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Read It Again!: A Study Of Young Children And Poetry, Barbara J. Sepura
Read It Again!: A Study Of Young Children And Poetry, Barbara J. Sepura
Reading Horizons: A Journal of Literacy and Language Arts
She sells sea shells by the seashore. This little tongue twister came back to me recently as I first experienced collecting little shells along the shores of the Atlantic. It wasn't too surprising that my mind rambled so. Little meaningful rhymes and verses have always had a habit of popping into my head in a variety of situations. I recall having learned most of these from my mother in the early years of life. In her natural way she gave me a heritage rich in rhyme, verse and song that has supported me in daily living.
Priority Of Reading Instruction Revisited: Evidence From A Regression Analysis Of Adult Esl Learners' Reading Ability, Zhihui Fang
Priority Of Reading Instruction Revisited: Evidence From A Regression Analysis Of Adult Esl Learners' Reading Ability, Zhihui Fang
Reading Horizons: A Journal of Literacy and Language Arts
Historically, there has been an intense debate over the most effective approach to instruction: bottom-up versus top down (Adams, 1990; Chall, 1967; Grabe, 1991; McCarthy, 1991; Swaffar, 1988). With the increasing emphasis on the role of context in literacy activities (Anderson and Pearson, 1984; Lave, 1988; Steffensen, Joag-dev, and Anderson, 1979), reading research in English as a second language (ESL) has in the recent past focused on the effects of prior knowledge, or schemata, on comprehension (Carrell, 1984, 1987; Dubin and Bycina, 1991; Lee, 1986). Most of these studies generally reported significant effects of background knowledge on reading performance. Concomitantly, …
Bibliotherapeutic Literature: A Key Facet Of Whole Language Instruction For The At-Risk Student, Dan T. Ouzts
Bibliotherapeutic Literature: A Key Facet Of Whole Language Instruction For The At-Risk Student, Dan T. Ouzts
Reading Horizons: A Journal of Literacy and Language Arts
Literature is the creative product of the minds of creative people. As a painting serves to fire the imagination, so does a fine story, a well-composed poem, or a good book (Smith, 1975). Literature is not a subject that should be taught but one that should be read and enjoyed. It is through literature that children develop interests and pleasure in reading. Moreover, literature stirs the imagination and creativity of children instead of destroying their interests. These are the basic foundations of lifelong learning (McMillan and Gentile, 1988). Literat
Children's Books, Steven L. Layne
Children's Books, Steven L. Layne
Reading Horizons: A Journal of Literacy and Language Arts
Shusterman, Neil. (1994). The Eyes of Kid Midas; Hughes, Shirley. (1994). The Nursery Collection; Barnes-Murphy, Frances. (1994). The Fables of Aesop; Lerner, Carol. (1994). Backyard Birds of Winter; Hamanaka, Sheila. (1994). All the Colors of the Earth; Juster, Norton. (1994). Otter Nonsense.
Reading Horizons Vol. 35, No. 2
Reading Horizons Vol. 35, No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 35, issue 2.
Using Storybooks To Teach Science Themes, Sandra Moser
Using Storybooks To Teach Science Themes, Sandra Moser
Reading Horizons: A Journal of Literacy and Language Arts
Sympathy, empathy, respect, admiration, affection: These are not words normally found in the science texts of primary level classrooms, and the emotions they name are not ordinarily associated with the teaching of science. Yet the young writer quoted above communicates an involvement with small creatures —even an urgency —that was learned through literature. And this emotional involvement was gained right along with a knowledge of spider anatomy, web building and feeding habits. Through literature—storybooks — this student learned science content intertwined with values.
