by practicing teachers; thus this study shows the academic and identity work children do as they attempt to make meaning in these spaces.This study explores the affordances and drawbacks of decentralized small group discussion contexts in a multiage (3rd/ 4th) grade classroom. Practical and theoretical implications from the data suggest that decentralized small groups are valuable in a variety of ways, but children need to be guided in developing effective interactional styles. Data were analyzed using a combination of constant comparative methods and a micro analysis of ...


The Common Core Writing Standards: A Descriptive Study Of Content And Alignment With A Sample Of Former State Standards, Gary A. Troia, Natalie G. Olinghouse, Joshua Wilson, Kelly A. Stewart, Ya Mo, Lisa Hawkins, Rachel A. Kopke Oct 2016

The Common Core Writing Standards: A Descriptive Study Of Content And Alignment With A Sample Of Former State Standards, Gary A. Troia, Natalie G. Olinghouse, Joshua Wilson, Kelly A. Stewart, Ya Mo, Lisa Hawkins, Rachel A. Kopke

Reading Horizons: A Journal of Literacy and Language Arts

Many students do not meet expected standards of writing performance, despite the need for writing competence in and out of school. As policy instruments, writing content standards have an impact on what is taught and how students perform. This study reports findings from an evaluation of the content of a sample of seven diverse states’ current writing standards compared to content of the Common Core State Standards for writing and language (CCSS-WL). Standards were evaluated for breadth of content coverage (range), how often content was referenced (frequency), the degree of emphasis placed on varied content elements (balance), and the degree ...


Reading Horizons Vol. 55 No. 2 Jul 2016

Reading Horizons Vol. 55 No. 2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Creating Spaces For Literacy, Creating Spaces For Learning, Christy M. Howard Jul 2016

Creating Spaces For Literacy, Creating Spaces For Learning, Christy M. Howard

Reading Horizons: A Journal of Literacy and Language Arts

This study represents the practices of a middle school social studies teacher as she focuses on integrating questioning, reading, and writing in her content area. This teacher uses literacy strategies to engage students in practices of reading multiple texts and writing to showcase learning. She creates opportunities for students to make connections to their learning, posing questions to enhance critical thinking and the use of multiple sources to support responses. Through these actions, she creates spaces for student reading, writing, and learning to occur.


Choice And Rigor: Achieving A Balance In Middle School Reading/Language Arts Classrooms In The Era Of The Common Core, Nancy L. Stevens Jul 2016

Choice And Rigor: Achieving A Balance In Middle School Reading/Language Arts Classrooms In The Era Of The Common Core, Nancy L. Stevens

Reading Horizons: A Journal of Literacy and Language Arts

While the advantages of reading workshops are well known (Atwell, 1998), there is currently a debate among scholars, practitioners, and politicians about the use of instructional/independent level texts in light of the Common Core Standards’ end-of-year requirement for students to be reading at grade level (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Particularly in middle school, where motivation to read often declines, a workshop approach can help students develop and strengthen their interest in reading. A classroom survey completed by middle school students in a suburban school district in the Midwestern United ...


“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Papola-Ellis Jul 2016

“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Papola-Ellis

Reading Horizons: A Journal of Literacy and Language Arts

The use of critical literacy with children’s books that focus on social issues and disrupt the status quo can be a powerful way to create spaces for conversations with students about social justice and empowerment. Teacher candidates in a semester long children’s literature course were asked to respond to a range of children’s texts that dealt with many social issues and disrupted the commonplace. Despite an explicit emphasis on critical literacy and social justice, the candidates were very resistant to using many of the texts in their own future classrooms. They had strong emotional reactions that prevented ...


Pre-Service Teachers' Growth In Understandings Of Best Practice Literacy Instruction Through Paired Course And Field Experience, Jamie Lipp, Sara R. Helfrich Jul 2016

Pre-Service Teachers' Growth In Understandings Of Best Practice Literacy Instruction Through Paired Course And Field Experience, Jamie Lipp, Sara R. Helfrich

Reading Horizons: A Journal of Literacy and Language Arts

Illiteracy is on the rise in the United States, and the potential negative impact on today’s struggling reader is devastating. Now more than ever, preparing pre-service teachers to be effective teachers of literacy is crucial. This study examined the growth in understandings of best practice literacy of eleven pre-service teachers through paired course and field work. Results reveal that through paired course and field work, growth of best practice literacy instruction is shown by pre-service teachers’ enhanced abilities to define, assign importance, and relate to implications for student learning as well as develop efficacy around their use. Results of ...


