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Full-Text Articles in Education
Assistance Models In Reading Instruction, Martha Grindler
Assistance Models In Reading Instruction, Martha Grindler
Reading Horizons: A Journal of Literacy and Language Arts
There is general agreement that it is not possible within the constraints of undergraduate programs and the limited time frame for preservice teaching experience to train highly professional teachers before the first year of teaching (McDonald, 1980). Thus, professional education should be considered a continuous process (Feiman-Nemser, 1983).
Rereading To Enhance Text Understanding In The Secondary Classroom, Samuel A. Perez
Rereading To Enhance Text Understanding In The Secondary Classroom, Samuel A. Perez
Reading Horizons: A Journal of Literacy and Language Arts
Young elementary school children, and especially poor readers, are often given the opportunity to read and reread easy material for the purpose of increasing their reading fluency. This practice is designed to give them the feeling of moving smoothly through text, instead of continuing their habit of labored, word-by-word reading. For teachers this is simply a matter of selecting easier-to-read texts and giving children the chance to develop reading habits more like those of older, better readers.
The Case Method Approach In Reading Education, Timothy V. Rasinski
The Case Method Approach In Reading Education, Timothy V. Rasinski
Reading Horizons: A Journal of Literacy and Language Arts
Imagine sitting in on a course in reading education where the class is engaged in a lively discussion of the application of some method of reading instruction. The discussion focuses on a real incident that the students had read about the evening before. Some students agree with the approach taken by the teacher in the case in handling the instruction. Others approve of the general methodology employed but disagree with the teacher's instruction and timing.
The Multi-Faceted World Of The Reading Teacher -Or- This Vs. That Vs. Empowered Choices, Richard D. Robinson, Jeanne M. Jacobson
The Multi-Faceted World Of The Reading Teacher -Or- This Vs. That Vs. Empowered Choices, Richard D. Robinson, Jeanne M. Jacobson
Reading Horizons: A Journal of Literacy and Language Arts
Whole language vs. the basal; Workbooks vs. student developed materials; Combining writing with reading: yes vs. no; Test results: to use vs. not to use; Collegial Interaction vs. Independence; Back to school at night vs. my school day Is long enough already; Professional development: yea vs. nay to IRA
Curriculum Dilemma: The Early Reader "Mom, I Never Read In School", Sarah L. Dowhower
Curriculum Dilemma: The Early Reader "Mom, I Never Read In School", Sarah L. Dowhower
Reading Horizons: A Journal of Literacy and Language Arts
"My child read before he started kindergarten. Now he only reads at home at night, because they don't do much reading in school, just letters and sounds. It is very discouraging for him and me." These are the words of a frustrated parent. Could it be that teachers are ignoring the literacy knowledge children bring to school?
Expository Text Structure And Student Learning, David Hays
Expository Text Structure And Student Learning, David Hays
Reading Horizons: A Journal of Literacy and Language Arts
Upper elementary teachers may wonder why some of their students with no history of comprehension problems suddenly struggle with understanding their social studies, science and health texts. These teachers might correctly point to the more difficult concepts presented in these texts and to the more technical vocabulary that their students will now encounter. Yet these factors are only part of the problem that students face when they move from stories to content material.
From Basal Reader To Whole Language: Transition Tactics, Pamela J. Farris
From Basal Reader To Whole Language: Transition Tactics, Pamela J. Farris
Reading Horizons: A Journal of Literacy and Language Arts
Ever since William McGuffey introduced his famous reading series, the basal reader has been relied upon as the prominent means of teaching children to read. As recently as 1980, between 80% and 90% of the nation's elementary teachers used basal readers as the primary instructional method (Koeller, 1981). During the past few years, the whole language approach has become popular and is threatening to unseat the basal from its longtime bastion in reading instruction.
Success In Reading: Four Characteristics Of Strategic Readers, David L. Brown, L.D. Briggs
Success In Reading: Four Characteristics Of Strategic Readers, David L. Brown, L.D. Briggs
Reading Horizons: A Journal of Literacy and Language Arts
Reading is a complex process which involves the coordination of a multitude of skills. Strategic readers can be distinguished from the less-skilled readers by their methods of interacting with text. The mental processes of good readers must be understood in order to make assumptions concerning the nature of reading.
Ending The Great Debate In Reading Instruction, Jon Shapiro, James Riley
Ending The Great Debate In Reading Instruction, Jon Shapiro, James Riley
Reading Horizons: A Journal of Literacy and Language Arts
For decades, reading educators have put forth various definitions of reading and theories related to processes which occur during the reading act. Classroom teachers must understand what reading is if they are to teach effectively, yet it is easy for confusion to set in because of conflicting views of the reading act. Depending upon which speaker is heard, or which article is read, or in which professor's class they were enrolled, teachers may be exposed to many differing views of reading.
Reading Horizons Vol. 30, No. 1
Reading Horizons Vol. 30, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete Issue of Reading Horizons volume 30, issue 1.
