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Full-Text Articles in Education
Dear Author, Your Book Is Important To Me, Wilma D. Kuhlman, Carol L. Moutray
Dear Author, Your Book Is Important To Me, Wilma D. Kuhlman, Carol L. Moutray
Reading Horizons: A Journal of Literacy and Language Arts
Research with letters written to authors for a contest showed that students often responded to literature in different ways according to the subgenre. Contemporary realistic fiction elicited many personalized responses while historical fiction elicited more responses that informed students' lives. Students noted that high fantasy and science fiction affected their writing skills, while mystery and other science fiction supported reading growth. The research indicates that writing letters to authors is a viable response activity for students.
"Real Ways Of Talking" And School Talking: One Appalachian Student's Perception Of Teacher Discourse During Writing Conferences, Sherry W. Powers
"Real Ways Of Talking" And School Talking: One Appalachian Student's Perception Of Teacher Discourse During Writing Conferences, Sherry W. Powers
Reading Horizons: A Journal of Literacy and Language Arts
A barrier to school literacy is created when teachers fail to build upon the familiar language of students. These research findings indicate that when students perceive that nonstandard ways of talking are not as highly valued by the school as Standard English is valued, they deliberately fail to produce written products that match their teacher's expectations.
Reading Horizons Vol. 43, No. 2
Reading Horizons Vol. 43, No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 43, issue 2.
When Do They Choose The Reading Center? Promoting Literacy In A Kindergarten Classroom, Susan K. Green, Clair Britt, Patsy Parker
When Do They Choose The Reading Center? Promoting Literacy In A Kindergarten Classroom, Susan K. Green, Clair Britt, Patsy Parker
Reading Horizons: A Journal of Literacy and Language Arts
This action research project investigated activities designed to encourage children to visit the reading center in a kindergarten classroom. Three interventions were implemented on alternating days. Analyses suggested that these interventions led to increased voluntary use of the reading center. The days the intern read a story produced the most visits. This process of systematic data collection also increased monitoring of the children with the lowest literacy skills and provided opportunities to tailor literacy activities to their interests.
A Survey Of Contexts For Successful Literacy Tutoring, Dorothy Leal, Cathy Mowrer, Jodi Cunningham
A Survey Of Contexts For Successful Literacy Tutoring, Dorothy Leal, Cathy Mowrer, Jodi Cunningham
Reading Horizons: A Journal of Literacy and Language Arts
Effective tutoring is key to successful literacy learning for at-risk children. This report provides an overview of answers to the question: "What are the contexts for effective literacy tutoring?" The research shows that successful reading tutoring is commonly found in four contexts: home, school, professional/community, and university settings.
Perceptions Of Preservice Elementary Teachers On Multicultural Issues, Mary Alice Barksdale, Janet Richards, Peter Fisher, Marge Wuthrick, Jean Hammons, Dana Grisham, Heather Richmond
Perceptions Of Preservice Elementary Teachers On Multicultural Issues, Mary Alice Barksdale, Janet Richards, Peter Fisher, Marge Wuthrick, Jean Hammons, Dana Grisham, Heather Richmond
Reading Horizons: A Journal of Literacy and Language Arts
This paper reports an exploratory study of preservice teachers' knowledge of multicultural education and preparedness for literacy instruction with diverse populations. We conducted the study across a variety of college and university contexts. Results showed that preservice teachers did not feel well prepared to teach children of diverse linguistic and cultural backgrounds. We also found evidence that these preservice teachers had not developed a strong knowledge base about multicultural education, despite the fact that they had all been introduced to multicultural topics in their teacher education coursework. This study demonstrates that there is a need for examination of current methods …
The Relationship Between Positive Adolescent Attitudes Toward Reading And Home Literary Environment, Kelly Partin, Cindy Gillespie Hendricks
The Relationship Between Positive Adolescent Attitudes Toward Reading And Home Literary Environment, Kelly Partin, Cindy Gillespie Hendricks
Reading Horizons: A Journal of Literacy and Language Arts
While factors known to positively affect attitudes toward reading have been investigated, the relationship between attitudes toward reading and home literary environments, particularly with older students, needs to be more fully explored. This investigation focused on the nature of the relationship between high school students' reading attitudes and the literary environment in which they were raised.