A Critical Course For Literacy Education, Andrea Bartlett
A Critical Course For Literacy Education, Andrea Bartlett
Reading Horizons: A Journal of Literacy and Language Arts
During a recent update of our Literacy Education program, the introductory graduate-level course was renamed Critical Literacy. While the term critical is used extensively in the professional literature, I found as instructor of the course that I needed to research the term in order to present my stu dents with a clear picture of what it means to be critical. This paper presents the results of that research, including implications for literacy education courses. My research began with a reexamination of critical theorists. Represented by the writings of Marcuse (1960; 1964) and Habermas (1970; 1975) among others, the goal of …
Oral Participation In Shared Reading And Writing By Limited English Proficient Students In A Multiethnic Class Setting, Kathryn Laframboise, Margie Wynn
Oral Participation In Shared Reading And Writing By Limited English Proficient Students In A Multiethnic Class Setting, Kathryn Laframboise, Margie Wynn
Reading Horizons: A Journal of Literacy and Language Arts
Meeting the educational needs of students with limited English proficiency is a challenge that is changing and will continue to change the direction of educational programs. There has been a huge influx of limited English proficient (LEP) students across all geographic regions of the United States (United States Department of Education, 1992). Of the 25 largest school districts in the country, 23 have a majority of minority students (Multicultural Education Review Task Force, 1991). The impact of this increase in LEP students has resulted in individual states and school districts examining their resources, priorities, and curricula to meet their needs.
Professional Materials, Brian Dobbie
Professional Materials, Brian Dobbie
Reading Horizons: A Journal of Literacy and Language Arts
Farr, Rodger. Tone, Bruce. (1994). Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers.
Combining Reading And Writing With Science To Enhance Content Area Achievement And Attitudes, Valerie J. Bristor
Combining Reading And Writing With Science To Enhance Content Area Achievement And Attitudes, Valerie J. Bristor
Reading Horizons: A Journal of Literacy and Language Arts
Reading through science is different because you are reading and learning science at the same time. And plain reading is boring because you do reading book and when the teacher says group two we have to go up to the reading table. And read for a half hour then she makes us do a reading work sheet about the story we read. And reading science is better because... the activ ties and experiments we did helped me understand science better.
Reading Aloud To Low Achieving Secondary Students, Deborah Phelps Zientarski, Donald D. Pottorff
Reading Aloud To Low Achieving Secondary Students, Deborah Phelps Zientarski, Donald D. Pottorff
Reading Horizons: A Journal of Literacy and Language Arts
Information abounds about the benefits of reading aloud to elementary children (Kimmel and Segel, 1988; Trelease, 1985), but very little has been written on the merits of reading to older students. Undertaking a read aloud project with secondary students, then, is likely to raise questions such as the following: 1) will students be annoyed and feel that listening to a story is not age appropriate?; 2) will reading to students waste valuable time that could be used more wisely in reading and improving comprehension in content materials?; 3) will reading to students really motivate them to want to become independent …
Professional Materials, Jennifer R. Stell
Professional Materials, Jennifer R. Stell
Reading Horizons: A Journal of Literacy and Language Arts
Lonberger, Rosemary. Lipa, Sara E. Harlin, Rebecca. (1991). The Whole Language Journey.
Instituting Whole Language: Teacher Power And Practice, Karen F. Thomas, Steven D. Rinehart
Instituting Whole Language: Teacher Power And Practice, Karen F. Thomas, Steven D. Rinehart
Reading Horizons: A Journal of Literacy and Language Arts
In response to calls for literacy education reform, many schools across the nation have begun to implement whole language classrooms. This reform has touched off a series of responses from educators regarding teachers' roles, power, and empowerment. Whole language teachers, as co-learners in a learner-centered classroom, assume that language, reading, and writing acquisition are parallel processes that grow out of pursuing meaning in social situations (Harste, 1989; Newman, 1985; Goodman, 1986; McCaslin, 1989).
Reading Horizons Vol. 35, No. 1
Reading Horizons Vol. 35, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 35, issue 1.
Literacy Education In Kindergarten Classrooms, Arne E. Sippola
Literacy Education In Kindergarten Classrooms, Arne E. Sippola
Reading Horizons: A Journal of Literacy and Language Arts
A survey of literature regarding contemporary thought in early literacy acquisition reveals a strong focus upon emergent literacy. Emergent literacy theory asserts that literacy concepts are being developed at virtually all ages. Knowledge of communication functions and forms are being learned as an individual listens and speaks, and makes transactions with print. Life experiences, as well, affect the ways in which we will interpret communicative episodes. All of these are developing as an individual experiences life. No longer do early literacy theorists associate the onset of literacy learning with an age or stage (Raines and Canady, 1990). Literacy acquisition is …
Children's Books, William P. Bintz, Patricia A. Rice
Children's Books, William P. Bintz, Patricia A. Rice
Reading Horizons: A Journal of Literacy and Language Arts
Mullins, Patrica. 1993. Dinosaur Encore.
