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Reading Horizons: A Journal of Literacy and Language Arts

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Editorial Review Board Vol. 60 Issue 1 Jan 2021

Editorial Review Board Vol. 60 Issue 1

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


"Are We Excavating Today?" A Portrait Of Vocabulary-Enhanced Intervention Practices, Deborah Kardane Jan 2021

"Are We Excavating Today?" A Portrait Of Vocabulary-Enhanced Intervention Practices, Deborah Kardane

Reading Horizons: A Journal of Literacy and Language Arts

This case study focused on the design and implementation of a third-grade vocabulary-enhanced reading intervention for below grade–level readers. The activities aimed to simultaneously engage students in tending to phonological, orthographic, syntactical, and semantic elements of new vocabulary words while also taking into account the vital role that collaboration and social interaction play in student learning. Descriptive statistics were integrated with qualitative methods focusing on language use in order to paint a complete portrait of students’ and teachers’ experiences with revised instructional practices. Findings suggest vocabulary instruction in an intervention setting can encourage student collaboration and social interaction while ...


Teachers’ Perspectives About Students’ Productive Textual Engagement In Social Studies, Jacquelynn S. Popp, Paula Di Domenico, Joanna Makhlouf Jan 2021

Teachers’ Perspectives About Students’ Productive Textual Engagement In Social Studies, Jacquelynn S. Popp, Paula Di Domenico, Joanna Makhlouf

Reading Horizons: A Journal of Literacy and Language Arts

Because close reading and critical analysis of multiple sources is central to social studies, understanding teachers’ perspectives about productive textual engagement is imperative. This comparative study explored twelve 5ththrough 11th-grade social studies teachers’ perspectives about supporting students’ textual engagement via think-aloud interviews. Teacher-participants read hypothetical vignettes representing four paradigms of instruction with texts in social studies classrooms. Participants ranked the vignettes, provided reasoning about their value, and reflected on their own practices in relation to the paradigms. Participants placed higher value on fostering students’ historical literacies and civic literacies than on supporting students’ content-area literacies or traditional content acquisition. There ...


Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner Jan 2021

Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner

Reading Horizons: A Journal of Literacy and Language Arts

Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and ...


A Comparison Between Preschool Teachers’ Read-Aloud Techniques With Fictional And Informational Picture Books In Small Groups, Ariel Robinson Jan 2021

A Comparison Between Preschool Teachers’ Read-Aloud Techniques With Fictional And Informational Picture Books In Small Groups, Ariel Robinson

Reading Horizons: A Journal of Literacy and Language Arts

Relatively little is known about preschool teachers’ read-aloud techniques with informational picture books. The purpose of this investigation was to identify similarities and differences between preschool teachers’ read-aloud techniques with fictional stories, which are commonly read in preschool, and informational texts. Instrumental case study and purposive sampling were employed to investigate the reading techniques of two White female teachers in one preschool classroom as they read in small groups with children two-and-a-half to five years old. In terms of similarities across genres, teachers made personal connections, prompted children to interpret pictures, used multimodal instruction, and differentiated instruction. In terms of ...


Editorial Review Board Rh V. 59 N.2 Sep 2020

Editorial Review Board Rh V. 59 N.2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk Sep 2020

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 ...


Bilingual Children's Talk About Informational Text: Focus On Ideas, Images, And Print, Laura Beth Kelly Sep 2020

Bilingual Children's Talk About Informational Text: Focus On Ideas, Images, And Print, Laura Beth Kelly

Reading Horizons: A Journal of Literacy and Language Arts

Current standards push for elementary students to have text-based and text-centric discussions of what they read. This study explored what bilingual third-grade students talked about during small-group text-based discussions of informational texts. The author conducted a qualitative analysis of 10 video-recorded discussions, five of books matched to students’ reading levels and five of complex texts one year ahead of students’ reading levels. Two groups of three students participated. All students needed additional support to read successfully at grade level. Findings show that only a quarter of student talk clearly connected to printed text. Their talk oriented toward ideas, images, and ...


Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis Sep 2020

Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis

Reading Horizons: A Journal of Literacy and Language Arts

It is essential to support teacher candidates in becoming culturally responsive and learning about social justice in the classroom as schools across the country become more culturally and linguistically diverse. In this qualitative study, the author looked at children’s literature as a way to support teacher candidates’ learning about critical literacy and social justice. Teacher candidates constructed an annotated bibliography of children’s texts centered around a topic of their choice. Findings suggest teachers increased their understanding and use of a critical literacy lens on the literature they selected and developed a deeper understanding of the potential connections between ...


