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Full-Text Articles in Education
Book Talk: Continuing To Rouse Minds And Hearts To Life, Cheri F. Triplett, Alisa Buchanan
Book Talk: Continuing To Rouse Minds And Hearts To Life, Cheri F. Triplett, Alisa Buchanan
Reading Horizons: A Journal of Literacy and Language Arts
During the spring of 2004, we conducted research exploring the emotions of struggling readers. Specifically we were interested in finding out how school contexts, curriculum, and relationships influence students' experiences of struggle. Students in this study were 14 first, second, and third graders identified for reading intervention at their school. As we analyzed data sources, including field notes, interviews with students and teachers, we concluded that the literacy activities that engaged these students cognitively, motivationally, and emotionally were the book discussions that took place in their reading classroom. However, book discussions were not a part of reading instruction in their …
From Silence To A Whisper To Active Participation: Using Literature Circles With Ell Students, Catherine Carrison, Gisela Ernst-Slavit
From Silence To A Whisper To Active Participation: Using Literature Circles With Ell Students, Catherine Carrison, Gisela Ernst-Slavit
Reading Horizons: A Journal of Literacy and Language Arts
This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher's implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent "rounds." A discussion of specific student growth in oral communication, attitude toward reading and improved reading comprehension is included as well as lists of resources and strategies supporting effective literature circles.
In-Service Teachers And Computer Mediated Discussions: Range And Purposes Of Reflection, Gaoyin Qian, Liqing Tao
In-Service Teachers And Computer Mediated Discussions: Range And Purposes Of Reflection, Gaoyin Qian, Liqing Tao
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this qualitative study was to understand discourse types (i.e., factual, prudential, and justificatory) of in-service teachers in the graduate program in literacy education when they engaged in Computer Mediated Discussion (CMD). This study also sought to uncover the kind of support that CID provided, and to identify their attitudes towards and feelings about such forms of discussion based on their online journal entries and responses to a questionnaire. Fourteen graduate students participated in a weekly reflection for 10 weeks on the readings and on the literacy development of the children they selected for case study. Results indicated …
The Genre Of Traditional Literature Influences Student Writing, Timothy G. Weih
The Genre Of Traditional Literature Influences Student Writing, Timothy G. Weih
Reading Horizons: A Journal of Literacy and Language Arts
This article describes a research study exploring the question: What influence will reading and discussing traditional literature have upon students' narrative writing? The setting for the study was a fifth grade classroom that was part of a university laboratory school. Students listened to and discussed Native American folktales and then wrote their own, self-created narrative. Results indicated that students blended elements from the folktales with elements from their own cultures.
Reading Horizons Vol. 46 No. 2
Reading Horizons Vol. 46 No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete Reading Horizons volume 46 issue number 2.
Reading Horizons Vol. 46 No. 1
Reading Horizons Vol. 46 No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete Reading Horizons volume 46 issue number 1.
Children's Literature For Cultural Understanding Between Students In Taiwan And Mainland China, Su-Yen Chen
Children's Literature For Cultural Understanding Between Students In Taiwan And Mainland China, Su-Yen Chen
Reading Horizons: A Journal of Literacy and Language Arts
Based on a portion of the results of a research project that explores the possibilities of using Mandarin children's literature for cultural understanding between the students of Taiwan and Mainland China, this paper discusses in depth what existing U. S. research may or may not help in constructing Mandarin reading lists and thus provides insights for applications in other settings. It also comes up with a new strategy for cultural understanding with twin texts from two cultures
From The Popcorn Book To Popcorn! Multigenre Children's Books, Kathy Everts Danielson, Jeanne Harrington
From The Popcorn Book To Popcorn! Multigenre Children's Books, Kathy Everts Danielson, Jeanne Harrington
Reading Horizons: A Journal of Literacy and Language Arts
Multigenre texts are a recent trend in children's books. These types of books can enhance students' comprehension and provide models of various types of writing genres.They can be used in differentiating instruction and increasing fluency when transformed into readers' theater texts. Many examples of multigenre books are provided in this article.
Using Picture Storybooks To Support Young Children's Science Learning, Rose M. Pringle, Linda Leonard Lamme
Using Picture Storybooks To Support Young Children's Science Learning, Rose M. Pringle, Linda Leonard Lamme
Reading Horizons: A Journal of Literacy and Language Arts
Children's books are an important classroom resource for the study of animals because it is not practical for students to study many animals in their natural habitat. This article is the result of a collaborative research project undertaken by a science methods specialist and a children's literature specialist. We analyzed books about animals that contained both narrative and expository writing and determined the best books that facilitated science learning. We share our criteria for book selection and examples of books that meet these criteria. Many support science learning in classrooms allowing children to make observations, raise questions and form conclusions …
The Phonics Lesson, C. Glennon Rowell
The Phonics Lesson, C. Glennon Rowell
Reading Horizons: A Journal of Literacy and Language Arts
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Deconstructing The Accelerated Reading Program, Robin D. Groce, Eric C. Groce
Deconstructing The Accelerated Reading Program, Robin D. Groce, Eric C. Groce
Reading Horizons: A Journal of Literacy and Language Arts
Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. They are: 1) assessment, 2) aesthetics and text interaction, 3) motivation, and 4) book selection.
Collaborative Storybook Reading: Bring Parents And At-Risk Kindergarten Students Together, Linda Smetana
Collaborative Storybook Reading: Bring Parents And At-Risk Kindergarten Students Together, Linda Smetana
Reading Horizons: A Journal of Literacy and Language Arts
Many students lack early literacy skills because they have not had opportunities to listen to or talk about stories, engage in word play, read with family members, or view literacy behaviors modeled in the home. The Collaborative Storybook Reading Program presents a model for providing interactive reading experiences for at-risk kindergarten students through the use of parent volunteers. The program was designed to increase student interactions with literature, while at the same time increasing the confidence level and literacy skills of the parent-volunteer readers. Program participants demonstrated increased ability to retell stories and participate in whole-class storybook reading sessions.
