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Full-Text Articles in Education
Using Vocabulary Studies To Teach Contextual Analysis In Grade Four, Susan M. Watts, Julie Bucknam
Using Vocabulary Studies To Teach Contextual Analysis In Grade Four, Susan M. Watts, Julie Bucknam
Reading Horizons: A Journal of Literacy and Language Arts
Increasingly, researchers are calling for four strands to comprise the elementary school vocabulary program: direct instruction in the meanings of individual words, the improvement of students' independent word learning strategies, motivation for word learning, and many opportunities for wide reading (Irvin, 1990; Graves, 1995). Strategies for independent word learning are particularly important because wide reading offers students the opportunity to learn as many as 3,000 word per year if they can successfully apply structural analysis and contextual analysis to the new words they encounter (Anderson, 1995).
Reviews: Professional Materials, Patricia A. Crawford
Reviews: Professional Materials, Patricia A. Crawford
Reading Horizons: A Journal of Literacy and Language Arts
Should We Burn Babar? Essays on Children's Literature and the Power of Stories. Herbert Kohl. (1995)
Be Ready For The Censorship Challenge, Linda Mixon Clary
Be Ready For The Censorship Challenge, Linda Mixon Clary
Reading Horizons: A Journal of Literacy and Language Arts
In using a large variety of materials with readers and urging them to read widely, educators must realize that they will likely encounter problems with censorship. People for the American Way reported a new high in the number of cases reported in the United States in 1994 with a total of 760 incidents, a trend that has been in effect over the past twenty years (Simmons, 1994).
Literature Alive: Connecting To Story Through The Arts, J. Lea Smith, J. Daniel Herring
Literature Alive: Connecting To Story Through The Arts, J. Lea Smith, J. Daniel Herring
Reading Horizons: A Journal of Literacy and Language Arts
"How can I create 'living' experiences that will support my students to explore the 'layers' of meaning in a story? What type of learning activity supports students to build personal 'connections' with a story?" We, along with language arts teachers, face these questions as we collaborate to develop literature studies. Our uncertainty seems to imply confusion as to whether we should emphasize story comprehension, reading skills, or a personal connection as the basis.
Illustrations, Text, And The Child Reader: What Are Pictures In Children's Storybooks For?, Zhihui Fang
Illustrations, Text, And The Child Reader: What Are Pictures In Children's Storybooks For?, Zhihui Fang
Reading Horizons: A Journal of Literacy and Language Arts
Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the en joyment and understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of children's literature (Nodelman, 1996), picture books hold a prominent place in children's literature because of the juxtaposition of pictures and words. Thanks to the public's acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children's literature, as well as to the advances in printing technology and art reproduction, children's literature has witnessed a dramatic increase in well-illustrated picture books.
Case Study Analysis In Reding/Language Arts: Getting To The "Nitty-Gritty", Janet H. Towell
Case Study Analysis In Reding/Language Arts: Getting To The "Nitty-Gritty", Janet H. Towell
Reading Horizons: A Journal of Literacy and Language Arts
On the first day of class in a graduate reading assessment and evaluation course, my students were asked to formulate a list of questions in cooperative groups that should be considered when doing a case study on a student to assess his or her skills and abilities including strengths and needs in read ing/language arts. They were asked to think of any areas of concern that may affect the student's academic performance such as social or emotional factors. The following table of 20 questions was compiled by this group of 16 inservice teachers with varying levels of experience and expertise. …
Simple Lessons From Multicultural Children, Joanne Cunard
Simple Lessons From Multicultural Children, Joanne Cunard
Reading Horizons: A Journal of Literacy and Language Arts
After designing, initiating, and collecting observational data for two years from a program for a kindergarten class of children representing several different ethnic groups, we present you with some insights to be considered by teachers and faculty.
Reading Horizons Vol. 37, No. 2
Reading Horizons Vol. 37, No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 37, issue 2.