The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey Sep 2020

The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey

Reading Horizons: A Journal of Literacy and Language Arts

Literacy coaches need support developing their professional capacities for coaching (Kern et al., 2018). This study explored the ways novice literacy coaches developed literacy coaching discourses during coursework in two reading specialist master’s degree programs. Through qualitative and discourse analysis of transcribed coaching videos and assignments, novice literacy coaching discourse was compared to professional literacy coaching discourse. Findings revealed candidates used coaching language and stances with varying degrees of success, but the discourse of novice and professional differed greatly. Five learner profiles of novice literacy coaching are presented: the interviewer, the role-player, the curious learner, the cheerleader, and the ...


Editorial Review Board Rh V. 59 N.1 Mar 2020

Editorial Review Board Rh V. 59 N.1

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard Mar 2020

Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard

Reading Horizons: A Journal of Literacy and Language Arts

Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had ...


Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke Mar 2020

Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke

Reading Horizons: A Journal of Literacy and Language Arts

Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research ...


Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin Mar 2020

Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin

Reading Horizons: A Journal of Literacy and Language Arts

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading, and higher self-efficacy to seek help when learning for academic purpose. There were no differences ...


Examining Literacy Specialist Candidates’ Self-Efficacy Beliefs In Leadership Competencies Before And After Internships In Schools, Nina L. Nilsson Mar 2020

Examining Literacy Specialist Candidates’ Self-Efficacy Beliefs In Leadership Competencies Before And After Internships In Schools, Nina L. Nilsson

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine differences in the self-efficacy beliefs of 25 literacy specialist candidates in three key leadership areas before and after 15-week internships in schools. The three leadership areas, identified by university faculty as important to the leadership role of literacy specialists in schools today, are: 1) serving as a resource to classroom teachers, administrators, and parents; 2) conducting staff development; and 3) engaging in literacy program development and coordination. Paired-sample t-tests used to evaluate pre/post-survey scores at the end of the 15 weeks suggest self-efficacy beliefs in all three categories grew significantly ...


Models Of Resistance: Novice Teachers Negotiating Barriers To Best Practice, Andrew P. Huddleston, Kathryn Ohle, Amy Mullins, Hannah Lowry, Denae Shake, Jordyn Arendse Jan 2020

Models Of Resistance: Novice Teachers Negotiating Barriers To Best Practice, Andrew P. Huddleston, Kathryn Ohle, Amy Mullins, Hannah Lowry, Denae Shake, Jordyn Arendse

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine how graduates from three teacher education programs made decisions regarding literacy instruction and assessment as well as the extent to which they were able to implement practices learned in their education programs. Participants were interviewed and observed multiple times, and a variety of documents, such as lesson plans, assessments, and journal prompts, were collected. Data were analyzed using the constant comparative method and Bourdieu’s concepts of field, capital, and habitus. Although the participants initially accepted the existing practices of their schools, they later implemented concepts learned in their education programs. The ...


Vol. 59, Issue 3 Editorial Review Board Jan 2020

Vol. 59, Issue 3 Editorial Review Board

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher Jan 2020

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 ...


Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes Jan 2020

Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a community service learning collaboration between a teacher education program and a nonprofit literacy society. Seventeen teacher candidates (TCs) tutored young readers weekly for seven months as part of their course-related field experience and completed reflective assignments analyzing their own learning and the learning of their tutees. The study demonstrates how the tutoring experience enhanced the pedagogical competence of TCs (kid-watching, assessment, instruction, responsiveness, professional conversations, and affirmation of impact). These findings align with contemporary research in literacy teacher preparation, which identifies that the combination of coursework and tutoring is effective in promoting the integration of TC ...


Comic Book Conversations As Pedagogies Of Possibilities In Urban Spaces, Ewa Mcgrail, Gertrude M. Tinker Sachs, Megan Lewis Jan 2020

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 ...


Editorial Review Board Rh V.58 N.3 Dec 2019

Editorial Review Board Rh V.58 N.3

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


A Current Overview Of Ten University-Based Reading Clinics, Bethanie Pletcher, Phyllis Robertson, Maureen Sullivan Dec 2019

A Current Overview Of Ten University-Based Reading Clinics, Bethanie Pletcher, Phyllis Robertson, Maureen Sullivan

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to explore the operations of a sample of university-based reading clinics in order to better understand their functions and practices and to inform the planning for the authors’ own clinic. This study was carried out in two phases. In Phase I, the authors conducted Internet searches and contacted knowledgeable university faculty to create a list of currently operating clinics. They then interviewed 10 reading clinic directors about the structure and functioning of their clinics. Each interview was audio-recorded, transcribed, and focus-coded for themes related to the interview questions. Themes were then grouped into the ...