Children's Literature And Literacy Instruction: "Literature-Based" Elementary Teachers Belief And Practices, Barbara A. Lehman, Evelyn B. Freeman, Virginia G. Allen
Children's Literature And Literacy Instruction: "Literature-Based" Elementary Teachers Belief And Practices, Barbara A. Lehman, Evelyn B. Freeman, Virginia G. Allen
Reading Horizons: A Journal of Literacy and Language Arts
In recent years, there has been growing interest nation wide among elementary teachers for using children's literature as the core of the reading program. A national survey (Cullinan, 1989) indicated that many states are involved in literature-based initiatives, and some states, led by California, have mandated the use of literature (Alexander, 1987). Therefore, many teachers are making the transition from highly structured commercial reading programs to literature programs that require extensive teacher decision-making regarding materials, grouping, instructional practices, and assessment. Concerns are now being raised in the profession about the nature and appropriateness of some literature-based programs' implementation (Gardner, 1988; …
Dialogue Journals As A Vehicle For Preservice Teachers To Experience The Writing Process (I Like Him; Should I Tell Him At Recess?), Mary Ann Wham, Susan Davis Lenski
Dialogue Journals As A Vehicle For Preservice Teachers To Experience The Writing Process (I Like Him; Should I Tell Him At Recess?), Mary Ann Wham, Susan Davis Lenski
Reading Horizons: A Journal of Literacy and Language Arts
Basic to the tenets of wholistic literacy instruction are the beliefs that reading and writing should be relevant to the learner, should serve real-life purposes and, consequently, should be meaningful (Goodman, 1986). Dialogue journals, described as written conversations between two or more people over an extended period of time (Staton, 1988), fit this description. Communication within a dialogue journal is in formal and focuses on topics of mutual interest. They provide an arena for young students that is risk-free and empowering as new readers and writers are encouraged to use their invented spelling and to learn about literacy in an …
Survey Of Social Work Educators: Qualifications And Compliance Criteria, Carol T. Tully
Survey Of Social Work Educators: Qualifications And Compliance Criteria, Carol T. Tully
The Journal of Sociology & Social Welfare
In its Criteria for Accreditation (1987), the College Commission of the Southern Association of Colleges and Schools (SACS) implemented faculty qualifications standards that were strictly defined. Compliance with these standards in undergraduate and graduate schools of social work was the focus of this study. Data were gathered on 137 social work programs and include faculty qualifications information on 874 social work educators teaching in private and public institutions of higher education in the southern region. The findings indicate that baccalaureate programs in social work were more likely to be in compliance with SACS criteria than graduate schools. Strict compliance rates …
School/University Partnerships In Reading/Language Arts: Working Toward Collaborative Inquiry, Sherry L. Macaul, Thomas Blout, Kimberly Hill Phelps
School/University Partnerships In Reading/Language Arts: Working Toward Collaborative Inquiry, Sherry L. Macaul, Thomas Blout, Kimberly Hill Phelps
Reading Horizons: A Journal of Literacy and Language Arts
Efforts and initiatives to improve the education of our teachers are currently underway. The Holmes group reports Tomorrow's Teachers (1986), Tomorrow's Schools (1990), and the soon to be released Tomorrow's Schools of Education (in press) provide principles to assist schools and universities as they work together to improve the education of our students. In the Association of Teacher Educator's (ATE) annual survey of critical issues in teacher education, Buttery, Haberman, and Houston (1990) state that "teacher education will not be im proved until the conditions of practice in the schools are improved." It is essential that reform in schools and …
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 34.
Reading Horizons Vol. 34, No. 5
Reading Horizons Vol. 34, No. 5
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 34, issue 5.