Reading Horizons Vol. 55 No. 1 Mar 2016

Reading Horizons Vol. 55 No. 1

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


The Contribution Of Morphological Knowledge To 7th Grade Students’ Reading Comprehension Performance, Kouider Mokhtari, Joanna Neel, Abbey Matatall, Andrea Richards Mar 2016

The Contribution Of Morphological Knowledge To 7th Grade Students’ Reading Comprehension Performance, Kouider Mokhtari, Joanna Neel, Abbey Matatall, Andrea Richards

Reading Horizons: A Journal of Literacy and Language Arts

In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students’ morphological knowledge, and whether skilled readers do in fact have higher levels of morphological knowledge than less skilled student peers. We found that students’ sensitivity to the morphological structure of words accounted for 18% of the variance in these students’ reading performance. We further found that skilled readers ...


Reading Comprehension Strategies In Secondary Content Area Classrooms: Teacher Use Of And Attitudes Towards Reading Comprehension Instruction, Molly Ness Mar 2016

Reading Comprehension Strategies In Secondary Content Area Classrooms: Teacher Use Of And Attitudes Towards Reading Comprehension Instruction, Molly Ness

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom observation, a total of 82 minutes (3%) of reading comprehension instruction was observed. The qualitative findings reveal that teachers did not feel qualified or responsible for providing explicit instruction on reading comprehension. Teachers pointed to the pressure to cover content in preparation for state standardized tests as barriers to ...


Enhancing Nonfiction Reading Comprehension Through Online Book Discussions, Angela Falter Thomas Oct 2015

Enhancing Nonfiction Reading Comprehension Through Online Book Discussions, Angela Falter Thomas

Reading Horizons: A Journal of Literacy and Language Arts

Abstract

The introduction of Common Core State Standards has many middle grade school teachers concerned with implementing standards while retaining student reading engagement and motivation strategies. This study analyzes the effectiveness of providing social networking strategies in online book discussion groups on enhancing middle grade student reading engagement and motivation. Additionally, this study reaffirmed that offering students choice of texts fostered more autonomous learning habits. Finally as a result of facilitating these online book discussions, graduate students were able to learn and develop more effective strategies and skills for engaging and motivating middle grade student reading. It is hoped that ...


Reading Horizons Vol. 54 No. 2 Oct 2015

Reading Horizons Vol. 54 No. 2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Reading Horizons Vol. 54 No. 1 Aug 2015

Reading Horizons Vol. 54 No. 1

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Selecting Words For Instruction During Primary Read-Alouds, Karen J. Kindle Aug 2015

Selecting Words For Instruction During Primary Read-Alouds, Karen J. Kindle

Reading Horizons: A Journal of Literacy and Language Arts

Reading aloud is a wide-spread practice in early childhood and primary classrooms that is purported to develop a range of literacy skills, including vocabulary. Since it is not feasible to teach all of the words in a given text, efforts to maximize the instructional power of read-aloud events have included research regarding word selection. This study explores the extent to which research-based practices for selecting words for instruction have been incorporated into the practices of four primary grade teachers. Findings indicate that teachers may rely more on intuition and personal experience to select words rather than following expert’s recommendations ...


Fifth Graders Blog With Preservice Teachers To Discuss Literature, Lindsay Yearta, Katie Stover, Rachel Sease Aug 2015

Fifth Graders Blog With Preservice Teachers To Discuss Literature, Lindsay Yearta, Katie Stover, Rachel Sease

Reading Horizons: A Journal of Literacy and Language Arts

In this study, fifth grade students participated in a pen pal project with pre-service teachers where they blogged for eight weeks about the book, A Long Walk to Water, by Linda Sue Park. Partnerships were established to provide fifth grade students with an authentic audience in an effort to increase engagement in reading and writing. The authors posit that individualized instruction, access to an authentic audience, and the utilization of technology contributed to students' growth as readers, writers, and global citizens.


“Do You Have A Brother? I Have Two!”: The Nature Of Questions Asked And Answered In Text-Focused Pen Pal Exchanges, Elizabeth M. Hughes, Lea Evering, Jacquelynn A. Malloy, Linda B. Gambrell Dec 2014

“Do You Have A Brother? I Have Two!”: The Nature Of Questions Asked And Answered In Text-Focused Pen Pal Exchanges, Elizabeth M. Hughes, Lea Evering, Jacquelynn A. Malloy, Linda B. Gambrell

Reading Horizons: A Journal of Literacy and Language Arts

Authentic learning experiences are those in which students engage with texts as well as the behaviors of reading and writing within contexts of real-world use beyond traditional academic use. This study provides quantitative analysis of how students (n=200) engaged with an adult pen pal in a shared literacy experience. Findings indicate that students actively participated with their adult pen pals asking and answering more personal questions than literature-based questions. Data were disaggregated for reading ability and gender. Students who were considered above-grade level readers asked and answered significantly more questions than students considered below grade level in reading. Girls ...