"They Almost Become The Teacher": Pre-K To Third Grade Teachers’ Experiences Reading And Discussing Culturally Relevant Texts With Their Students, Amy Clark, Jane Fleming Dec 2019

"They Almost Become The Teacher": Pre-K To Third Grade Teachers’ Experiences Reading And Discussing Culturally Relevant Texts With Their Students, Amy Clark, Jane Fleming

Reading Horizons: A Journal of Literacy and Language Arts

This qualitative research study examined 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students. Teachers worked at four schools in a large urban school district and with child populations from different sociocultural and linguistic backgrounds. We employed provisional and open-coding to analyze teacher interview data. Three salient themes emerged from the data: children’s identity investment in reading and discussing CRTs, children’s interest in CRTs, and children’s depth of comprehension when discussing CRTs. Findings from teacher observations suggest that reading and discussing CRTs with children from nondominant social backgrounds can tap ...


“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah Dec 2019

“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah

Reading Horizons: A Journal of Literacy and Language Arts

Indonesia’s new literacy initiative called Gerakan Literasi Sekolah (GLS) focuses on developing literacy-rich school environments through a sequence of book engagements. As the locus of control in daily literacy activities (Lehman, 2007), teachers in Indonesia assume much of the responsibility for student literacy learning. Despite this, Indonesian teachers receive minimal preparation in facilitating literacy instruction using literature; for example, courses that introduce student teachers to children’s literature are not commonly offered in Indonesian teacher education. This study aims to fill in the dearth of data regarding the efforts to introduce Indonesian preservice teachers to literature for children and ...


Scaffolding Choice, Increasing Access: A Summer Initiative To Promote Middle School Students’ Book Reading, Lauren Capotosto Dec 2019

Scaffolding Choice, Increasing Access: A Summer Initiative To Promote Middle School Students’ Book Reading, Lauren Capotosto

Reading Horizons: A Journal of Literacy and Language Arts

Middle schools often mandate summer reading as a means of stemming summer learning loss, but research suggests that many students do not read any books during the summer months. Limited book access and difficulties self-selecting books are two barriers that can impact students’ summer reading practices. To address these challenges, students in one Grade 7 classroom participated in an initiative designed to scaffold book choices prior to summer break and to increase students’ access to high-interest books. Compared to students in a randomly selected business-as-usual classroom, students who participated in the book scaffolding initiative were more likely to read at ...


Editorial Review Board Rh V.58 N.2 Oct 2019

Editorial Review Board Rh V.58 N.2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.


Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird Oct 2019

Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird

Reading Horizons: A Journal of Literacy and Language Arts

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy ...


Examining Elementary Students' Purposeful And Ancillary Prior Knowledge Activation When Reading Grade Level Texts, Courtney Hattan, Daniel L. Dinsmore Oct 2019

Examining Elementary Students' Purposeful And Ancillary Prior Knowledge Activation When Reading Grade Level Texts, Courtney Hattan, Daniel L. Dinsmore

Reading Horizons: A Journal of Literacy and Language Arts

Prior knowledge activation is a crucial component of reading comprehension. Previous studies have examined students’ prompted (or solicited) purposeful knowledge activation, which occurs when the explicit goal is to activate knowledge, as well as ancillary knowledge activation, which is when students indirectly use their prior knowledge to fill in gaps in the text, form an opinion, or question the author. However, little is known regarding elementary students’ unprompted (or unsolicited) purposeful and ancillary activation of prior knowledge while reading grade level texts. The purpose of the current study was to (a) examine differences between third and fifth grade students on ...


Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus Oct 2019

Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus

Reading Horizons: A Journal of Literacy and Language Arts

In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, tensions facing exemplary literacy teachers were examined through a qualitative interview study. Participants included nineteen experienced PK-6th grade teachers from across the U.S. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that schools can ...


The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan Oct 2019

The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan

Reading Horizons: A Journal of Literacy and Language Arts

The overarching purpose of writing is to communicate; as such, the intended audience is a critical consideration for writers. However, elementary school writing instruction commonly neglects the role of the audience. Typically, children are asked to compose a piece of text without a specific audience that is usually evaluated by the classroom teacher. Previous studies have found a relationship between audience specification and higher quality writing among older children; this study examines the impact of audience specification on young children’s writing. Using a within-subjects design, the study compared writing quality when second-grade students wrote for internal versus external audiences ...