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Articles 1 - 15 of 15
Full-Text Articles in Education
“We Treat Them Like Animals In A Cage”: A Dialogic Exploration Of Refugee, Rachelle Kuehl
“We Treat Them Like Animals In A Cage”: A Dialogic Exploration Of Refugee, Rachelle Kuehl
Reading Horizons: A Journal of Literacy and Language Arts
Immersion in fiction narratives like Alan Gratz’s (2017) Refugee can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixthgrade students in biweekly discussions of Refugee. Prior to each of 10 sessions, students wrote dialogue journal entries in response …
Moving Across Rural Spaces: A Content Analysis Of Contemporary Realistic Fiction Picturebooks With Rural Settings, Suzette Youngs, James A. Erekson, Christine Kyser
Moving Across Rural Spaces: A Content Analysis Of Contemporary Realistic Fiction Picturebooks With Rural Settings, Suzette Youngs, James A. Erekson, Christine Kyser
Reading Horizons: A Journal of Literacy and Language Arts
Romanticized rural storytelling creates difficulties for rural children in finding mirrors, seeing people like themselves and places like their homes as principal characters and settings in picturebooks. The same romanticism likewise makes it unlikely for picturebook readers in cities and suburbs to find realistic windows into rural life. Despite children’s book publishers’ purposeful increases in realistic representations of children across racial and cultural groups in recent decades, realistic and diverse narratives within rural spaces remain underrepresented, if not invisible. Drawing on critical rural theory (Fulkerson & Thomas, 2014; Williams, 1973) and tenets of nostalgia and the rural idyll (Boym, 2001, …
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Reading Horizons: A Journal of Literacy and Language Arts
This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in videobased discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected and coded to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F …
Upper Elementary And Middle School U.S. Teachers’ Views Of Grammar And Its Instruction, Janice A. Dole, Elizabeth Thackeray Nelson, Adrienne Lowe Pahnke, Elisabeth Dibble Rush
Upper Elementary And Middle School U.S. Teachers’ Views Of Grammar And Its Instruction, Janice A. Dole, Elizabeth Thackeray Nelson, Adrienne Lowe Pahnke, Elisabeth Dibble Rush
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to investigate upper elementary (Grades 4–6) and middle school (Grades 6–8) teachers’ views of grammar and its instruction and to determine differences in their views about grammar, its instruction, and its importance to writing proficiency. Participants in this online study were 196 practicing teachers in eight school districts in one western U.S. state. Two thirds of the teachers in the study taught at the elementary level, and one third taught at the middle school level. When asked what they taught when teaching grammar, the large majority of these teachers reported teaching parts of speech, …
Editorial Review Board Vol. 60 Issue 3
Editorial Review Board Vol. 60 Issue 3
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Elementary School Library Collections: A Content Analysis Of Science Trade Books, Sandra W. Watson, Sheila F. Baker
Elementary School Library Collections: A Content Analysis Of Science Trade Books, Sandra W. Watson, Sheila F. Baker
Reading Horizons: A Journal of Literacy and Language Arts
In this study, science trade books from the libraries of 10 elementary schools across the United States were evaluated using the modified Hunsader rubric for their overall quality pertaining to science content, literacy, and critical literacy criteria. Findings indicate that 62% of the books met the overall science content criterion, 99% met the overall literacy criterion, and 41% met the overall critical literacy criterion. The majority of science trade books in each school were life science books, and the majority of books across all schools were 18–23 years old, with many being much older. Implications and recommendations are provided.
Examining The Underlying Structure Of Adult Literacy Practices At Home And Work, Melissa R. Killian, George Chitiyo, Nancy J. Kolodziej Ph.D., Ashley Akenson
Examining The Underlying Structure Of Adult Literacy Practices At Home And Work, Melissa R. Killian, George Chitiyo, Nancy J. Kolodziej Ph.D., Ashley Akenson
Reading Horizons: A Journal of Literacy and Language Arts
Adults have similar literacy habits as children, such as reading to gain knowledge or for enjoyment. However, when workplace literacy skills are considered, these practices are not always book related and usually involve informal communication such as collaboration between workers. This study used data from the 2012 Program for the International Assessment of Adult Competencies to examine adults’ literacy skills. A total of 39 adult literacy skills were examined to explore patterns among them, effectively reducing them to nine interpretable factors. Each factor focused on an area of literacy skills, such as work-related reading, educating others, and writing. The nine …
"It Opened My Eyes...": The Potential Of An Embedded Clinical Experience In Teacher Preparation, Danielle M. Hilaski, Nicole Maxwell, Jennie Jones
"It Opened My Eyes...": The Potential Of An Embedded Clinical Experience In Teacher Preparation, Danielle M. Hilaski, Nicole Maxwell, Jennie Jones
Reading Horizons: A Journal of Literacy and Language Arts
Teacher candidates (TCs) often feel underprepared for their first teaching positions. Teacher education programs are, at least partially, responsible for the level of readiness of their graduating TCs. Fortunately, teacher educators have the capacity to positively change teacher education, creating a more effective, better prepared teaching force. Embedded clinical experiences connected to university literacy courses are one innovative approach to create more purposeful and engaging learning opportunities for TCs. TCs in an early childhood and special education program participated in an embedded clinical experience focused on reading and assessment, which allowed them to implement course content directly with elementary students, …
An Investigation Of Protagonists In Storybook Apps For Children, Todd S. Cherner, Nandita Gurjar
An Investigation Of Protagonists In Storybook Apps For Children, Todd S. Cherner, Nandita Gurjar
Reading Horizons: A Journal of Literacy and Language Arts
Children’s literature has historically been rife with implicit biases and underlying themes, and few scholars have investigated the impact technology has had on those elements appearing in children’s literature. In response, this study used a content analysis methodology to evaluate 38 storybook applications (apps) for containing implicit biases and underlying messages related to the narrative’s protagonists. These storybook apps were designed for young children to engage on their iPads. Overall, the study found that the storybooks apps predominantly featured protagonists who were White, middle-class, able-bodied males. The researchers first provide their rationale for the study along with their theoretical framework …
Editorial Review Board Vol. 60 Issue 2
Editorial Review Board Vol. 60 Issue 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Teachers’ Perspectives About Students’ Productive Textual Engagement In Social Studies, Jacquelynn S. Popp, Paula Di Domenico, Joanna Makhlouf
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 …
Editorial Review Board Vol. 60 Issue 1
Editorial Review Board Vol. 60 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner
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
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 …
"Are We Excavating Today?" A Portrait Of Vocabulary-Enhanced Intervention Practices, Deborah Kardane
"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 providing …