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Articles 1 - 30 of 2231
Full-Text Articles in Education
Editorial Review Board Vol. 65 Issue 2
Editorial Review Board Vol. 65 Issue 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Discussion Of Text Revisited: Encouraging Chatting In The Classroom, Melissa Jessup, Ruth E. Jefferson Dr.
Discussion Of Text Revisited: Encouraging Chatting In The Classroom, Melissa Jessup, Ruth E. Jefferson Dr.
Reading Horizons: A Journal of Literacy and Language Arts
Discussion of text in language and literacy instruction has historically been studied with small samples of learners. The study described in this article investigated the relationship between instructional practices associated with discussion of text (chatting about it) and the reading achievement of several subgroups. A large sample of readers (N = 148,800) from the National Assessment of Educational Progress was the subject of the study. Several subgroups, including students with disabilities and students eligible for the National School Lunch Program (students experiencing poverty), were statistically disaggregated; subgroup data and results of analyses are discussed. Suggestions for classroom application are included.
Empowering Future Educators: How Service-Learning Shapes Teacher Candidate Self-Efficacy And Understanding Of Book Access, Nancy F. Hulan, Morgan S. Major
Empowering Future Educators: How Service-Learning Shapes Teacher Candidate Self-Efficacy And Understanding Of Book Access, Nancy F. Hulan, Morgan S. Major
Reading Horizons: A Journal of Literacy and Language Arts
Literacy rates are historically low in areas where access to books is limited. Thus, students with limited exposure to books prior to school pose a unique challenge to teachers, who often feel unprepared to teach students from underserved populations. To help remedy this, teacher candidates need preparation that builds their abilities to provide both access to books and quality literacy instruction for students who live in poverty. The study described in this article investigated the impact of literacy-related community engagement on teacher candidates’ self-efficacy, their understanding of book access, and their perceptions of teachers’ roles in providing book access. Participants …
Deferred Understandings: A Critical Content Analysis Of Representations Of War In Picturebooks, Heeyoung Kim, Jongsun Wee
Deferred Understandings: A Critical Content Analysis Of Representations Of War In Picturebooks, Heeyoung Kim, Jongsun Wee
Reading Horizons: A Journal of Literacy and Language Arts
This article reports on a study that examined eight picturebooks published since 2021 that portray contemporary wars, exploring picturebooks’ potential role in shaping children’s understandings of armed conflict. It investigated how these texts present historical context and construct representations of war. The authors’ analysis focuses on three key elements: the causes of war, depictions of wartime scenes, and the resolutions of war. The findings indicate that the picturebooks portray war realistically through textual and visual narratives, illustrating how war disrupts the child protagonist’s everyday life. However, the books rarely address the underlying causes of war. This study suggests that teachers …
Cover Page Vol. 65 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad
Reading Horizons: A Journal of Literacy and Language Arts
The study presented in this article explored how book clubs centered on young adult (YA) literature supported 67 preservice special educators (PSEs) in developing inclusive literacy practices. The study examined PSEs’ reflections on social, cultural, and personal themes in YA narratives and how these informed their planning for students with disabilities. Using a qualitative descriptive approach, researchers analyzed online discussion posts collected over a 6-week book club course component. Findings reveal that PSEs engaged with themes such as identity, resilience, systemic inequities, and disability representation, often connecting literature to their own positionalities and future teaching roles. PSEs also identified a …
Home Visits As Culturally Sustaining Pedagogy: A First-Grade Classroom Community Learns From Families’ Shared Assets And Challenges, Jen Mccreight
Home Visits As Culturally Sustaining Pedagogy: A First-Grade Classroom Community Learns From Families’ Shared Assets And Challenges, Jen Mccreight
Reading Horizons: A Journal of Literacy and Language Arts
This article builds on existing scholarship by analyzing the use of home visits as a tool to learn about families’ funds of knowledge—their viewpoints, beliefs, and critical understandings—while also examining families’ own complex views of their linguistic and cultural assets. Through the lens of culturally sustaining pedagogy, the article discusses how home visits were used as a family/school partnership practice that celebrated and built on first grade students’ unique cultural and linguistic assets, as well as how families’ insights were shared with and taken up by first-grade students through classroom activities and projects.
