Education Commons^™

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 ...

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 ...

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.

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 ...

Professional Materials, Mary E. Jellema

Reading Horizons: A Journal of Literacy and Language Arts

Looking at Picture Books. John Warren Stewig. 1995.

Reading Horizons Vol. 36, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 2.

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.

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 ...

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 ...

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.

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.

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 ...

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.

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).

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.

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: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 1.

Helping Philippe: Constructions Of A Computer-Assisted Language Learning Environment, Pedro Garcez

Working Papers in Educational Linguistics (WPEL)

No abstract provided.

Can Negotiation Provide A Context For Learning Syntax In A Second Language?, Julian Linnell

Working Papers in Educational Linguistics (WPEL)

No abstract provided.

The Role Of Language Thought In Foreign Language Learning, Andrew D. Cole

Working Papers in Educational Linguistics (WPEL)

No abstract provided.

Ug Accessibility In Second Language Acquisition: Re-Examining The Binding Parameter, Howard Chen

Working Papers in Educational Linguistics (WPEL)

No abstract provided.

Voices From The Reform Movement, Allyn Jackson

Humanistic Mathematics Network Journal

No abstract provided.

A University Mathematician's View Of What's Wrong With University Mathematics Education, Reuben Hersh

Humanistic Mathematics Network Journal

No abstract provided.

Book Review: Introductory Algebra: A Just In Time Approach, By Alice Kaseberg, Gayle Smith

Humanistic Mathematics Network Journal

No abstract provided.

Attitudes Of Students To Independent Learning, S. Kenneth Houston

Humanistic Mathematics Network Journal

No abstract provided.

"Modern Mathematics" At Sonoma State University, C. E. Falbo

Humanistic Mathematics Network Journal

No abstract provided.

"Could You Calm Down More?" Requests And Korean Esl Learners, Julie Kim

Working Papers in Educational Linguistics (WPEL)

No abstract provided.

Who Determines What Our Children See, Read, Do, Or Learn On The Internet?, Sondlo Leonard Mhlaba

Trotter Review

The issue of appropriate use of the Internet at home and in schools is being hotly debated right now in, and outside, the Internet. In March 1995 Marlene Goss wrote a letter to the discussion list of the Consortium for School Networking (CoSNdisc@list.cred.net) appealing to educational policymakers to focus on access and equity when dealing with Internet in schools, instead of focusing on restricting such access. She found it remarkable how many hours were being spent "deciding student use when only 3% of the classroom teachers, professional adults, have use of the Internet." Her point was not ...

Technological Revolution And The Black Studies Curriculum: A Course Proposal, Abdul Alkalimat

Trotter Review

A technological revolution is changing the world. The computer is fast becoming the universal tool in all aspects of work, production and communication, and innovations in bio-technology are fast transforming agriculture and health. The main impact of this technological revolution has been to restructure the economy, both the centers of accumulation as well as the labor process. It is also restructuring the methods by which people communicate, form and maintain communities. In general, the objective basis of social life is being fundamentally changed.

This essay proposes a basic course that not only focuses on the technological revolution, but should be ...

Table Of Contents And Editorial Information For Vol. 23, No. 1, Fall 1995, Chad Litz

Educational Considerations

Table of contents and editorial information for Vol. 23, no. 1, Fall 1995