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Round Robin Reading: Considering Alternative Instructional Practices That Make More Sense, Patricia R. Kelly
Round Robin Reading: Considering Alternative Instructional Practices That Make More Sense, Patricia R. Kelly
Reading Horizons: A Journal of Literacy and Language Arts
As a teacher educator in reading, I am interested in how well classroom practices which preservice students observe during fieldwork coincide with what they learn in my courses. Through discussions with my students, as well as my own classroom observations, it appears that there is not always a fit between current theory and the actual classroom practice. For example, round robin reading, the practice of one student at a time reading a portion of text aloud while other students listen, became the center of a class discussion recently.
Teacher-Mediated Learning For Young Readers: Successful Strategies With Predictable Book Reading, Janice Porterfield Stewart
Teacher-Mediated Learning For Young Readers: Successful Strategies With Predictable Book Reading, Janice Porterfield Stewart
Reading Horizons: A Journal of Literacy and Language Arts
Young children's emergent literacy development can be enhanced by storybook reading, discussing the books, paying attention to the print and illustrations, and by involving parents (Heath, 1983; Snow and Ninio, 1986; Mason, Peterman,Dunning, and Stewart, 1992; Keer and Mason, 1993). Often children from high risk backgrounds have limited experiences handling books, being read to, asking questions and at tending to visual stimuli found in books. Consequently, in the beginning of kindergarten many children are not reading and some do not know the letters of the alphabet. However, predictable books provide interactions with prints and pictures which can be a powerful …
A Comparison Of Young Children's Writing Products In Skills-Based And Whole Language Classrooms, Penny A. Freppon, Ellen Mclntyre, Karin L. Dahl
A Comparison Of Young Children's Writing Products In Skills-Based And Whole Language Classrooms, Penny A. Freppon, Ellen Mclntyre, Karin L. Dahl
Reading Horizons: A Journal of Literacy and Language Arts
Whole language instruction and an emphasis on the writing process have had a significant impact on the teaching of writing. Many whole language teachers are already in practice, and more educators are moving toward this kind of teaching. However, comparative research on the value of whole language curriculum is limited. It is important to study children's interpretations (Erickson and Shultz, 1992) as they are reflected in the written products they generate in different kinds of classrooms. We need to know more about the sense children make of their instruction, what they are learning about written language, and the kinds of …
Children's Reviews, Lou Ann Homan
Children's Reviews, Lou Ann Homan
Reading Horizons: A Journal of Literacy and Language Arts
The Wonderful Towers of Watts. Patricia Zelver. 1994; Horace. Holly Keller. 1995; The Tale of Pig, Bear, Frog, Duck. Helen Cooper. 1994.
Professional Materials, Mary E. Jellema
Professional Materials, Mary E. Jellema
Reading Horizons: A Journal of Literacy and Language Arts
Looking at Picture Books. John Warren Stewig. 1995.
Whole Language Teaching And Learning: Is It For Everyone?, Anne Crout Shelley
Whole Language Teaching And Learning: Is It For Everyone?, Anne Crout Shelley
Reading Horizons: A Journal of Literacy and Language Arts
Beginning the formal study of music theory well into mid-life has enabled me to focus with new clarity on a gnawing concern. This concern, which has pursued me as I have walked with my undergraduate majors into the era of whole language, has two dimensions — both young children and novice teachers. The first concern is those particular young children, who when immersed in a print rich environment, fail to make the inductive leaps which allow them to become emergent readers (O'Donnell and Wood, 1992). My second concern is the early childhood and elementary preservice teachers who are so indoctrinated …
A Portrait Of A Reading Teacher, Barbara J. Griffin
A Portrait Of A Reading Teacher, Barbara J. Griffin
Reading Horizons: A Journal of Literacy and Language Arts
Teacher knowledge is dynamic and experiential. It is both constructed and reconstructed daily as teachers live out their lives in and out of school (Clandinin and Connelly, 1991). Therefore, listening to teachers' stories can be a valuable avenue to gaining insights into the methods other teachers use to teach children to read. My goal is to share one teacher's story in such a way that readers will reflect on their own stories and examine their practices of reading instruction, their knowledge and beliefs, and how all these elements of teaching are interrelated. It is up to readers to take from …
Transactional Criticism And Aesthetic Literary Experiences: Examining Complex Responses In Light Of The Teacher's Purpose, Joyce E. Many, Jacqueline K. Gerla, Donna L. Wiseman, Linda Ellis
Transactional Criticism And Aesthetic Literary Experiences: Examining Complex Responses In Light Of The Teacher's Purpose, Joyce E. Many, Jacqueline K. Gerla, Donna L. Wiseman, Linda Ellis
Reading Horizons: A Journal of Literacy and Language Arts
In classroom literature discussions, teachers orchestrate situations in which readers and texts come together. Approaches teachers use may differ in terms of the stance or purpose for reading encouraged. Rosenblatt (1978, 1985) describes two stances readers can take while reading literary works. An efferent stance indicates a reader's attention is focused on information to be retained after reading and can result in a study of the text. An aesthetic stance, on the other hand, occurs when the reader's attention is on the livedthrough experience of the story and the experiences, thoughts, feelings, images, and associations which are evoked. Rosenblatt (1978, …
Reading Horizons Vol. 36, No. 2
Reading Horizons Vol. 36, No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 36, issue 2.