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction, Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Corinne R. Kingsbery
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction, Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Corinne R. Kingsbery
Reading Horizons: A Journal of Literacy and Language Arts
Teachers’ knowledge of and ability to use reading assessments and assessment data to inform instruction has long been recognized as a core teaching competency. Data-based decision making (DBDM) is a process by which educators examine assessment data to identify student strengths and needs and apply those findings to their practice. DBDM has been linked to student achievement/engagement and positive teacher self-efficacy. However, DBDM, specifically in reading, is a complex process for teachers. Preservice teacher preparation has been deemed a space for the introduction of DBDM in reading. However, few studies have explored how targeted instruction in reading-related DBDM may impact …
Editorial Review Board Vol. 64 Issue 3
Editorial Review Board Vol. 64 Issue 3
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
“She’S A Good Different. She’S Revolutionary”: How Fifth-Grade Readers Interpret Aspects Of Diversity In Literature, Margaret Barr
“She’S A Good Different. She’S Revolutionary”: How Fifth-Grade Readers Interpret Aspects Of Diversity In Literature, Margaret Barr
Reading Horizons: A Journal of Literacy and Language Arts
Although diversity, equity, and inclusion have been a significant focus of research in children’s literature, many studies fail to consider the reader’s perspective and instead rely on text analyses. In the present study, the author employed focus groups to examine fifth-grade readers’ insights as they interpreted, related to, and engaged with the presence of diversity in texts. Findings indicate that readers interpreted diversity by envisioning the larger picture, recognizing the importance of others’ differences, and connecting through emotions. Thus, this study suggests that it is necessary for teachers to understand that students recognize and appreciate individual differences, to select texts …
Where Do I Go Next With This Writer? Preservice Teachers’ Responses At The Start And End Of A Writing Methods Course, Nicole M. Martin, Lisa K. Hawkins, Diane M. Bottomley, Brendan Shanahan, Jennifer Cooper Mrs.
Where Do I Go Next With This Writer? Preservice Teachers’ Responses At The Start And End Of A Writing Methods Course, Nicole M. Martin, Lisa K. Hawkins, Diane M. Bottomley, Brendan Shanahan, Jennifer Cooper Mrs.
Reading Horizons: A Journal of Literacy and Language Arts
This mixed-methods study sought to extend what is known about preservice teachers’ (PSTs’) preparation for teaching writing by examining their responding to individual children’s narrative, informative, and persuasive writing at the start and end of a writing methods course. Participants were 115 elementary PSTs. Their selections of teaching foci and instructional strategies on a beginningand end-of-semester course task were examined. Overall, PSTs showcased differences in their selections at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and reliance on laypeople’s helping practices (e.g., telling, correcting writing) and a greater focus on global features (e.g., …
Teachers’ Perspectives On Text Selection In A Time Of Book Bans And Censorship, Natalie Sue Svrcek, Kathleen Colantonio-Yurko, Henry "Cody" Miller
Teachers’ Perspectives On Text Selection In A Time Of Book Bans And Censorship, Natalie Sue Svrcek, Kathleen Colantonio-Yurko, Henry "Cody" Miller
Reading Horizons: A Journal of Literacy and Language Arts
The last 4 years of headlines describing the various book bans and curricular gag orders happening in the United States serve as an important context for P–12 teachers’ daily work. This article describes the findings from a qualitative survey that sought to understand what influences P–12 teachers’ text selection for teaching and for inclusion in their classroom library in the aforementioned context. Teachers reported stakeholders who held decision-making power as well as which stakeholders were influential in their text selection. Three overarching themes emerged from teachers’ most influential factors in their text selection: social and communal influences, literary content and …
Beyond The Red Pen: Investigating The Formation Of Reader And Writer Identity Development In Preservice Teachers, Sarah Rutt Williams, Pengtong Qu, Lydia Denning
Beyond The Red Pen: Investigating The Formation Of Reader And Writer Identity Development In Preservice Teachers, Sarah Rutt Williams, Pengtong Qu, Lydia Denning
Reading Horizons: A Journal of Literacy and Language Arts