Reading Attitudes Of Pre-Service Education Majors, M. Cecil Smith
Reading Attitudes Of Pre-Service Education Majors, M. Cecil Smith
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of the current study was reading attitudes of undergraduates in training. We wondered if there were any relationship between such students' reading attitudes and the number of reading methods and other reading- and language-related courses they had taken.
"Sponge" Up That Time For Reading, Linda M. Clary
"Sponge" Up That Time For Reading, Linda M. Clary
Reading Horizons: A Journal of Literacy and Language Arts
In recent years, we have documented that discipline problems rise and learning decreases when students do not have something meaningful to do. Time that is engaged and productive, on the other hand, is usually called time on task (Brookover, Beamer, Efthim, Hathaway, Lezotte, Miller, Passalacqua, and Tornatzky, 1982). Sparks and Sparks (1983) have used the term "sponges" to mean those short activities that can keep the child meaningfully involved while a transition takes place or the rest of the group is ready to move on or the bell rings for recess. Kounin (cited in Brookover) has described the teacher's ability …
Effects Of Sustained Silent Reading On Attitudes Toward Reading, Edward J. Dwyer, Valda Reed
Effects Of Sustained Silent Reading On Attitudes Toward Reading, Edward J. Dwyer, Valda Reed
Reading Horizons: A Journal of Literacy and Language Arts
Sustained silent reading (SSR) is a practice involving readers in the process of reading over a designated time period. The basic assumption, in a pedagogical sense, is that practice in reading contributes to reading achievement. Durkin (1983) suggested that the focus of any reading program should be the development of competence in independent silent reading. In the same light, Gambrell (1978) proposed that "cormnonsense notions about the reading process tell us that independent reading skills are enhanced through daily practice in silent reading ... " (p. 328). On the other hand, little empirical research appears to have been undertaken to …
Classroom Oral Reading And Its Needs Or Restraints, John H. Warren
Classroom Oral Reading And Its Needs Or Restraints, John H. Warren
Reading Horizons: A Journal of Literacy and Language Arts
Few deny the beneficial effects of prose or poetry read aloud by a fluent and expressive reader; imparting reassurance, delivering entertainment, dispensing information or explanation, arousing curiosity, diffusing inspiration (Trelease, 1982). Apart from these advantages as we shall see, oral reading has the capability to engender literacy among individuals, more particularly our schoolchildren (Hoffman, 1982).
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 29.
Making Story Time A Literacy Event For The Young Child, Beth Weir
Making Story Time A Literacy Event For The Young Child, Beth Weir
Reading Horizons: A Journal of Literacy and Language Arts
A literacy event is "any action or sequence, involving one or more persons in which the production and/or comprehension of print plays a role" (Anderson, Teale & Estrada, 1980). Story reading by a parent or teacher is perhaps the single most effective literacy event in a young child's experience with written language. Increasingly, reports suggest children's development of skills associated with ease of reading acquisition are enhanced with regular readings of storybooks both prior to and concomitant with formal instruction.
Language And Literacy: Mediating Reading Problems In A Communicative Context, Jim Waddell, Victoria J. Risko
Language And Literacy: Mediating Reading Problems In A Communicative Context, Jim Waddell, Victoria J. Risko
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this paper is to describe how Trevor, a student who failed first grade because he didn't attain minimal reading skills according to school standards, learned to read during his second year in first grade. We believe that this description of Trevor's program will contribute to the understanding of how oral and written language impact on literacy attainment. We describe (a) Trevor's school history and problems that were noted in his folder prior to his second year in first grade, and (b) Trevor's success in learning to read and write in a program that encouraged his use of …
The Autobiography As Language Reflection, Kathy E. Danielson
The Autobiography As Language Reflection, Kathy E. Danielson
Reading Horizons: A Journal of Literacy and Language Arts
Often, preservice teachers need to be reminded of the many influences on children's language. By reflecting on their own past language experiences, perhaps prospective teachers can better examine the important elements for language development.
Providing For Capable Readers: Beyond The Basal Manual, Diane D. Allen, Rebecca A. Swearingen
Providing For Capable Readers: Beyond The Basal Manual, Diane D. Allen, Rebecca A. Swearingen
Reading Horizons: A Journal of Literacy and Language Arts
This study was an attempt to better understand teacher practices for placement in basal reading series, particularly placement of capable readers. The following questions were addressed: 1. On what do teachers base their placement decisions? 2. What do teachers believe will happen to the skill development of capable students who skip basal reading levels? 3. In actual practice would a teacher allow a capable reader to skip levels in a basal reading series?
Blending Whole Language And Basal Reader Instruction, Robert E. Cooter, E. Sutton Flynt
Blending Whole Language And Basal Reader Instruction, Robert E. Cooter, E. Sutton Flynt
Reading Horizons: A Journal of Literacy and Language Arts
Integrated approaches to reading instruction combine aspects of whole language and direct instruction methods to introduce children to literacy in the classroom. In essence, these approaches are based on the assumption that emerging literacy can be nurtured initially in a holistic and natural manner (see Gunderson & Shapiro, 1988) as a prelude to the introduction to commercial reading materials. It is further assumed that the basal reader may be used in innovative ways (Burns and others, 1988; Cooter and Reutzel, 1987; ReutzE> 1, 1986) to promote a variety of literacy experiences. While the notion of integrated approaches has been discussed …
Reading Horizons Vol. 29, No. 4
Reading Horizons Vol. 29, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 29, issue 4.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 29.