Learning About Language Arts Instruction Through Collaboration, Ellen Mcintyre, Diane W. Kyle
Learning About Language Arts Instruction Through Collaboration, Ellen Mcintyre, Diane W. Kyle
Reading Horizons: A Journal of Literacy and Language Arts
Donna's voice shows the confidence she feels today; however, her metamorphosis did not happen overnight, nor did that of the six other teachers with whom she worked on a research project during the past three years. In this article, we describe how Donna and her colleagues learned more about language arts teaching through collaborative team work — research, and writing. We also discuss what this means for teachers who are trying to change their practices and the teacher educators trying to help.
Anachronisms: Creating Tools For Thinking, Joseph T. Echols, George H. Mcnich
Anachronisms: Creating Tools For Thinking, Joseph T. Echols, George H. Mcnich
Reading Horizons: A Journal of Literacy and Language Arts
Does it belong? Is it correct? Shakespeare used the striking clock in Julius Caesar, an anachronism since clocks did not exist at the time of Caesar's reign, as a convention for impact and drama. The parental story teller challenged the belief and understanding of the young child through an anachronism to create interest and to entertain. However, far from being just a writer's or storyteller's convention, recognition of anachronisms, like recognition of concepts and categories, is in reality a tool of language and thinking that may promote the development of concept formation.
Content Reading And Whole Language: An Instructional Approach, Nancy D. Turner
Content Reading And Whole Language: An Instructional Approach, Nancy D. Turner
Reading Horizons: A Journal of Literacy and Language Arts
Many teacher education programs offer a course on content area reading which is required for certification by some states (Farrell and Cirrincione, 1984). However, as discussed by authors (e.g., Memory, 1983; Ratekin, Simpson, and Alvermann, Dishner, 1985; Stewart and O'Brien, 1989), preservice teachers generally do not see a need for content reading instruction. This attitude results from a range of factors, from student perception of limited opportunities for incorporating reading instruction into restricted time blocks at the secondary level (Stewart and O'Brien, 1989) to questions about the philosophy of and rationale behind such a course (Memory, 1983).
What Do Response Journals Reveal About Children's Understandings Of The Workings Of Literary Texts?, Sylvia Pantaleo
What Do Response Journals Reveal About Children's Understandings Of The Workings Of Literary Texts?, Sylvia Pantaleo
Reading Horizons: A Journal of Literacy and Language Arts
Children's literature has become a central component of many elementary reading programs. The multiple benefits of using children's literature in classrooms have been well documented (Cullinan, 1989a, 1989b; Fuhler, 1990; Galda and Cullinan, 1991; Huck, 1987). Reading programs using literature as their core content vary in organization and structure (Hiebert and Colt, 1989; Tunnel and Jacobs, 1989; Zarrillo, 1989; Zarrillo and Cox, 1992). Publications, workshops and university courses abound as educators continue to explore the use of literature and literary response in elementary and middle school classrooms.
Help For The "Fourth-Grade Slump"—Srq2r Plus Instruction In Text Structure Or Main Idea., Michael L. Walker
Help For The "Fourth-Grade Slump"—Srq2r Plus Instruction In Text Structure Or Main Idea., Michael L. Walker
Reading Horizons: A Journal of Literacy and Language Arts
Elementary school students' ability to comprehend and study expository material begins to be a major concern primarily in the fourth grade. Chall's (1983) characterization of this period as the "fourth grade slump" (p. 67) remains a valid observation, because teachers still report that while children continue to show ability to read narrative material during this period they are unable to completely read and understand their content area textbooks.