The influence of identifying as a reader and writer in being a literacy teacher has been emphasized in the literature (Graves, 1983). However, few studies have explored how teacher education programs develop these identities in preservice teachers (PSTs). Grounded in Demerath’s (2006) epistemological identity theory, this study explored the fluid process of teacher identity formation, focusing on nurturing PSTs’ identities as readers and writers. The study took place over one semester in an English Education course. The researchers analyzed three PST participants’ weekly reflections about their beliefs regarding teaching and learning literacy. These statements revolved around topics that aligned with …
“We Are Not Robots”: Elementary Preservice Teachers’ Focus Group Talk About Problems Of Practice Around Literacy Instruction, Jacquelynn S. Popp, Carin Appleget, Tori Golden Hughes, Crystal Dail Rose, Christine Leighton, Kierstin M. Giunco, Poonam Arya, Xiufang Chen
“We Are Not Robots”: Elementary Preservice Teachers’ Focus Group Talk About Problems Of Practice Around Literacy Instruction, Jacquelynn S. Popp, Carin Appleget, Tori Golden Hughes, Crystal Dail Rose, Christine Leighton, Kierstin M. Giunco, Poonam Arya, Xiufang Chen
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to examine the nature of elementary preservice teachers’ (PSTs’) problems of practice around literacy instruction and to explore how the PSTs framed/talked about such problems. The study comprised qualitative analysis of data collected from focus group interviews with 21 PSTs from five teacher education institutions across the United States. Analysis of the PSTs’ talk about problems of practice in the focus groups yielded three themes about the nature of their problems and how they defined and discussed strategies or solutions to problems. PSTs expressed concerns about (1) meeting the needs of students below expected …
Bootmaking Before Bootstrapping: Patterns Of Grit And Slack In Multicultural Nonfiction Picture Books, Kristine Mensonides Gritter, Wing Shuen (Alice) Lau, Yaru (Sarah) Zhou, Jiang Pu, Munyi Shea
Bootmaking Before Bootstrapping: Patterns Of Grit And Slack In Multicultural Nonfiction Picture Books, Kristine Mensonides Gritter, Wing Shuen (Alice) Lau, Yaru (Sarah) Zhou, Jiang Pu, Munyi Shea
Reading Horizons: A Journal of Literacy and Language Arts
This investigation reports the findings of a critical multicultural content analysis of recent-award winning Orbis Pictus (non-fiction) picture books. The analysis examines patterns of grit and slack strategies across race and gender for historical characters of color as they overcame boundaries and accomplished long-term goals. Findings suggest that the concept of “grit” is not merely a universal construct of an outstanding individual who lifts themself up by their own bootstraps but that systems are important in allowing an individual to succeed to overcome boundaries. The bootstrap myth can be contested by critical readers, even young readers of picture books, as …
“I Didn’T Understand How Powerful This Could Be”: The Synergy Of Arts-Enhanced Literacy Instruction And Multicultural Literature In A Rural Classroom, Shuling Yang, Natalia A. Ward
“I Didn’T Understand How Powerful This Could Be”: The Synergy Of Arts-Enhanced Literacy Instruction And Multicultural Literature In A Rural Classroom, Shuling Yang, Natalia A. Ward
Reading Horizons: A Journal of Literacy and Language Arts
Guided by culturally sustaining pedagogy, this study examined how an elementary language arts teacher engaged with a yearlong project that focused on enhancing literacy instruction through the synergetic power of using multicultural children’s literature combined with arts. The case study conducted in a context with strict policy guidelines on literacy instruction demonstrated the teacher’s growing understanding of how to integrate multicultural children’s literature and arts in her instruction and powerful shifts in her view of students’ potential for empathy and engagement with complex social issues. The discussions of the books and creative artwork made by her students reshaped the teacher’s …
High School Students’ Navigation Processes In An Internet Reading Task: A Descriptive Video Analysis, Hyeju Han, Kole Norberg, Byeong-Young Cho, Scott H. Fraundorf
High School Students’ Navigation Processes In An Internet Reading Task: A Descriptive Video Analysis, Hyeju Han, Kole Norberg, Byeong-Young Cho, Scott H. Fraundorf
Reading Horizons: A Journal of Literacy and Language Arts