When An Esl Adult Becomes A Reader, Lucy Tse
When An Esl Adult Becomes A Reader, Lucy Tse
Reading Horizons: A Journal of Literacy and Language Arts
This case study focuses on the effects of an extensive reading program for an adult English language learner. The subject participated in a course designed to introduce and promote pleasure reading among English as a second language (ESL) students by encouraging them to read both assigned and self-selected books in English. Over a period of approximately six months, the subject was presented with a variety of genres of English language books and given the opportunity to discuss those read in low anxiety environments. This article will first give a brief review of the literature on the role of reading in …
From A To Z: Using Alphabet Books As An Instructional Tool With Older Readers, Gerry A. Coffman, Judy Jackson Spohn
From A To Z: Using Alphabet Books As An Instructional Tool With Older Readers, Gerry A. Coffman, Judy Jackson Spohn
Reading Horizons: A Journal of Literacy and Language Arts
Alphabet books provide a literature source for teachers to use in the classroom that focuses on a common sequence of textual organization which upper elementary and middle school students have known since they were young children. These students most likely had in their repertoire of beginning to read activities, alphabet books using common symbols to match the letters such as "A is for apple, B is for bear, C is for cat." The objects were selected to match the true sound of the letter with a single or small number of illustrations to demonstrate the concept. The alphabet book addresses …
Limited English Proficient Children's Literacy Acquisition And Parental Involvement: A Tutoring/Family Literacy Model, Ping Liu
Reading Horizons: A Journal of Literacy and Language Arts
Students' academic performance at school is closely related to the family literacy environment and their parents' educational levels. Home is the place where children spend most of their time while growing up, parents being their primary "teachers" (Three R's Plus, 1978). Unfortunately, not all children enjoy a literacy-rich home environment that strongly supports their academic growth. Many parents missed the opportunity to receive a good education, and are, therefore, unable to provide the academic help their children need in completing their school work. This is an especially severe issue with many parents whose English proficiency, educational level, and cultural differences …
Children's Books, Susan Cress
Children's Books, Susan Cress
Reading Horizons: A Journal of Literacy and Language Arts
Fiona Raps It Up. Frank Remkiewicz. Lothrop, Lee and Shepard, (1995); Badger's Bring Something Party. Hiawyn Oram. Lothrop, Lee, and Shepard, (1995); Yours Till Banana Splits, The Gator Girls, and My New Kitten. Joanna Cole. William Morrow and Company. (1995); Counting Wildflowers. Bruce McMillan. William Morrow and Company, (1995); Armadillo Rodeo. Jan Brett. G.P. Putnam's Sons, (1995)
Self-Questioning — An Aid To Metacognition, Ruth Ann Williamson
Self-Questioning — An Aid To Metacognition, Ruth Ann Williamson
Reading Horizons: A Journal of Literacy and Language Arts
The attempt of this article is to present the distinction between teacher questioning that characterizes students' textual understanding (product) and questioning that actively engages students in the meaning-making process (process). It is the author's contention that there must be a proper balance between product and process questions in classrooms that support students in their efforts to learn from text as they actively interact with text, the teacher, and each other. Said differently, our aim as educators should be to teach students to think. One method we can use is effective questioning, which piques interest, curiosity, and involvement, and ultimately leads …
Listening And Literacy: Audiobooks In The Reading Program, Renee Michelet Casbergue, Karen Harris
Listening And Literacy: Audiobooks In The Reading Program, Renee Michelet Casbergue, Karen Harris
Reading Horizons: A Journal of Literacy and Language Arts
Perhaps in response to heightened awareness of the pleasure people of all ages take in listening to good literature read aloud, publishers of both children's and adult literature have begun to produce audio versions of their most popular titles. The new availability of a broad range of literature in audiobook form is in sharp contrast to an earlier focus on audio tapes accompanying simple picture books for beginning readers. Audio versions of treasured classics and contemporary young adult fiction by such authors as J.R.R. Tolkien and Ursula LeGuin are now readily available.