Professional Materials, Patricia Crawford
Professional Materials, Patricia Crawford
Reading Horizons: A Journal of Literacy and Language Arts
Unequal Opportunity: Learning to Read in the U.S.A. Jill Sunday Bartoli. 1995.
Reading Horizons Vol. 36, No. 1
Reading Horizons Vol. 36, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 36, issue 1.
Are You A Reader? Are You A Writer?: Answers From Kindergarten Students, Deborah Diffily
Are You A Reader? Are You A Writer?: Answers From Kindergarten Students, Deborah Diffily
Reading Horizons: A Journal of Literacy and Language Arts
This study was based on interviews with kindergarten students and their teachers from two classrooms in a large, urban elementary school. Classroom observations by the re searcher were also used to describe the physical environment created by each teacher and the organization of each teacher's instruction. The purpose of the study was to compare students' perceptions of themselves as readers and writers and to determine if there were significant differences between the two classes. These particular classrooms were selected because of the differences in classroom teacher philosophy and actual teaching practice. One classroom could be described as traditionally academic and …
I Was A Less Able Reader: What Concert Choir Taught Me About Reading Instruction, Andrew Johnson
I Was A Less Able Reader: What Concert Choir Taught Me About Reading Instruction, Andrew Johnson
Reading Horizons: A Journal of Literacy and Language Arts
What does it feel like to be a less able reader — to at tempt to decode and process text when everyone around you seems to be much more advanced than yourself? What strategies might be used to help less able readers decode and process text in a symbol-sound system? This study uses participant-observer research methods to elicit answers to these questions. As a graduate student at the University of Minnesota studying literacy education, I needed to find an instance where: a) I was a less able learner, and b) I was involved in the process of decoding in a …
First Things First, David Dynak
First Things First, David Dynak
Reading Horizons: A Journal of Literacy and Language Arts
During the past year, a colleague and I were asked to develop and mentor a series of workshops for administrators of a school district concerned with public perceptions of a lack of sensitivity to multicultural issues. One of the hypotheses that we returned to regularly was that cultural stereotypes derive from a lack of intimacy; when we open ourselves in the at tempt to experience as others experience, stereotypes lose their objectifying power. Over the course of those workshops, all administrators (from superintendent to building-level assistant principals) demonstrated an incredible willingness to take some significant risks — to share personal …
Sharing Multicultural Literature Through Storytelling, Florence M. Newell
Sharing Multicultural Literature Through Storytelling, Florence M. Newell
Reading Horizons: A Journal of Literacy and Language Arts
Literature can be used as a means to support children's development in the areas of cognition, language, social mores, creativity, personality, and aesthetics (Glazer, 1986). As the children in public schools today become more culturally and linguistically different, the diversity of literature should be expanded to reflect these differences among learners. Each child brings unique literacy strengths and serves as a resource to help teachers and other students understand one another (Templeton, 1991). Sharing literature from different cultures or literature that includes characters with different cultural or ethnic backgrounds offers a variety of benefits for teachers and students. Using multicultural …
Multicultural Literature For Children And Young Adults: A Rationale And Resources, Terrell A. Young, Lois Case Campbell, Linda K. Oda
Multicultural Literature For Children And Young Adults: A Rationale And Resources, Terrell A. Young, Lois Case Campbell, Linda K. Oda
Reading Horizons: A Journal of Literacy and Language Arts
Aunt Waka's message to Rinko illustrates two of the many potentials of multicultural children's literature: to en able nonmainstream children to see others who are like them reflected in literature they read and hear, and to help them build self-esteem and feel pride in themselves as part of their culture. Yet the underlying message of multicultural literature is one that benefits all children.
Reading Horizons Vol. 35, No. 5
Reading Horizons Vol. 35, No. 5
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 35, issue 5.
Listening To Parents' Voices: Cross Cultural Perceptions Of Learning To Read And To Write, Jim Anderson
Listening To Parents' Voices: Cross Cultural Perceptions Of Learning To Read And To Write, Jim Anderson
Reading Horizons: A Journal of Literacy and Language Arts
Traditionally, educators have been generous in dispensing advice to parents about how they can help their children learn to read and write when they enter school (e.g.,Mergentime, 1963; Vukelich, 1984). However, researchers in emergent literacy (Clay, 1966) have found that many young children enter school already possessing considerable literacy knowledge. Consequently, there is a burgeoning interest in working with parents to understand the important roles they play in their school aged children's literacy development.