Most research on internet reading has identified skilled readers based on well-established theories of print reading. Nevertheless, an emerging body of work suggests that higher competency in print reading does not fully account for competency in internet reading comprehension. The authors conducted a descriptive video analysis of high school readers’ online navigation behaviors to identify characteristics that could account for differences in their internet reading outcomes. In particular, they focused on students with high grade point averages but diverging internet reading outcomes. The authors found that the participating students with lower outcomes tended to adopt a linear path of navigation …
Editorial Review Board Vol. 64 Issue 2
Editorial Review Board Vol. 64 Issue 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Representation Of Autism Spectrum Disorders In Realistic Fiction For Children And Young Adults Over The Past 20 Years, Jane E. Kelley, Yun-Ju Hsiao, Brenda L. Barrio, Teresa A. Cardon, Madeline G. Joyce
Representation Of Autism Spectrum Disorders In Realistic Fiction For Children And Young Adults Over The Past 20 Years, Jane E. Kelley, Yun-Ju Hsiao, Brenda L. Barrio, Teresa A. Cardon, Madeline G. Joyce
Reading Horizons: A Journal of Literacy and Language Arts
In our study, we analyzed 147 contemporary realistic fiction children’s and young adult books that feature characters with autism spectrum disorder (ASD). We compared these representations with current statistics from the Centers for Disease Control and Prevention. For each book, we examined the character demographics, the main character, the author’s background, and representation prevalence. Our findings revealed a significant increase in the portrayal of characters with ASD over the past decade. There has also been a rise in the number of characters with ASD serving as the main protagonists in stories. We delved into the implications of gender, race, and …
Editorial Review Board Vol. 64 Issue 1
Editorial Review Board Vol. 64 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Teacher Autonomy And Decision Making On Curricular Book Choices, Melanie D. Koss, Kathleen A. Paciga
Teacher Autonomy And Decision Making On Curricular Book Choices, Melanie D. Koss, Kathleen A. Paciga
Reading Horizons: A Journal of Literacy and Language Arts
This article reports findings from an email survey of 748 U.S. PreK–8 teachers. The survey invited teachers’ reflections on their autonomy in selecting children’s literature for classroom instruction and classroom libraries. In this descriptive study, researchers used frequency counts, cross-tabulations, and examination of text-based responses. Data were analyzed across three constructs of teacher autonomy: capacity, self-direction, and freedom. Findings show teachers feel well equipped to select quality literature, have more self-direction in literature used for read-alouds and inclusion in classroom libraries than for instruction, and report recent sociopolitical events in the United States have stifled their feelings of freedom. Internal …
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students, Julianne Scullen
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students, Julianne Scullen
Reading Horizons: A Journal of Literacy and Language Arts
Building upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers …
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee
Reading Horizons: A Journal of Literacy and Language Arts
There is increasing evidence that literacy coaching is an effective method for supporting teachers’ professional development. At the same time, teacher evaluation systems have intensified in response to reform initiatives, raising questions about what happens at the intersection of teacher evaluation and coaching. Despite the potential of coaching to promote deep reflection and professional growth, discourses of teacher evaluation can disrupt teacher-coach relationships if accountability is privileged over professional learning and coaches are positioned as experts who judge and report on teachers’ performance. The purpose of this study was to explore how dominant discourses of teacher evaluation influenced the professional …
Reading Between The Lines: Examining The Literacy Preparation And Classroom Realities Of Teachers Of Color, Dr. Cathy D. Kea, Fanica Young, Joy Banks, Annette Teasdell
Reading Between The Lines: Examining The Literacy Preparation And Classroom Realities Of Teachers Of Color, Dr. Cathy D. Kea, Fanica Young, Joy Banks, Annette Teasdell
Reading Horizons: A Journal of Literacy and Language Arts
This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators …
Prioritizing Learners’ Cultural Assets And Multimodal Literacies During Preservice Teachers’ Community Literacy Experience, Janine Bixler, Rebecca Norman
Prioritizing Learners’ Cultural Assets And Multimodal Literacies During Preservice Teachers’ Community Literacy Experience, Janine Bixler, Rebecca Norman
Reading Horizons: A Journal of Literacy and Language Arts
