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Reading Horizons Vol. 32, No. 5
Reading Horizons Vol. 32, No. 5
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons, volume 32, issue 5.
Literature Groups And Literature Logs: Responding To Literature In A Community Of Readers, Kathy Everts Danielson
Literature Groups And Literature Logs: Responding To Literature In A Community Of Readers, Kathy Everts Danielson
Reading Horizons: A Journal of Literacy and Language Arts
Literature discussion groups as a vehicle for discussing and responding to literature have recently received much attention as an alternative to basal reading groups. Recent research advocates this type of grouping.
Looking Out For Low-Achieving Readers, Terrell A. Young, Deanne Mccullough
Looking Out For Low-Achieving Readers, Terrell A. Young, Deanne Mccullough
Reading Horizons: A Journal of Literacy and Language Arts
This article explores some practical, research based principles for teachers to use in maximizing the learning of low-achieving readers, those students who aren't yet reading at their potential, in the regular classroom.
Creating A Disabled Reader: A Father's Perspective, Jerry Phillips
Creating A Disabled Reader: A Father's Perspective, Jerry Phillips
Reading Horizons: A Journal of Literacy and Language Arts
Parents want their children to be competent in reading so the children can play the game on a level field.
The Non-Traditional Student, Brenda J. Wickey
The Non-Traditional Student, Brenda J. Wickey
Reading Horizons: A Journal of Literacy and Language Arts
Tired of the mediocre educational system in which she was trapped and the aimless direction in which it was taking her, she dropped out of school after her junior year, got a job in a factory, and was married that fall. Two years later she became a mother. The years that followed were happy, busy ones for her husband and her. They had four sons within five years. He began his own business and became quite successful. She was happy with her life, her family, her friends. Yet her husband knew. She wanted to teach.
Professional Book Review, Mary E. Hauser
Professional Book Review, Mary E. Hauser
Reading Horizons: A Journal of Literacy and Language Arts
Early Literacy: A Constructivist Foundation for Whole Language. C. Kamii, M. Manning, and G. Manning, Editors. 1991.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 32.
Concept Question Chain: A Framework For Thinking And Learning About Text, Barbara E. Johnson
Concept Question Chain: A Framework For Thinking And Learning About Text, Barbara E. Johnson
Reading Horizons: A Journal of Literacy and Language Arts
Teaching students to think and teaching students to develop concepts from text are important parts of reading instruction (Brozo and Simpson, 1991; Herber, 1978; McNeil, 1987). Teachers can guide students' conceptual learning by designing questions that focus on a specific concept and use these questions to stimulate postreading discussion. Research indicates the positive influence questioning has on students' comprehension and retention of prose (Anderson and Biddle, 1975)
Reducing The Risks: Reflections On Bridging Home And School Communication, S. Kay Dunlap, Beverly J. Bruneau
Reducing The Risks: Reflections On Bridging Home And School Communication, S. Kay Dunlap, Beverly J. Bruneau
Reading Horizons: A Journal of Literacy and Language Arts
Recent scholarship on literacy development has focused on studying young at-risk learners (Allen and Mason, 1989; Clay, 1982; Taylor and Dorsey-Gaines, 1988; Swap, 1990; Teale and Sulzby, 1986). As kindergarten and first grade teachers we worried about many of our students whose families were not in the cultural mainstream and whose literacy backgrounds appeared different from those of our more successful children. As we thought about how we might better teach our children we began to consider how we could improve our communication with the children's parents to begin to build a partner ship between home and school literacy experiences. …
"Real-Life" Reading Software And "At-Risk" Secondary Students, Shelley B. Wepner
"Real-Life" Reading Software And "At-Risk" Secondary Students, Shelley B. Wepner
Reading Horizons: A Journal of Literacy and Language Arts
Given that "in some inner-city public schools, more than 50 percent of the students leave before graduating" (Bialo and Sivin, 1989a, p. 35), educators are constantly searching for intervention programs and resources to reverse this trend (Moskowitz, 1989; Ryan and Brewer, 1990; Vescial 1989). Because the computer has been lauded for its ability to assume different software-driven roles, it is especially well-suited to the needs of at-risk students (Bialo and Sivin, 1989a, 1989b; Knights, 1988; Brooks, 1989; Knights, 1988).