Integrating African- American Literature In The Elementary Social Studies Classroom, Loraine Moses Stewart
Integrating African- American Literature In The Elementary Social Studies Classroom, Loraine Moses Stewart
Reading Horizons: A Journal of Literacy and Language Arts
African-Americans are one of the largest minority groups in the United States; therefore it is imperative that lit erature that features African-Americans as the main characters be in today's classrooms. This literature is not only important for African-American children to see themselves, but for children of other races to see as well. Carlsen (1971) stated "... young people want to read about people like themselves, with whom they can identify" (p. 208). "If African-American students cannot find themselves and people like them in the books they read and have read to them, they receive a powerful message about how they …
Kwanzaa: A Holiday Of Principles, Phyllis M. Ferguson, Terrell A. Young
Kwanzaa: A Holiday Of Principles, Phyllis M. Ferguson, Terrell A. Young
Reading Horizons: A Journal of Literacy and Language Arts
As soon as Jonathan Daines learned about Kwanzaa, the seven-day celebration millions of African Americans celebrate each year between December 26 and January 1, he wanted to find ways of bringing it into his classroom. He read every thing he could find about Kwanzaa. At first, he read a couple of books about Kwanzaa to his students. Each succeeding year, he added more and more until he developed a three-week Kwanzaa study. The purpose of this article is to provide back ground information about Kwanzaa, a sample Kwanzaa study and children's literature and other resources for teachers to use in …
Developing The Instructional Potential Of Teachers In The Content Areas: An Affective Component In Reading Teacher Education, Cynthia M. Morawski
Developing The Instructional Potential Of Teachers In The Content Areas: An Affective Component In Reading Teacher Education, Cynthia M. Morawski
Reading Horizons: A Journal of Literacy and Language Arts
Methods courses on content area reading instruction have been instrumental in helping teachers recognize the important role that this educational approach can play in developing their students' abilities to read. In particular, these courses have provided teachers with instructional gains in such forms as a better understanding of content area reading, a stronger background on the reading process, and specific teaching strategies (Wedman and Robinson, 1988). Nevertheless, it appears that many teachers are not taking advantage of the "naturally occurring opportunities in their classes" (Weber, Puleo, and Kurth, 1989, p. 42) to integrate content area reading into their daily teaching …
Sylvester's Magic Pebble Is More Than Meets The Eye: Third-Graders Interpret The Meaning Of Literature That Is Extended Metaphor., Jane F. Rudden
Sylvester's Magic Pebble Is More Than Meets The Eye: Third-Graders Interpret The Meaning Of Literature That Is Extended Metaphor., Jane F. Rudden
Reading Horizons: A Journal of Literacy and Language Arts
The importance of providing children with experience in using and understanding metaphor is inextricably tied to the process of constructing meaning from text. Metaphor may be embedded in the text by the author or used by the reader to actively create meaning. It is a means by which children make sense from stories using original formulations rather than repeated rules from the adult world (Miles, 1985; Lehr, 1988).
Fingerpoint-Reading And Beyond: Learning About Print Strategies (Laps), D. Ray Reutzel
Fingerpoint-Reading And Beyond: Learning About Print Strategies (Laps), D. Ray Reutzel
Reading Horizons: A Journal of Literacy and Language Arts
Young emergent readers often regard print as a prop for retelling a memorized story (Clay, 1967). This early form of reading has been referred to as pretend-reading or emergent storybook reading (Sulzby, 1985). Although many emerging readers can match their spoken rendition of a memorized story to the pages of a book, they are often unable to match their retellings to the print on the page. Mason (1982) believes children begin reading by recognizing the entire context of print but not print itself. This may explain Clay's (1967) early findings that children match print with the page, usually a page …
Reading Horizons Vol. 35, No. 4
Reading Horizons Vol. 35, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 35, issue 4.
Professional Materials, Steven L. Layne
Professional Materials, Steven L. Layne
Reading Horizons: A Journal of Literacy and Language Arts
Farris, Pamela J. (1993). Language Arts: A Process Approach.