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Full-Text Articles in Education
The Effect Of Props On Story Retells In The Classroom, Marie A. Stadler, Gay Cuming Ward
The Effect Of Props On Story Retells In The Classroom, Marie A. Stadler, Gay Cuming Ward
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this investigation was to determine the effect of props on children’s narrative retells. Forty-two children in two comparable K/1 classrooms heard and practiced the same stories over eight weeks. This study found that the props had a positive effect on the children’s use of descriptive language, but there was no effect on the number of story grammar elements or cohesive devices used, nor for the length and complexity of the stories. Results support a balanced literacy program where children practice retelling stories with and without props.
Culturally Relevant Texts And Reading Assessment For English Language Learners, Ann E. Ebe
Culturally Relevant Texts And Reading Assessment For English Language Learners, Ann E. Ebe
Reading Horizons: A Journal of Literacy and Language Arts
This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two stories from a standardized assessment. While the two stories were identified as being the same reading level, the participants differed in their reading of each story. Reading accuracy scores for both stories suggest that the participants were within their instructional or independent reading levels. However, miscue analysis and retelling …
Examining One Class Of Third-Grade Spellers: The Diagnostic Potential Of Students’ Spelling, Molly K. Ness
Examining One Class Of Third-Grade Spellers: The Diagnostic Potential Of Students’ Spelling, Molly K. Ness
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this article is to examine the developmental spelling levels of one class of 17 third-grade students. In analyzing over 600 student spelling samples, results indicate that these students spanned four spelling stages: (1) letter name, (2) within word pattern, (3) syllables and affixes, and (4) derivational relations (Bear, Invernizzi, Templeton, & Johnston, 2008; Henderson, 1981). The article provides convincing evidence of the diagnostic potential of spelling analysis as a means to comprehending students’ orthographic understandings. Implications for small-group word study instruction are provided.
Students Learn To Read Like Writers: A Framework For Teachers Of Writing, Robin R. Griffith
Students Learn To Read Like Writers: A Framework For Teachers Of Writing, Robin R. Griffith
Reading Horizons: A Journal of Literacy and Language Arts
This study provides insight into the role of the elementary school writing teacher in helping students learn to “read like writers” (Smith, 1983). This case study documents how one fourth-grade teacher employed a gradual release of responsibility model as she deliberately planned activities that drew students’ attention to well-crafted writing. Findings indicate that this teacher played an important role in helping her students learn to read like writers and that through carefully crafted lessons she significantly influenced students’ knowledge of and implementation of crafting techniques.
“If It’S Not Fixed, The Staples Are Out!”: Documenting Young Children’S Perceptions Of Strategic Reading Processes, Bette S. Bergeron, Melody Bradbury-Wolff
“If It’S Not Fixed, The Staples Are Out!”: Documenting Young Children’S Perceptions Of Strategic Reading Processes, Bette S. Bergeron, Melody Bradbury-Wolff
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this article is to describe how teachers can foster strategic reading processes in their early literacy classrooms, and how to incorporate a Strategy Perception Interview to assist in documenting students’ use and perceptions of these strategies. Descriptions of classroom instruction incorporating literacy strategies and implementation of the Interview are discussed as well as results from the administration of the Interview and specific classroom implications.