Creating Metacognitive Experiences During Written Communication: Positive Self-Talk Using The Thinking Mirror, Jane A. Haugh, Jan Pawtowski
Creating Metacognitive Experiences During Written Communication: Positive Self-Talk Using The Thinking Mirror, Jane A. Haugh, Jan Pawtowski
Reading Horizons: A Journal of Literacy and Language Arts
Theoretically, when children see themselves in the thinking mirror and say positive thoughts to themselves about their communicative behaviors, they may activate a variety of cognitive events. Positive self-talk using the thinking mirror may act as a metacognitive experience triggering positive thoughts, feelings, and sensations that may contribute to children's permanent metacognitive knowledge, clarify their cognitive goals, and initiate cognitive actions during written communication. Such positive experiences may strengthen children's intrinsic motivation to communicate thoughts during subsequent writing and reading endeavors.
Professional Materials, Susan Cress
Professional Materials, Susan Cress
Reading Horizons: A Journal of Literacy and Language Arts
Through Writing to Reading, Classroom Strategies for Supporting Literacy. Brigid Smith. (1994)
Reading Horizons Vol. 37, No. 1
Reading Horizons Vol. 37, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 37, issue 1.
Language And Mathematics: A Natural Connection For Achieving Literacy., Eula Ewing Monroe
Language And Mathematics: A Natural Connection For Achieving Literacy., Eula Ewing Monroe
Reading Horizons: A Journal of Literacy and Language Arts
Time for a change Regie Routman, in Transitions (1988), stated that "our schools are turning out functional literates, children who can read and write in school, but who do not necessarily read and write in other contexts. These students may do reasonably well at word calling, but they have no real understanding of what the words convey. It is time for a change" (p. 15).
Integrating Art And Literature Through Multicultural Studies: Focusing On Native American Sioux Culture., Barbara Erwin, Pat Smith Hopper, Marcia Kauffman
Integrating Art And Literature Through Multicultural Studies: Focusing On Native American Sioux Culture., Barbara Erwin, Pat Smith Hopper, Marcia Kauffman
Reading Horizons: A Journal of Literacy and Language Arts
The fourth-grade classroom brims with movement and noise. One group of students — Angel, Cheryl, Qwatwana, Lee P., Christy, and Paul — sit at a table formed by pushing desks together. The group brainstorms with the professor the title and content of their story about Iktomi the Trickster. They ultimately decide to call their story Iktomi and the Blanket. The story begins as Paul Goble suggests in his retelling of Iktomi and the Boulder, "Iktomi was walking along." By the end of the day, they have written a first draft of their story.
A Case Grammar Analysis Of The Representation Of African-Americans In Current Fifth Grade Social Studies Textbooks., Patrick P. Mccabe
A Case Grammar Analysis Of The Representation Of African-Americans In Current Fifth Grade Social Studies Textbooks., Patrick P. Mccabe
Reading Horizons: A Journal of Literacy and Language Arts
The portrayal of ethnic minorities in American history textbooks has been examined over recent years by numerous researchers (Banks, 1969; Agostino and Barone, 1985; Garcia and Tanner, 1985; Garcia, 1986; Lamott, 1988; Thomas and Alawiye, 1993). Most of these studies have focused upon factual veracity and the selection of life roles through which certain groups have been portrayed. Life roles include employment, daily routines, and positions of prominence achieved.