School-University Collaboration: Everyone's A Winner, Carole Schulte Johnson, Mary Margaret Hughes, Rena M. Mincks
School-University Collaboration: Everyone's A Winner, Carole Schulte Johnson, Mary Margaret Hughes, Rena M. Mincks
Reading Horizons: A Journal of Literacy and Language Arts
Mary and Rena are first grade teachers in the same elementary school. About five years ago, Carole spent her sabbatical year working with Chapter I students in the local public school district. At that time she and Mary often discussed Mary's Chapter I students. These discussions included general issues related to the teaching of literacy and it became apparent both had similar questions and concerns about approaches to teaching emergent and beginning readers.
Literacy Through University-School Collaboration: A Prologue, Ronald A. Crowell, Jeanne M. Jacobson
Literacy Through University-School Collaboration: A Prologue, Ronald A. Crowell, Jeanne M. Jacobson
Reading Horizons: A Journal of Literacy and Language Arts
This themed issue of Reading Horizons, "Literacy Through University School Collaboration," presents issues of research and practice characteristic of many current collaborative efforts.
Collaboration On The Book Club Project: The Multiple Roles Of Researchers,Teachers, And Students, Taffy E. Raphael, Virginia Goatley, Deborah Woodman, Susan I. Mcmahon
Collaboration On The Book Club Project: The Multiple Roles Of Researchers,Teachers, And Students, Taffy E. Raphael, Virginia Goatley, Deborah Woodman, Susan I. Mcmahon
Reading Horizons: A Journal of Literacy and Language Arts
Our article describes the potential benefits of university/public school collaborations for the teachers, researchers, and students involved. Even these common terms teachers, researchers, and students shifted meanings as each participant of our project assumed various roles. All of us were classroom teachers, though Taffy, Ginny, and Sue had returned to the university.
Literacy Portfolios In Third Grade: A School-College Collaboration, Karen M. Cirincione, Denise Michael
Literacy Portfolios In Third Grade: A School-College Collaboration, Karen M. Cirincione, Denise Michael
Reading Horizons: A Journal of Literacy and Language Arts
In this article we will present our teacher professor collaborative investigation of the implementation of Literacy Portfolios (Hansen, 1992). We will discuss teacher professor collaborative research, Literacy Portfolios research, how our collaboration began, how we implemented Literacy Portfolios, our findings, implications for changes for the following year, and our reflections on our collaboration.
Struggling Readers In The Regular Classroom: A Personal Reflection, Curt Dudley-Marling
Struggling Readers In The Regular Classroom: A Personal Reflection, Curt Dudley-Marling
Reading Horizons: A Journal of Literacy and Language Arts
Eclecticism, a common alternative to the model of unique instruction, "holds that multiple perspectives and approaches will be necessary to accommodate the needs of children who possess differences in abilities and learning histories" (Kameenui, 1993, p. 376-383). Here teachers select the best teaching and learning activities from various approaches to literacy as a means of meeting the diverse needs of learners.
Educators Collaborate To Integrate Language Arts Instruction For Preservice Teachers And Elementary Students, Janet Dynak, Nancy Gagliano
Educators Collaborate To Integrate Language Arts Instruction For Preservice Teachers And Elementary Students, Janet Dynak, Nancy Gagliano
Reading Horizons: A Journal of Literacy and Language Arts
Research indicates that as preservice teachers process information about the knowledge base for teaching and learning, they need to be encouraged to resolve differences among their prior beliefs, the paradigms and models being covered in education classes, and the curriculum and instruction being delivered in the schools where they participate (Feiman-Nemser and Buchmann, 1989).
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 34.
Identifying And Educating Low-Literate Adults, Susan Davis, Sheila Diaz
Identifying And Educating Low-Literate Adults, Susan Davis, Sheila Diaz
Reading Horizons: A Journal of Literacy and Language Arts
Elementary school teachers are increasingly concerned about the apparent lack of interest parents exhibit in their children's schooling. Teachers are mystified when important school forms are not returned, when parents do not attend parent-teacher conferences, and when children enter school without having heard an adult read to them. Teachers often interpret these actions as a lack of parental interest in school. Actions that seem to indicate neglect, however, may really be masking an even deeper problem — parental illiteracy.