Fab:Ulous! Family Literacy Nights: Learning To Listen To Families, Ellen Mcintyre, Hope Longwell-Grice, Diane Kyle
Fab:Ulous! Family Literacy Nights: Learning To Listen To Families, Ellen Mcintyre, Hope Longwell-Grice, Diane Kyle
Reading Horizons: A Journal of Literacy and Language Arts
This article describes our implementation of a program aimed at supporting families' literacy through books and strategies and through capitalizing on what the families know and care about. We held several Family Literacy Nights in which we planned activities, workshops, and book give-aways around families' interests, discerned during the first event. We struggled with simultaneously accomplishing our goals and those that reflected the families. In this article we share our successes as well as the lessons we learned about how to do this work.
Reading Horizons Vol. 43, No. 1
Reading Horizons Vol. 43, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 43, issue 1.
Development Of Pedagogical Knowledge Related To Teaching At-Risk Students: How Do Inservice Teachers And Preservice Teachers Compare?, Diane D. Allen, Rebecca A. Swearingen
Development Of Pedagogical Knowledge Related To Teaching At-Risk Students: How Do Inservice Teachers And Preservice Teachers Compare?, Diane D. Allen, Rebecca A. Swearingen
Reading Horizons: A Journal of Literacy and Language Arts
This study examined the development of pedagogical knowledge of preservice and inservice teachers as they implemented newly learned assessment and instructional strategies with at-risk readers in clinical settings. The preservice teachers worked in pairs to tutor children during the regular semester at a university reading clinic; the inservice teachers worked for four days a week for six weeks in a special reading academy. Four stages of development emerged from the examination of the reflective responses of teachers that they wrote after each tutoring sessions with the at-risk readers. The stages identified were: novice, advance beginner, competent, and proficient.
Purchasing Power: One School District's Decisions To Purchase Three Reading Programs, Teresa B. Jayroe, Devon G. Brenner
Purchasing Power: One School District's Decisions To Purchase Three Reading Programs, Teresa B. Jayroe, Devon G. Brenner
Reading Horizons: A Journal of Literacy and Language Arts
To understand decision-making processes of purchasing supplemental reading programs, the researchers conducted interviews with teachers, administrators, and central office personnel, asking them to describe curricular purchasing decisions, grant writing, and budgeting process. These interviews, observations, and documents allowed us to understand many perspectives of the decisionmaking process.
A Lesson Before Prying: Invitation To Inquiry Within A Collaborative Community Of Literacy Educators, Nancy L. Williams, Mary Lou Morton
A Lesson Before Prying: Invitation To Inquiry Within A Collaborative Community Of Literacy Educators, Nancy L. Williams, Mary Lou Morton
Reading Horizons: A Journal of Literacy and Language Arts
A university-school collaborative, responding to the many challenges of urban educators, including high-stakes testing, invited the authors to improve literacy instruction. The authors chronicle their initials steps of this action research. Their lesson before prying into the teaching and learning lives of the stakeholders of the learning community indicated that the teachers a) used professional vocabulary that often conflicted with classroom practices, b) expressed interest in improving instruction, and c) highly value their students.
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 42.
Changing The Face Of Reading Instruction: Recommendations Of Six National Reading Reports, D. Ray Reutzel, Parker C. Fawson
Changing The Face Of Reading Instruction: Recommendations Of Six National Reading Reports, D. Ray Reutzel, Parker C. Fawson
Reading Horizons: A Journal of Literacy and Language Arts
In the past several years, a number of reading research reports have been published in an effort to bring an end to the "reading wars" and to inform teachers and administrators about the essential aspects of effective, comprehensive reading instruction. This study analyzes, summarizes, categorizes, and compares the instructional recommendations for providing effective, comprehensive reading instruction from six widely disseminated and influential national reading research reports. It provides a comprehensive listing, identification of themes, and areas of common ground among the more than 231 separate reading instructional recommendations found within the six national reading research reports analyzed.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 42.
Reading Horizons Vol. 42, No. 4
Reading Horizons Vol. 42, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 42, issue 4.