A Survey Of Diagnostic/Corrective Reading Instruction And Practices In Relation To The Interactive Reading Process, Judy M. Wedman, Richard D. Robinson
A Survey Of Diagnostic/Corrective Reading Instruction And Practices In Relation To The Interactive Reading Process, Judy M. Wedman, Richard D. Robinson
Reading Horizons: A Journal of Literacy and Language Arts
Based on the work of Rumelhart (1977), reading is currently characterized as an interactive process. The resulting "interactive model" is conceptualized as the interaction of many factors during the reader's print processing, all of which influence comprehension. Research related to the model has indicated a variability among readers' comprehension that is due to the interaction of factors such as: reader's background knowledge, motivation, interest, text structure, task expectations, and flexibility (Anderson & Pearson, 1984; Meyer & Rice, 1984; Wigfield & Asher, 1984; Anderson & Pichert, 1978; Spiro, 1980; Campione & Brown, 1985). As a result, the reader is viewed as …
Teaching Reading In The Content Areas: A Framework For Increasing Learning, Ora Sterling Anderson
Teaching Reading In The Content Areas: A Framework For Increasing Learning, Ora Sterling Anderson
Reading Horizons: A Journal of Literacy and Language Arts
This article describes four guidelines which have been found effective in helping content area teachers to develop the necessary skills to enhance learning in the content areas. The instructional practices cited are characteristic of those used by effective teachers and recommended by researchers. The steps include: 1) Needs assessment; 2) focusing on strengths; 3) organizing for the learning tasks, and 4) modeling how to teach concepts and strategies for learning in the content areas.
Encouraging Reading/Writing Literacy With Young Children In The Home, Maria Valeri-Geld
Encouraging Reading/Writing Literacy With Young Children In The Home, Maria Valeri-Geld
Reading Horizons: A Journal of Literacy and Language Arts
How can parents encourage attaining skills in literacy in the young children in their homes? Here are ten practical suggestions and literature sources for parents to use with their children.
Reading Horizons Vol. 29, No. 3
Reading Horizons Vol. 29, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 29, issue 3.
Comprehending And Using Text Ideas: The Order Of Processing As Affected By Reader Background And Style, Gary Steinley
Comprehending And Using Text Ideas: The Order Of Processing As Affected By Reader Background And Style, Gary Steinley
Reading Horizons: A Journal of Literacy and Language Arts
This study expands order of processing models by considering two variables which could affect order in a particular reading task. Specifically, two research questions are addressed: (1) Does the extent of a reader's background affect the order of processing between the two processes of comprehending a text and using text ideas for a thinking task? (2) Does the typical processing style of a reader affect the order of processing between these two components?
Increasing The Effectiveness Of The Reading Aide: A Guide For Teachers, Nancy A. Anderson
Increasing The Effectiveness Of The Reading Aide: A Guide For Teachers, Nancy A. Anderson
Reading Horizons: A Journal of Literacy and Language Arts
It is the purpose of this article to share ideas on supervisory techniques that teachers can implement to increase the effectiveness of another adult assisting them in the classroom. While this article focuses on the reading aide, these techniques are equally applicable when working with student teachers, parent volunteers, or any other adult whom the teacher might have in the classroom to provide help with the instructional program.
Ssr: Its Effects On Students' Reading Habits After They Complete The Program, Katherine D. Wiesendanger, Lois Bader
Ssr: Its Effects On Students' Reading Habits After They Complete The Program, Katherine D. Wiesendanger, Lois Bader
Reading Horizons: A Journal of Literacy and Language Arts
The present study tried to ascertain what happened after the termination of SSR. Upon completing the program, would students previously enrolled in SSR continue to have better reading habits than those who had not been exposed to SSR? A second area of concern was whether the reading ability of the students influenced the effectiveness that SSR had in changing reading habits. Do students of high, middle or low ability reading levels receive the same benefits from SSR, or are its effects greater with one particular group?
Kindergarten: Magic Moments, Lorelei Fetzer, Darlene Ponder
Kindergarten: Magic Moments, Lorelei Fetzer, Darlene Ponder
Reading Horizons: A Journal of Literacy and Language Arts
When a five-year-old enters the classroom for the first time, expectations of his parents and teachers are high, but still higher are the expectations of the child. S/he has heard of this magical day from the time words were understandable. However, the dreams and magical moments are quickly dispelled when s/he finds that s/he cannot conform to the demands of a regimented curriculum. S/he looks around the room at other children who seem to be laughing and doing their activities with ease. Most of them are drawing compliments on their neat work. But no matter how hard s/he tries, the …