A Formative Study: Inquiry And Informational Text With Fifth-Grade Bilinguals, Lindsey Moses Dec 2014

A Formative Study: Inquiry And Informational Text With Fifth-Grade Bilinguals, Lindsey Moses

Reading Horizons: A Journal of Literacy and Language Arts

This article includes the findings from a formative experiment implementing inquiry with informational texts in a fifth-grade bilingual classroom after the completion of state assessments. The pedagogical goals were focused on facilitating engaged reading and writing for native Spanish-speakers and building content knowledge and related academic vocabulary in English. The intervention was designed to emphasize modeling of research, strategies of the inquiry process, self-selected reading, informational text-creation and peer interactions, discussions and feedback regarding inquiry. In this article, the author shares initial instructional plans for implementation as well as modifications that were made based on factors inhibiting and advancing the ...


Addressing The ‘Shift’: Preparing Preservice Secondary Teachers For The Common Core, Stephanie M. Bennett, Steven M. Hart Dec 2014

Addressing The ‘Shift’: Preparing Preservice Secondary Teachers For The Common Core, Stephanie M. Bennett, Steven M. Hart

Reading Horizons: A Journal of Literacy and Language Arts

Common Core represents a shift in content-area literacy instruction, broadening from a narrow focus on generalizable skills to also include a disciplinary perspective of literacies specific to the specialized language and habits of thinking within particular subjects. This requires teachers to be knowledgeable in their content and possess competence in pedagogical practices that allow them to scaffold their students’ literacy development within these disciplines. We examined how the implementation of a Disciplinary Literacy Project into a content-area literacy course influenced preservice secondary teachers’ disciplinary literacy practice. The findings suggest structured inquiry into disciplinary communities enhances preservice teachers’ understanding of disciplinary ...


Editors' Letter To Readers Dec 2014

Editors' Letter To Readers

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Reading Horizons Vol. 53 No. 4 Dec 2014

Reading Horizons Vol. 53 No. 4

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Letter To Readers Sep 2014

Letter To Readers

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Grades Five And Six Students’ Representation Of Meaning In Collaborative Wiki Writing, Shelley Stagg Peterson, Christine Portier Sep 2014

Grades Five And Six Students’ Representation Of Meaning In Collaborative Wiki Writing, Shelley Stagg Peterson, Christine Portier

Reading Horizons: A Journal of Literacy and Language Arts

This paper examined grades 5 and 6 students’ participation in wikis while writing reports on social studies topics. An analysis of eight wikis showed that students represented meanings they had constructed about their topics by engaging in knowledge telling practices (e.g., introducing, stating, or repeating information or an idea and developing previous ideas with examples, statistics or other information) more frequently than they engaged in knowledge transforming processes, such as drawing conclusions, identifying cause-effect relationships, or making inferences or judgements. Our research shows that Bereiter and Scardamalia’s model (1987) is useful to inform the development of tools for ...


Stepping Into Science Fiction: Understanding The Genre, Diane Barone, Rebecca Barone Sep 2014

Stepping Into Science Fiction: Understanding The Genre, Diane Barone, Rebecca Barone

Reading Horizons: A Journal of Literacy and Language Arts

This manuscript focuses on fifth graders’ understanding of science fiction. It is argued that it is necessary for students to understand both reading strategies and the key elements of a genre for comprehension. Students read The Giver within literature circles and conversation and written responses about the book were used for analysis. It was found that students often focused on the same aspects of text and noticed several elements of science fiction.


Understanding Literacy Teacher Educators’ Use Of Scaffolding, Joyce E. Many, Eudes Aoulou Sep 2014

Understanding Literacy Teacher Educators’ Use Of Scaffolding, Joyce E. Many, Eudes Aoulou

Reading Horizons: A Journal of Literacy and Language Arts

This inquiry examined four literacy teacher educators’ perspectives and practices as related to scaffolding by using document analysis (i.e. syllabus), observations, and interviews. Findings indicated these teacher educators used scaffolding to develop preservice teachers’ dispositions, strategies, and conceptual understandings. Faculty used scaffolding processes such as modeling, feedback, purposeful structured assignments, discussions, and reflective pieces. Participants’ use of scaffolding varied; with the participant with more years of teacher education experience exhibiting a richer and larger repertoire of scaffolding strategies. Findings also suggested some faculty might be unsure of how to monitor preservice teachers’ growth in order to provide subsequent scaffolding.


Helping Elementary Teachers To Think Aloud, Molly Ness Jun 2014

Helping Elementary Teachers To Think Aloud, Molly Ness

Reading Horizons: A Journal of Literacy and Language Arts

An essential element in teaching children to effectively comprehend text is the use of teacher-led think alouds. The article follows a semester-long project with 31 inservice teachers, who planned, implemented, transcribed, and reflected upon think aloud lessons to build student comprehension. Through multiple exposures to think alouds, teachers made significant growth in the quantity and quality of reading comprehension strategies they incorporated. Discussion focuses on the successes and struggles that teachers encountered when thinking aloud. Finally, suggestions for supporting teachers in effectively thinking aloud are provided.