Literacy Liaison: Sending Literacy Home And Back To School, Nicki Mccullough Calabrese
Literacy Liaison: Sending Literacy Home And Back To School, Nicki Mccullough Calabrese
Reading Horizons: A Journal of Literacy and Language Arts
A pilot project, conducted in a prekindergarten classroom, set out to evaluate the effectiveness of sending literacy bookbags home. The classroom teacher provided children with a variety of literacy bookbags to be taken home on a weekly basis. These bookbags contained books, journals, and writing tools along with activities for family/child interactions. Children shared their home experiences with classmates when they return to school. Parents were surveyed to determine their opinions regarding the project.
Accelerating Esl Students' Reading Progress With Accelerated Reader, Jeanne M. Mcglinn, Amy Parrish
Accelerating Esl Students' Reading Progress With Accelerated Reader, Jeanne M. Mcglinn, Amy Parrish
Reading Horizons: A Journal of Literacy and Language Arts
This study examines the benefits of the Accelerated Reader program on ESL fourth and fifth grade students in a school in rural Western North Carolina. The study involved ten ESL fourth and fifth graders who had approximately forty-five minutes of time for free reading daily. The Accelerated Reader program was encouraged through the use of incentives. Monthly test reports were analyzed to determine increase in students' reading level and increase in quantity of students'reading. Anecdotal records provided evidence of improvement in students' reading behaviors and attitudes toward reading. While there was only a moderate overall increase in students' reading level, …
Creating A Pathway To Multicultural Education In Urban Communities: Real-Life Experiences For Preservice Teachers, Margaret A. Moore-Hart
Creating A Pathway To Multicultural Education In Urban Communities: Real-Life Experiences For Preservice Teachers, Margaret A. Moore-Hart
Reading Horizons: A Journal of Literacy and Language Arts
The classrooms within our nation are becoming rich tapestries, interwoven with people of diverse cultures and ethnic groups. In response to the evolving tapestries, many educators advocate the need to heighten preservice teachers' sensitivity to cultural issues so that they might apply this cultural knowledge within their teaching and learning. Using a reconstructionist approach, where preservice teachers become caring citizens who reach out to help culturally diverse children, is one way to address these issues. This manuscript describes an alternative tutoring program, where meaningful teaching and learning emerges within an urban community, and its' evaluation process. As a result of …
Enhancing Poetry Writing Through Technology: The Yin And The Yang, Sherron Killingsworth Roberts, Denise Schmidt
Enhancing Poetry Writing Through Technology: The Yin And The Yang, Sherron Killingsworth Roberts, Denise Schmidt
Reading Horizons: A Journal of Literacy and Language Arts
This paper describes the outcome of an innovative mentoring program at a midwestern university that paired technology faculty and methods faculty in order to form partnerships to facilitate the modeling of technology for preservice teachers. Both faculty members concluded that topics in seeming juxtaposition such as poetry and technology could provide successful models of integration. Prior applications within poetry instruction mostly included incorporating visuals or using electronic postings. These applications treat technology as an addition rather than a true partner reaching into the actual writing of poetry. Conversely, this paper describes the creation of useful applications for enhancing poetry writing …
Reading Horizons Vol. 42, No. 3
Reading Horizons Vol. 42, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 42, issue 3.
Gender, Epistemology, And Education: An Exploration Of The Knowledge Construction Of Female And Male Pupils, Joyce E. Many, Francis Howard, Melanie J. Cardell, Geoff Lewis
Gender, Epistemology, And Education: An Exploration Of The Knowledge Construction Of Female And Male Pupils, Joyce E. Many, Francis Howard, Melanie J. Cardell, Geoff Lewis
Reading Horizons: A Journal of Literacy and Language Arts
This study explores gender differences in the knowledge constructed about World War II by 11- and 12-year-old Scottish pupils. Data collected over seven months included field notes, interviews, students' reading and writing, and audiotapes of discussions. Examination revealed the young women's work showcased individuals while the young men framed World War II information using a world view. The findings illustrate the epistemological differences that can exist between our male and female students as they construct their own understanding of topics.