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Articles 1 - 9 of 9
Full-Text Articles in Education
Negotiating Practicum Experiences In A Reading Specialist Preparation Program, Karen Rissling, Linda Kucan
Negotiating Practicum Experiences In A Reading Specialist Preparation Program, Karen Rissling, Linda Kucan
Reading Horizons: A Journal of Literacy and Language Arts
In this cross-case study, we examined how two reading specialist candidates negotiated their yearlong practicum experiences in relation to university coursework and their previous teaching experience. Data sources included interviews, weekly teaching logs, and field observations. Findings reported in extended vignettes reveal how both interns were placed in positions that required them to negotiate instructional expectations at their internship sites and practices advocated in their coursework. In both cases, those two realities were often at odds when they were required to implement a program with scripted lessons and a required pacing guide. The findings raise important questions about the impact …
Community-Based Literacy Learning Spaces As Counterhegemonic Figured Worlds For African American Readers, Melanie M. Acosta, Shaunté Duggins
Community-Based Literacy Learning Spaces As Counterhegemonic Figured Worlds For African American Readers, Melanie M. Acosta, Shaunté Duggins
Reading Horizons: A Journal of Literacy and Language Arts
Community-based literacy learning spaces are crucial to the enduring African American pursuit of literacy. This article reports findings from a study exploring the impact of a community-based literacy tutoring program for African American readers in grades 3-5. Findings also report on ways the community literacy site was similar to historic African American figured communities. Mixed methods analysis revealed significant improvements in decoding, and counternarratives that existed with the figured community cultivated by community volunteers. Taken together, both highlight the powerful role communities’ can play in promoting African American student success. Recommendations for community organizations, teacher educators, and literacy researchers are …
Rh Editorial Review Board V.57 N.3
Rh Editorial Review Board V.57 N.3
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Concepts Of Online Text: Examining Online Literacy Skills Of Elementary Students, Jodi Pilgrim, Sheri Vasinda, Christie Bledsoe, Elda E. Martinez
Concepts Of Online Text: Examining Online Literacy Skills Of Elementary Students, Jodi Pilgrim, Sheri Vasinda, Christie Bledsoe, Elda E. Martinez
Reading Horizons: A Journal of Literacy and Language Arts
Reading online text presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. Traditional assessments of concepts about print inspired the authors’ research, which applies a similar approach to address “screen handling” instead of book handling. The purpose of their ongoing research has been to develop an instrument to assess concepts related to online reading. The Concepts of Online Text (COT) assessment measures knowledge of online navigation and text features. Quantitative analysis of student performance data using the COT has the potential to provide developmental insight into elementary students’ proficiencies in conducting internet …
What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway
What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway
Reading Horizons: A Journal of Literacy and Language Arts
Developing knowledge and understandings related to children’s literature among preservice elementary teachers is a vital component of teacher preparation that should be addressed in a required course. The purpose of the present study was to identify essential learning outcomes addressed in children’s literature courses that were required coursework among elementary teacher preparation programs located in a Southern state. The goal was to discover “the story” in children’s literature coursework and determine to what extent current teacher preparation practices aligned with professional recommendations from recognized experts in the field. The present study employed a qualitative, directed content analysis approach that used …
Teaching Writing From The Inside Out: Teachers Share Their Own Children's Books As Models In Elementary School Classrooms, Ryan Colwell
Teaching Writing From The Inside Out: Teachers Share Their Own Children's Books As Models In Elementary School Classrooms, Ryan Colwell
Reading Horizons: A Journal of Literacy and Language Arts
This article describes The Bare Book Project, a writing and research project that challenged pre-service and in-service teachers to create their own original pieces of children’s literature, and use aspects of their personal writing as models for students in elementary school classrooms. Building on research regarding teacher modeling in writing classrooms, the author investigated teachers’ purposes for, and methods of using their own writing as models, as well as the benefits and challenges that teachers experienced when they incorporated their own writing during classroom writing instruction.
Unpacking Japanese Culture In Children’S Picture Books: Culturally Authentic Representation And Historical Events/Political Issues, Su-Jeong Wee, Kanae Kura, Jinhee Kim
Unpacking Japanese Culture In Children’S Picture Books: Culturally Authentic Representation And Historical Events/Political Issues, Su-Jeong Wee, Kanae Kura, Jinhee Kim
Reading Horizons: A Journal of Literacy and Language Arts
This study investigated culturally authentic representations and perspectives on historical events and political issues presented in children’s picture books on Japanese culture. Our analysis of the representation of Japanese culture in the texts and illustrations was based on a sample of 37 children’s picture books written in English or English/Japanese and published in the United States between 1990-2016 for ages 3-8. The majority of the sampled books were found to portray a visible and concrete level of Japanese culture, including clothes, food, holidays, festivals, and traditional activities, some of which had outdated and inaccurate descriptions and illustrations. Social customs and …
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Reading Horizons: A Journal of Literacy and Language Arts
What are indicators, or markers, of ‘inclusive’ reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogenous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes 'inclusion' in reading instruction. This study explores how two fourth grade friends – one labeled ‘struggling’ and one labeled ‘average’ by normative reading assessments – transgress classroom expectations around quiet, leveled reading behaviors while also facilitating each other’s inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that …
Editorial Review Board Rh V.57 N.1
Editorial Review Board Rh V.57 N.1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.