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Articles 1 - 16 of 16
Full-Text Articles in Education
Fostering Effective And Engaging Literature Discussions, Kayla Lewis
Fostering Effective And Engaging Literature Discussions, Kayla Lewis
Reading Horizons: A Journal of Literacy and Language Arts
Literature discussion groups are a widely used practice in many classrooms. Creating literature discussions that are both effective and engaging can be a rewarding experience for both the students and the teacher. As a part of a larger study examining the scaffolding that took place during literature discussions, this article focuses on the strengths of three teachers implementing literature discussion groups within their fifth grade classrooms. Through an analysis of these teachers’ strengths, a scale was developed to help other teachers as they reflect on their own literature discussions.
Editorial Review Board Rh V.56 N.4
Editorial Review Board Rh V.56 N.4
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye
Professional Development For Educators To Promote Literacy Development Of English Learners: Valuing Home Connections, Leslie Grant, Angela B. Bell, Monica Yoo, Christina Jimenez, Barbara Frye
Reading Horizons: A Journal of Literacy and Language Arts
While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different. As part of a year-long grant funded professional development project, the authors led teams of educators from two districts through a series of workshops which included ways teachers could increase home-school connections to support the children’s literacy. Data from participant surveys with Likert-scale and open-ended questions provided evidence that the professional development experiences resulted in an increase in the …
Implementation Of Common Core–Based Curriculum In A Fourth-Grade Literacy Classroom: An Exploratory Study, Elizabeth Jaeger
Implementation Of Common Core–Based Curriculum In A Fourth-Grade Literacy Classroom: An Exploratory Study, Elizabeth Jaeger
Reading Horizons: A Journal of Literacy and Language Arts
The Common Core State Standards (CCSS) were adopted by most states by 2010. Yet, many teachers still lack confidence in their ability to integrate these standards into their classroom instruction and this uncertainty undermines their effectiveness. This article presents findings from a study of a fourth grade literacy curriculum informed by the CCSS. The study mobilized the Vygotskian notion of mediation as it applies in a literacy learning context and addresses the following research questions: (a) What were fourth grade student English language arts achievement levels and beliefs about literacy prior to and following the implementation of a CCSS-based curriculum? …
Popular Culture And Academic Literacies Situated In A Pedagogical Third Space, Stephanie Buelow
Popular Culture And Academic Literacies Situated In A Pedagogical Third Space, Stephanie Buelow
Reading Horizons: A Journal of Literacy and Language Arts
This critical participatory action research study sought to understand what happens when students’ interest and experiences with popular culture are integrated into a standards-based sixth grade English language arts curriculum. Multiple data sources were analyzed using the theoretical concept of third space. Findings showed that (a) a democratic, collaborative learning zone was established for all members of the classroom community, (b) students were successful in a curriculum that was situated in academic literacies and their popular culture interests and literacies, and (c) this experience resulted in a transformation of teacher practice. Given the current educational climate, these findings suggest the …
A Socio-Psycholinguistic Perspective On Biliteracy: The Use Of Miscue Analysis As A Culturally Relevant Assessment Tool, Bobbie Kabuto
A Socio-Psycholinguistic Perspective On Biliteracy: The Use Of Miscue Analysis As A Culturally Relevant Assessment Tool, Bobbie Kabuto
Reading Horizons: A Journal of Literacy and Language Arts
Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a translanguaging perspective to language use to highlight how differences in language and writing systems did not lead to difficulties or barriers in orally reading or comprehending texts. Contrarily, the use of miscue analysis was a culturally relevant assessment that provided a multidimensional perspective into the ways in which the …
Learning To Facilitate Highly Interactive Literary Discussions To Engage Students As Thinkers, Cheryl L. Rosaen, Amber Meyer, Stephanie Strachan, Jessica Meier
Learning To Facilitate Highly Interactive Literary Discussions To Engage Students As Thinkers, Cheryl L. Rosaen, Amber Meyer, Stephanie Strachan, Jessica Meier
Reading Horizons: A Journal of Literacy and Language Arts
Helping novices learn to facilitate interactive whole-class discussions is an important “high-leverage practice” for becoming an effective teacher due to its strong potential to increase students’ learning opportunities. A semester-long classroom-based assignment in a senior-level elementary literacy methods course supported preservice teachers in developing the practice of leading one text-based interactive literary discussion, along with learning to establish norms and routines for discussions, and to analyze instruction for the purpose of improving it. Analysis of 83 preservice teachers’ written work investigated their learning during the beginning stages of developing the complex practice of leading discussions. We propose a learning trajectory …
Editorial Review Board V.56 N.1
Editorial Review Board V.56 N.1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Writing With Parents In Response To Picture Book Read Alouds, Danielle L. Defauw
