Education Commons^™

Perceptual And Perceptual-Motor Test Scores Are Not A Clue To Reading Achievement In Second Graders, Jean R. Harber

Reading Horizons: A Journal of Literacy and Language Arts

The research findings reviewed in this article suggest that the reason poor readers may not benefit from perceptual training programs may be that they already possess the very skills educators are attempting to develop, and do not need this training. The present study attempts to further clarify this issue by determining whether children who are achieving at various reading levels score differently on perceptual and perceptual-motor tasks.

Put Your Two Bottom Readers In Your Top Reading Group, Patricia M. Cunningham

Reading Horizons: A Journal of Literacy and Language Arts

This year I have been working in three high schools attempting to help the teachers of low level English classes teach their basic students reading and writing skills. In classroom after classroom, I find ninth, tenth, eleventh, and twelfth graders reading at third, fourth, and fifth grade levels. "How can it happen?" the English teachers ask me. "How can they get here? And after all those years of reading instruction in the elementary and middle grades, if they haven't learned to read any better by now, what can I possibly do about it?"

Questions For Critical Thinking In An Individualized Reading Conference, Angela M. Raimo

Reading Horizons: A Journal of Literacy and Language Arts

Individualized reading conferences with children are essential for diagnosis, goal setting, and evaluation. During the conference the teacher and the pupil check the reading records which are kept by the pupil and by the teacher. They may also discuss plans for reports or other creative class presentations.

The major portion of the conference, however, is the interview about the selection which the child has read. The teacher asks several questions in order to determine if the pupil has comprehended the selection. The kinds of questions which are asked usually determine the kind of thinking the child employs in reacting to …

Helping Students Understand Complicated Sentences, Kathleen C. Stevens

Reading Horizons: A Journal of Literacy and Language Arts

Teachers at all grade levels are often faced with students whose word analysis and vocabulary skills are adequate, yet who have a problem reading and understanding connected text in sentence form. Problems in sentence comprehension become particularly marked when students are asked to deal with the complicated sentence structures typical of more advanced reading material. Such sentences may have multiple subjects and predicates, embedded clauses and phrases, passive voice, and/or unusual word orders.

Title I And Reading Achievement: Some Perspectives As The Hatchet Descends, Jane Warren Meeks

Reading Horizons: A Journal of Literacy and Language Arts

In 1965 Congress enacted the Elementary and Secondary Education Act known as ESEA. Title I of this act provided financial assistance to local school districts for the planning and operation of special programs for the educationally deprived child. ESEA was designed as a supplemental program to upgrade the educational opportunities of children from low income areas, but not to supplant the educational programs than in progress. The goal of Title I was to eradicate children's educational inequities that were due to economic and social deprivation. It is clear that economic poverty was the primary focus. This is plainly stated in …

The New Role Of All Teachers For Improving Reading Skills (How To Survive With Less Title I Reading Money), Donald C. Cushenbery

Reading Horizons: A Journal of Literacy and Language Arts

The three major purposes of this article are to outline briefly the results that have been achieved in past Title I reading programs, the new role for all teachers for improving reading skills, and a prediction regarding the future of Title I reading programs.

Teacher Personality: Implications For Achievement In Reading, Dan T. Ouzts

Reading Horizons: A Journal of Literacy and Language Arts

Remedial reading students are unique individuals. They often have poor self-concept and may be frustrated from years of being labeled as underachievers. Often these students become discipline problems and act out their frustrations by assuming the roles of class clown, bully, cool dude, or anyone of many character parts which are used to hide feelings of inadequacy. The problems of these students are very real, and the students will use every facade imaginable to cover them up. Typical defense mechanisms include temper tantrums, fighting, flagrant impulsive insults, brooding bouts, and apathy--to cover up feelings of frustration and hopelessness (Mitchell, 1976).

Development Of A New Word List, W James Popham

Reading Horizons: A Journal of Literacy and Language Arts

Recent work in the field of criterion-referenced measurement has emphasized the key communicative role played by a test's specifications, that is, the rules employed to generate the actual items used on the test. Sometimes referred to as "domain specifications, II since those specifications make operational the domain of behaviors being assessed by the test, the specifications provide teachers with the skill definitions needed to organize their instruction. The more lucid such specifications are, the more likely educators will understand the skill being sought, and the more likely that they will design appropriate instructional sequences.

Rx For Round Robin Oral Reading, Jerry L. Johns

Reading Horizons: A Journal of Literacy and Language Arts

For more years than I care to count, round-robin oral reading has been a part of classroom instruction. When Dolores Durkin (1978) sought to study instruction in comprehension, one of her findings was that round-robin oral reading was common during the reading and social studies lessons. Oral reading was often poor under these circumstances-children stumbled over hard-to-pronounce terms, read in a monotone, and were often difficult to hear (1978,p.32). Round robin oral reading, for the uninitiated, is a procedure that has students in a reading group taking turns reading orally. This reading may follow silent reading or may be done …

Audio-Visual Stories: Pre-Reading Activities For Bilingual Children, Oran J. Stewart

Reading Horizons: A Journal of Literacy and Language Arts

The children arrive at the reading lab, exclaiming in a mixture of Navajo and English, expressing their enthusiasm, when they see the filmstrip projector and the tape-player ready for use. Some of them rush to the tape-player to read the title of the story from the cassette. Others try to obtain a copy of the text for the story. Once the lights are turned off and the viewing screen pulled down, the presentation will be interrupted only by the flipping of pages as the students watch, and read along.