As teacher educators, we believe it is critical for preservice teachers (PSTs) to recognize the many cultural assets that learners bring to today’s diverse classrooms and to use these assets in their instruction. It is key to the literacy success of all students, particularly children of low socioeconomic status, multilingual learners, children of color, and children who continue to have limited literacy success in school. Our teacher preparation program in childhood includes out-of-school community literacy experiences for teaching diverse Grade 1–6 learners because these hybrid spaces provide rich opportunities for our candidates to learn about and with children and their …
Editorial Review Board Vol. 63 Issue 2
Editorial Review Board Vol. 63 Issue 2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Examining Complexity In Middle School Students’ Evaluation Of Books Introduced By Teachers, Lauren Capotosto
Examining Complexity In Middle School Students’ Evaluation Of Books Introduced By Teachers, Lauren Capotosto
Reading Horizons: A Journal of Literacy and Language Arts
To promote independent reading in middle school, teachers must understand why adolescents choose to read or not read a specific book. Yet, there is limited research on the factors that students consider when evaluating books that teachers have introduced them to in class. This study aimed to describe factors that 43 Grade 7 and 8 students noted as important to their evaluation of 14 books that teachers introduced in class through brief read alouds and short videos. Furthermore, it explored complexity in evaluations of texts when students appreciated some but not all aspects of a book. After each book introduction, …
Unpacking East And Southeast Asian Immigrants Portrayed In Children’S Picturebooks: Centering On Immigration In Contemporary Times, Su Jeong Wee, Jinhee Kim, Vivian Yang
Unpacking East And Southeast Asian Immigrants Portrayed In Children’S Picturebooks: Centering On Immigration In Contemporary Times, Su Jeong Wee, Jinhee Kim, Vivian Yang
Reading Horizons: A Journal of Literacy and Language Arts
This article describes a study that examined the portrayal of East and Southeast Asian immigrant children and their families in children’s picturebooks, focusing on their racialized and minoritized experiences. The authors’ analysis included a sample of 39 picturebooks written in English and published in the United States between 1993 and 2022. The findings reveal that these immigrant children and families are depicted as facing racism, stereotypes, financial difficulties, cultural differences, and language barriers. The Asian protagonists respond to their challenges in various ways, often employing multiple coping strategies. Additionally, they frequently find support through their social relationships when dealing with …
Learning To Facilitate English Language Discussion With Newcomers Using Visual Narratives, Laura B. Kelly
Learning To Facilitate English Language Discussion With Newcomers Using Visual Narratives, Laura B. Kelly
Reading Horizons: A Journal of Literacy and Language Arts
This self-study reports a teacher educator’s efforts to support college student tutors in facilitating English language discussions about a wordless picturebook with immigrant and refugee youth at a newcomer high school. Drawing on critical sociocultural theory and practice-based teacher education, the study reports how tutors adopted a new and unfamiliar pedagogical repertoire as they became more skilled discussion facilitators. The study documents support needed (and missing) for the college tutors to take up this skill. Additionally, the study reports the affordances of a particular wordless book, The Arrival, as a tool that college student tutors used in the process of …
A Wide-Angle View Of Prekindergarten Through 12th-Grade Teachers’ Beliefs About Language Correction, Mike Metz, Matthew J. Gordon, Thanh Nguyen
A Wide-Angle View Of Prekindergarten Through 12th-Grade Teachers’ Beliefs About Language Correction, Mike Metz, Matthew J. Gordon, Thanh Nguyen
Reading Horizons: A Journal of Literacy and Language Arts
This article explores patterns in teachers’ reported correction of student language use in speech and writing. The authors use the concept of language correction in student writing and student speech as a proxy for prescriptive approaches to teaching about language. By conducting a large-scale survey of all language and literacy teachers from preschool through 12th grade across an entire state, the authors were able to identify patterns in teachers’ approaches to teaching about language that smaller case studies and nuanced qualitative studies have not yet documented. They examine differences in teachers’ self-reported correction of student language use across teacher characteristics …