Writing With Parents In Response To Picture Book Read Alouds, Danielle L. Defauw
Reading Horizons: A Journal of Literacy and Language Arts
High-quality writing instruction needs to permeate elementary students’ in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents’ experiences in interactive writing sessions. The descriptive coding and constant comparative analysis of transcribed parent writing sessions, field notes, and documents revealed three themes: (1) Writing Tips and Strategies, (2) Parent-Writers, and (3) Story Connections. The parent writing sessions facilitated parents’ understanding of how to support their elementary-age children’s writing development. Parents demonstrated a desire to support their children’s writing development, and they needed …
Editorial Review Board V.56 N. 2
Editorial Review Board V.56 N. 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen
Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this qualitative descriptive case study was to explore the teacher/student reading conferences in two first grade teachers’ classrooms in one primary school. Sixteen one-to-one reading conferences were recorded and transcribed over a two-month period and coded for content as related to the CAFÉ (Boushey & Moser, 2009) model of reading instruction, which the teachers used daily. We found that the two teachers placed heavy emphasis on students’ reading accuracy (the “A” in CAFÉ) and did not spend as much time working on comprehension, fluency, or expanding vocabulary (the C, F, and E in CAFÉ). We suggest teachers …
Reading In English And In Chinese: Case Study Of Retrospective Miscue Analysis With Two Adult Ells, Yang Wang, Carol J. Gilles
Reading In English And In Chinese: Case Study Of Retrospective Miscue Analysis With Two Adult Ells, Yang Wang, Carol J. Gilles
Reading Horizons: A Journal of Literacy and Language Arts
Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read two pieces in simplified Chinese and two in English respectively. This study demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their confidence to read, acquire more agency, and learn more about the English language. RMA is a …
Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris
Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris
Reading Horizons: A Journal of Literacy and Language Arts
This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This was termed Discrete Grammar Instruction (DGI). The researchers introduced a contextualized grammar instruction approach, termed Embedded Grammar Instruction (EGI), which taught grammar within authentic contexts of reading and writing. Students in grades three through eight were assigned to either the EGI group (N = 164) or the DGI group (N = 156). Two …
Exploring Writing Circles As Innovative, Collaborative Writing Structures With Teacher Candidates, Sherron Killingsworth Roberts, Norine Blanch, Nandita Gurjar
Exploring Writing Circles As Innovative, Collaborative Writing Structures With Teacher Candidates, Sherron Killingsworth Roberts, Norine Blanch, Nandita Gurjar
Reading Horizons: A Journal of Literacy and Language Arts
Writing circles are “small groups . . . meeting regularly to share drafts, choose common writing topics, practice positive response, and in general, help each other become better writers” (Vopat, 2009, p. 6). In this exploratory study, writing circles were employed with elementary teacher candidates in hopes of enhancing their perceptions about writing and authorship. This mixed methods pilot used a convenience sample of 28 teacher candidates in a language arts methods course. Based on interest and using writing workshop elements, weekly writing circles were formed and generated one collaborative manuscript. Afterward, 68% of candidates reported improvement in writing skills. …
“This I Believe” About The Teaching Of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings, Denise N. Morgan, Natasha H. Chenowith
“This I Believe” About The Teaching Of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings, Denise N. Morgan, Natasha H. Chenowith
Reading Horizons: A Journal of Literacy and Language Arts
This case study (Merriam & Tisdell, 2016) examines the final projects of two secondary teachers in a graduate course about writing pedagogy. Teachers created digital essays along the lines of the National Public Radio’s “This I Believe” essays, which articulated their beliefs about the teaching of writing. We posed two research questions: a) What pedagogical understandings do teachers identify as their beliefs about writing and how do they represent those ideas in a digital composition? b) What did teachers learn from participating in the process of composing a digital essay? We found that teachers “reimagined” the teaching of writing, were …
Exploring Effective Professional Development Strategies For In-Service Teachers On Guiding Beginning Readers To Become More Metacognitive In Their Oral Reading, Sharon M. Pratt, Anita M. Martin
Exploring Effective Professional Development Strategies For In-Service Teachers On Guiding Beginning Readers To Become More Metacognitive In Their Oral Reading, Sharon M. Pratt, Anita M. Martin
Reading Horizons: A Journal of Literacy and Language Arts
This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit instructional practices that increased their students’ metacognitive awareness and regulation. Teachers adopted specific instructional strategies over the course of the professional development that positively impacted their students’ achievement, including one teacher’s use of peer coaching. As teachers observed their students doing more than they thought they were capable of, their beliefs about …