Family Members As Partners In An After-School And Summer Literacy Program, Teresa B. Jayroe, Devon Brenner
Family Members As Partners In An After-School And Summer Literacy Program, Teresa B. Jayroe, Devon Brenner
Reading Horizons: A Journal of Literacy and Language Arts
If educators expect more children to be successful in literacy experiences at school, then they must strive to form lasting partnerships with parents (Fried, 2001). The educators working with the after-school and summer literacy program actively sought to form partnerships with family members at a small rural elementary school in a southern state. By collaborating with mothers and relatives of children at this low-income, African-American school we learned about the commitment and caring of families. Family members participating in the program explained they began to spend more time on literacy activities at home and were excited about reading with their …
Developing A Sense Of Audience: An Examination Of One School's Instructional Contexts, Joyce E. Many, Susan D. Henderson
Developing A Sense Of Audience: An Examination Of One School's Instructional Contexts, Joyce E. Many, Susan D. Henderson
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this naturalistic study was to extend our understanding of the ways in which consideration of audience may be salient in diverse students' and teachers' approaches to literacy. Data related to literacy interactions in one school were collected from the preschool class and three multiage elementary classrooms. Findings indicated that the school's curriculum was developed through a socio-cultural approach with the students involved in constructing meaning of their world through interaction with others, through dialogue about texts, and through involvement in the arts. Within these experiences, students developed a sense of audience awareness and participated as audience members. …
Print Rich Environments: Our Pre-Service Teachers' Report Of What They Observed In Their Field Experiences, Liqing Tao, Helen Robinson
Print Rich Environments: Our Pre-Service Teachers' Report Of What They Observed In Their Field Experiences, Liqing Tao, Helen Robinson
Reading Horizons: A Journal of Literacy and Language Arts
This study examined teacher candidates' observations and perceptions of classroom print-rich environments during field observations. The focus is on what the teacher candidates report and believe they have observed in classrooms regarding print-rich environments. The subjects were 35 undergraduate teacher candidates enrolled in two language arts and arts methods classes requiring 36 hours of field observations in an urban setting. Pre-service teacher candidates' weekly reflective journals and semester-end descriptions provided data sources. A qualitative method was used to examine patterns of observations and descriptions concerning print-rich environments. Results revealed that most teacher candidates did not realize and observe the dynamic …
Reading Horizons Vol. 45, No. 4
Reading Horizons Vol. 45, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete Issue of Reading Horizons volume 45, issue 4.
Reflection And Cognitive Strategy Instruction: Modeling Active Learning For Pre-Service Teachers, Barbara C. Palmer, C. Glennon Rowell, Mary Alice Brooks
Reflection And Cognitive Strategy Instruction: Modeling Active Learning For Pre-Service Teachers, Barbara C. Palmer, C. Glennon Rowell, Mary Alice Brooks
Reading Horizons: A Journal of Literacy and Language Arts
Reading methodology courses, like other courses in college, are often one-dimensional when it comes to instructional delivery systems. Too often, "teacher talk" that elicits far too little reflection prevails. This practice can be changed with activities calling for students to construct knowledge from their experiences, thus following basic tenets of constructivism. The purpose of this article is to discuss how pre-service teachers can be taught to think beyond strategies in methodology and reflect upon language itself Three instructional strategies - semantic feature analysis, fictitious writing systems activities, and nonsense story analysis - are examples of ways college professors can get …
Why Teachers Buy Books For Their Students, Christy Lao
Why Teachers Buy Books For Their Students, Christy Lao
Reading Horizons: A Journal of Literacy and Language Arts
Results of this study confirm the paucity of books in classroom libraries and the insufficient school funding for the classroom library. A sample of New York City teachers reported that they spent an average of $378 of their own money on classroom library books, and received an average of $143 from the school each year for books and supplies. Teachers listed a variety of reasons for their willingness to buy books. The significance of this study is the demonstration that teachers believe in the importance of books, and they practice what they believe by bringing books into students' lives.
No Child Left Behind: Key Issues And Instructional Implications For Teachers Of African-American Children, Doris Walker-Dalhouse
No Child Left Behind: Key Issues And Instructional Implications For Teachers Of African-American Children, Doris Walker-Dalhouse
Reading Horizons: A Journal of Literacy and Language Arts
This article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students.
From University To Classrooms: A Preservice Teachers' Writing Portfolio Program And Its Impact On Instruction In Teaching Strategies For Writing Portfolios In The Classroom, William Bintz, Mary Shake
From University To Classrooms: A Preservice Teachers' Writing Portfolio Program And Its Impact On Instruction In Teaching Strategies For Writing Portfolios In The Classroom, William Bintz, Mary Shake
Reading Horizons: A Journal of Literacy and Language Arts
This article reports findings from an action research project investigating the impact creating writing portfolios has on preservice teachers' understanding of writing portfolio assessment. Participants included 92 preservice teachers enrolled across four different sections of an introductory literacy class. Data sources included: preservice teacher writing portfolios and reflective statements on portfolios; and a Likert style survey designed to collect item response and personal comment data on preservice teacher growth and development with writing portfolio assessment. Data-analysis focused on identifying recurring patterns of student responses in reflective statements on writing portfolios and in-survey questions and comments. Findings indicate that active engagement …
Reading Horizons Vol. 45, No. 3
Reading Horizons Vol. 45, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 45, issue 3.