Empower: A Framework For Teaching And Learning With Text In High School And College Classrooms, Wayne M. Linek, Mary Beth Sampson, Michael Sampson, Kathleen A.J. Mohr, Lois Botha
Empower: A Framework For Teaching And Learning With Text In High School And College Classrooms, Wayne M. Linek, Mary Beth Sampson, Michael Sampson, Kathleen A.J. Mohr, Lois Botha
Reading Horizons: A Journal of Literacy and Language Arts
Students are frequently expected to deal with information that does not fit into their current schemata or cognitive structures. For example, students are often frustrated when asked to make sense out of challenging expository text. Such a high level demand often results in dissonance that may deter many learners. This may be due to a lack of knowing how to impose order on information found in text and often results in a lack of comprehension and understanding. Many in structors at all levels currently resort to round robin reading, lecturing, and reading texts aloud in their classes because of their …
Using Literature To Build First Grade Math Concepts, Gwyn E. Lightsey
Using Literature To Build First Grade Math Concepts, Gwyn E. Lightsey
Reading Horizons: A Journal of Literacy and Language Arts
In the last decade, many elementary teachers have advocated a holistic approach to education. Teachers use thematic units to incorporate reading and writing into all areas of the curriculum. However, teachers have often continued to teach mathematics in isolation. Traditionally, the math program consisted of instruction in finding answers to textbook math problems and memorizing addition, subtraction, multiplication, and division facts. Except for learning to count money or tell time, math seemed to have little application for children in daily life. The majority of the math curriculum was made up of skills, but the language for understanding mathematics was neglected. …
Reading Horizons Vol. 36, No. 5
Reading Horizons Vol. 36, No. 5
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 36, issue 5.
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 36.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 36.
More Than Spelling: Widening The Lens On Emergent Writing., Marilyn L. Chapman
More Than Spelling: Widening The Lens On Emergent Writing., Marilyn L. Chapman
Reading Horizons: A Journal of Literacy and Language Arts
Reading can sometimes be a transforming experience. This was the case for me when I first read Glenda Bissex's (1980) book, Gnys at Wrk many years ago. Although Bissex was not the originator of the notion that young children invent spellings through a process of active problem solving (the first being Read, 1975), it was my introduction to the concept of emergent writing. Bissex's case study of her son's writing development was so richly descriptive that it changed for ever the way I and many others will look at young children's writing. Now it seems commonplace to talk about the …
Student Choices: Book Selection Strategies Of Fourth Graders, Sherry Kragler, Christine Nolley
Student Choices: Book Selection Strategies Of Fourth Graders, Sherry Kragler, Christine Nolley
Reading Horizons: A Journal of Literacy and Language Arts
In many literature-based reading programs, students are encouraged to self-select their own reading materials. However, self-selection causes apprehensions for many teachers. They are concerned not only about their students' ability to select books that are appropriate for their reading level but they are also concerned about the types of books the students may choose. Consequently many teachers may decide to use anthologies or whole class texts where they maintain some control over the students' reading material. However, student interest and student choice should be an integral part of an elementary reading program if students are going to beturned onto reading …
Reading Horizons Vol. 36, No. 4
Reading Horizons Vol. 36, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 36, issue 4.
External Review Of Portfolios In Preservice Teacher Education: Studying Our Own Practice., Patricia A. Scanlan, Delores E. Heiden
External Review Of Portfolios In Preservice Teacher Education: Studying Our Own Practice., Patricia A. Scanlan, Delores E. Heiden
Reading Horizons: A Journal of Literacy and Language Arts
In this article we present the results of a study in which we examine our use of literacy portfolios in our elementary education methods courses through the inclusion of an external reviewer in the portfolio evaluation process. Preservice teachers at the University of Wisconsin-La Crosse are concurrently enrolled in a field-based block of three professional elementary education courses. They are required to create a literacy portfolio as a combined requirement in our two methods courses (Elementary Level Reading and Curriculum and Methods in Language Arts) in which they demonstrate and reflect upon the development of their knowledge and skills as …
Documenting And Evaluating Oral Language Development In The Classroom., Ruth Crawford
Documenting And Evaluating Oral Language Development In The Classroom., Ruth Crawford
Reading Horizons: A Journal of Literacy and Language Arts
These comments were made by parents discussing the necessity of creating a school-wide program of documenting and evaluating oral language. They articulate two very real concerns common to parents and educators alike: How is oral language valued and evaluated in the classroom? Concerns such as these confirm that it is not enough for teachers to simply expound the virtues of oral language or even to place check marks on report cards. In order to insure that oral language be given its rightful place in the curriculum, teachers must implement validated programs that contain documentation and evaluation.