Can You Tell A Book By Its Cover?, Jeanne M. Gerlach, Steven D. Rinehart
Can You Tell A Book By Its Cover?, Jeanne M. Gerlach, Steven D. Rinehart
Reading Horizons: A Journal of Literacy and Language Arts
Book fairs are great fun, and they offer students a chance to explore a world of books in a more exciting atmosphere than the school library. Today, many schools have self-selection programs and activities to suit the wide range of student reading abilities and interests. Multilevel materials are used, and students are encouraged to read as much as they can. Teacher advice and guidance is usually available as the need arises. Consequently, numerous schools have book fairs to stimulate reading through self-selection, and equally important, educators hope to promote reading interest and future reading growth. Accordingly, books for the fairs …
Planning Effective Whole Language Staff Development Programs: A Guide For Staff Developers, Barbara Moss
Planning Effective Whole Language Staff Development Programs: A Guide For Staff Developers, Barbara Moss
Reading Horizons: A Journal of Literacy and Language Arts
Whole language is sweeping the country. It has been described as part of a "revolution in teaching and learning" (Hiebert and Fisher, 1990), "an exciting grass-roots teacher movement that is changing curricula around the world" (Watson, 1989), and "the newest manifestation of progressive education" (Veatch, 1991). Several factors help provide evidence for its impact. First, approximately five percent of elementary teachers nationwide are using aspects of whole language and more are becoming users daily (O'Neil, 1989). Second, twenty-three states have literacy programs centered upon the use of literature (Cullinan, 1989). Third, membership in the Teaching About Whole Language Umbrella, a …
Metacognitive Strategies And Reading Achievement Among Developmental Students In An Urban Community College, Stephen P. O'Neill
Metacognitive Strategies And Reading Achievement Among Developmental Students In An Urban Community College, Stephen P. O'Neill
Reading Horizons: A Journal of Literacy and Language Arts
Several empirical studies have demonstrated positive relationships between the use of metacognitive strategies and reading achievement among both elementary and secondary school subjects (Bean, Singer and Sorter, 1986; Cross and Paris, 1988; Palincsar and Ransom, 1988) and college students (Nist, Simpson and Hogrebe, 1985; Palmer and Goetz, 1985; Weinstein and Underwood, 1985).
Reviews: Professional Materials, Jerry Phillips, Jeanne M. Jacobson, Alisa M. Wilkins, Karen Welch
Reviews: Professional Materials, Jerry Phillips, Jeanne M. Jacobson, Alisa M. Wilkins, Karen Welch
Reading Horizons: A Journal of Literacy and Language Arts
Esta De Fossard (1992). Food for Thought: Reading and Thinking Critically. Books for Children: Alef-bet; Stories to Solve; You'll Soon Grow Into Them, Titch; But Not Kate
Reading Horizons Vol. 32, No. 4
Reading Horizons Vol. 32, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons, volume 32, issue 4.
Expanding Horizons, Sharon Crawley, Linda Jones Mccoy, Victoria Hammett, Mary P. Deming, Maria Valeri-Gold
Expanding Horizons, Sharon Crawley, Linda Jones Mccoy, Victoria Hammett, Mary P. Deming, Maria Valeri-Gold
Reading Horizons: A Journal of Literacy and Language Arts
Mother Goose is Alive and Culturally Relevant; Predictable Books in a Middle School Class Writing Program; Computers and the Developmental Learner
Living Through Literacy Experiences Versus Literacy Analysis: Examining Stance In Children's Response To Literature, Joyce E. Many
Living Through Literacy Experiences Versus Literacy Analysis: Examining Stance In Children's Response To Literature, Joyce E. Many
Reading Horizons: A Journal of Literacy and Language Arts
In her transactional theory of reader-response, Rosenblatt (1978) has hypothesized that a reader's stance, or focus of attention when approaching literature affects the individual's reaction to and understanding of a work. An efferent stance indicates the reader's attention is focused on the information to be learned and can lead to a study of the text. From an aesthetic stance, on the other hand, the reader's focus is upon the lived-through literary experiencce and the experiences, thoughts, feelings, images, and associations which are evoked.
