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Understanding The Hypothesis, It's The Teacher That Makes The Difference: Part Ii, Jerome Harste Jan 1978

Understanding The Hypothesis, It's The Teacher That Makes The Difference: Part Ii, Jerome Harste

Reading Horizons: A Journal of Literacy and Language Arts

No abstract available.

Sportsprint--A Primer For The Reading Blahs, Harvey Frommer Jan 1978

Sportsprint--A Primer For The Reading Blahs, Harvey Frommer

Reading Horizons: A Journal of Literacy and Language Arts

Educators bemoan reading readiness, reading curiosity, reading skills on the part of their students. Some segments of the society blame the electronic media and limply rationalize that nothing can be done about a deplorable situation.

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Effective Ways Of Building Vocabulary In Every Content Area, Donald C. Cushenbery Jan 1978

Effective Ways Of Building Vocabulary In Every Content Area, Donald C. Cushenbery

Reading Horizons: A Journal of Literacy and Language Arts

One of the important responsibilities of any teacher at any level is that of planning a sequential program of vocabulary development in each and every area of the curriculum. Vocabulary enlargement must be seen as being a part of the major language arts curriculum of every school in all content departments. All teaching which deals with oral and written words involves concept formation and hence additional words and phrases with their attendant meanings.

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Power Of The Printed Word, Kenneth Vandermeulen Jan 1978

Power Of The Printed Word, Kenneth Vandermeulen

Reading Horizons: A Journal of Literacy and Language Arts

A letter from the editor.

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A Comparison Of Underlying Strategies For Improving Reading Comprehension And Retention, Thomas R. Schnell, Daniel J. Rocchio Jan 1978

A Comparison Of Underlying Strategies For Improving Reading Comprehension And Retention, Thomas R. Schnell, Daniel J. Rocchio

Reading Horizons: A Journal of Literacy and Language Arts

Much interest currently exists in topics related to the improvement of learning through such avenues as "mathemagenic activities," and a considerable amount of research has been done recently in the area of visual cueing as a learning enhancement technique. This paper is restricted to a discussion of one visual cueing technique underlining and some implications arising from underlining research.

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Measurement Of Teacher Knowledge Of Reading, H.L. Narang Jan 1978

Measurement Of Teacher Knowledge Of Reading, H.L. Narang

Reading Horizons: A Journal of Literacy and Language Arts

The latest trend in teacher education is towards competency- based programs which focus on the specific knowledge, skills, and attitudes that teachers ought to develop in order to perform well on the job. One area of teacher competencies is knowledge of the subject-matter. Cooper (1973) calls this knowledge competency. Several writers have emphasized the mastery of subject-matter as an important component in teacher preparation. Bush (1954) says that students like teachers whom they regard as high in knowledge of subject; and pupil liking of teachers is related to pupil liking for the subject. Miller and Miller (1971) asked school adminstrators …

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The Reading Field Agent: A Model For The Diagnostic Teaching Of Teachers, Jack Cassidy Jan 1978

The Reading Field Agent: A Model For The Diagnostic Teaching Of Teachers, Jack Cassidy

Reading Horizons: A Journal of Literacy and Language Arts

Diagnostic teaching with all its ramifications is one of the trends in education which has had profound implications for the field of reading. Unfortunately, too much of the emphasis has been on diagnosis and not enough on teaching. Teachers are constantly bombarded with new tests diagnostic, criterion referenced, etc. all of which are reputed to accurately pinpoint the reading needs of all students. Many of the results of these measures are at best tenuous: the fact that a well trained teacher is the best diagnostician is one fact that is often ignored in any implementation of diagnostic teaching.

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Initiating Assessment Of Student Needs In Content Areas, Jerry L. Johns Jan 1978

Initiating Assessment Of Student Needs In Content Areas, Jerry L. Johns

Reading Horizons: A Journal of Literacy and Language Arts

As students move through the elementary grades they encounter more and more reading in the content areas: social studies, science, mathematics, and English. Most teachers are aware of the burden that vocabulary and concept load place upon each student's ability to understand what he/she has read. Although teachers usually group students according to reading ability to facilitate basal reading instruction, there is often little or no effort expended to meet individual or group reading needs in the content areas. One reason for this neglect may be that teachers lack systematic ways of assessing students' mastery of the technical vocabulary in …

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Professional Concerns, R. Baird Shuman, Billie Jo Rieck Jan 1978

Professional Concerns, R. Baird Shuman, Billie Jo Rieck

Reading Horizons: A Journal of Literacy and Language Arts

Because most states now require that all prospective teachers must have formal instruction in the teaching of reading in order to qualify for certification, the reading teacher must be prepared (1) to justify the requirement and (2) to teach the sort of course which will be valuable to students in a broad diversity of subject areas. In the article which follows. Professor Billie Jo Rieck of West Liberty State College in West Liberty, West Virginia offers a workable method for presenting the required course in the teaching of reading to the broad variety of students who pass through it. Professor …

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We Suggest, Eleanor Buelke Jan 1978