Can Middle School Students Summarize?, Andrea Giese Maxworthy, Arlene Barry
Can Middle School Students Summarize?, Andrea Giese Maxworthy, Arlene Barry
Reading Horizons: A Journal of Literacy and Language Arts
One frequently needed study skill is summarization. Summarizing text information is a valuable study activity which helps students understand and remember important ideas. In order to summarize, students must reduce the text to its main points. This requires an ability to analyze text structure and discard inessential information.
Reviews: Professional Materials, Robert Hafner, Elizabeth Gibboney, Sherry R. Myers, Jeanne M. Jacobson
Reviews: Professional Materials, Robert Hafner, Elizabeth Gibboney, Sherry R. Myers, Jeanne M. Jacobson
Reading Horizons: A Journal of Literacy and Language Arts
Science Learning: Processes and Applications. Carol Minnick Santa and Donna E. Alvermann (Eds.) 1991. Books for Children and Young Adults: The Day Patch Stood Guard; The Day Veronica Was Nosy; The Day Sidney Ran Off; The Day the Ducks Went Skating; The Pumpkin Man and the Craft Creeper; Monster Goes to School; Monster's Birthday Hiccups; Fast Forward; Reynard the Fox; Androcles and the Lion and Other Aesop's Fables; Tales of Edgar Allen Poe; Oscar Wilde: The Happy Prince and Other Stories
Using Poetry In The Intermediate Grades, Luethel M. Kormanski
Using Poetry In The Intermediate Grades, Luethel M. Kormanski
Reading Horizons: A Journal of Literacy and Language Arts
Poetry is the natural language of children. When children are observed at play, their enjoyment of rhyme, rhythm, alliteration, and other elements of poetry is obvious. One would assume that poetry would be emphasized in language arts instruction; however, this literature form is often a neglected aspect of this curriculum. Survey research suggests that the sharing of poetry by teachers with their classes decreases as students enter the intermediate grades and middle school grades.
The Development Of Basal Reader Teacher's Manuals, Lynda Stratman Robinson
The Development Of Basal Reader Teacher's Manuals, Lynda Stratman Robinson
Reading Horizons: A Journal of Literacy and Language Arts
Teacher's manuals were developed in the early years of the twentieth century to provide teachers with information on how to present new teaching techniques in reading. Over the years, these manuals have continued to attempt not only to present new techniques and ideas in response to research but also to provide teachers with increased amounts of materials so that teachers can offer instruction to meet the needs of individual children. No manual can ever take the place of a well-prepared teacher, but most manuals provide suggestions and supplementary materials which can be valuable to teachers.
Reading Horizons Vol. 32, No. 3
Reading Horizons Vol. 32, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons, volume 32, issue 3.
School-Based Staff Development To Encourage Reading In Elementary And Middle Schools, Linda Mixon Clary
School-Based Staff Development To Encourage Reading In Elementary And Middle Schools, Linda Mixon Clary
Reading Horizons: A Journal of Literacy and Language Arts
Recent educational reports, conferences, and articles have urged schools to allow students to read more than the seven to eight minutes per day currently allocated in many schools. Unfortunately, the basic skills emphasis of the last several years has drawn our attention away from emphasizing wide reading in school and allowing school time for students to read. This article contains several ideas for staff developers to use in helping schools plan how to encourage wide readings.