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Reading Horizons: A Journal of Literacy and Language Arts

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Articles 1411 - 1440 of 2231

Full-Text Articles in Education

Science Fiction: The Future In The Classroom, Joan B. Grady Apr 1979

Science Fiction: The Future In The Classroom, Joan B. Grady

Reading Horizons: A Journal of Literacy and Language Arts

Science fiction is a literary genre that has gained more respectability in the past few years than it had experienced previously. One can remember trying to find examples of this genre to read. Jules Verne and H. G. Wells could be found if one were educated enough in the genre to seek out these authors. When pressed, a librarian might try to foist Plato's Republic or More's Utopia off on the neophyte science fiction seeker. For the most part, those interested in this genre had to seek outside the confines of the public library to find examples of science fiction …

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Peer-Tutoring: Learning Boon Or Exploitation Of The Tutor?, Helen Howell Apr 1979

Peer-Tutoring: Learning Boon Or Exploitation Of The Tutor?, Helen Howell

Reading Horizons: A Journal of Literacy and Language Arts

The concept of peer tutoring is not new. Its use has been traced back through centuries. Probably all elementary school teachers have used it at some time-usually in the brief, informal situation of having Billy help Jimmy with some specific problem or skill need. In recent years, the idea has expanded and the more formal peer-tutoring or peer-mediated instruction concept has received attention and support. This increased interest in peer-tutoring appears to have been prompted by the need to individualize instruction and to do so as economically as possible.

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What Administrators Actually Know About Reading Programs, Martha Rapp Haggard, Jane Warren Meeks Apr 1979

What Administrators Actually Know About Reading Programs, Martha Rapp Haggard, Jane Warren Meeks

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this survey was to determine the extent and depth of public school administrators' attitudes, knowledge and concepts about reading programs. Surveys were sent to 100 public school administrators in a mid-western metropolitan area. The results were tabulated from fifty-nine respondents; six superintendents, twenty-one secondary principals, and thirty-two elementary principals. No special supervisors (language arts curriculum, personnel. etc.) were included in the study.

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Effectiveness Procedures For Teaching Reference Study Skills, Donald C. Cushenbery Apr 1979

Effectiveness Procedures For Teaching Reference Study Skills, Donald C. Cushenbery

Reading Horizons: A Journal of Literacy and Language Arts

In many elementary developmental reading programs, the areas of word attack and comprehension traditionally receive major attention with respect to reading skills instruction. In some other cases there is much emphasis with respect to phonics and other forms of decoding with less priority given to comprehension. Typically, the skill area receiving the least amount of importance is that of reference study skills since it is assumed by some teachers that if a student is efficient in word attack and comprehension, he/she will naturally transmit these skills to assignments dealing with library resources.

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Social Readiness: The Neglected Area In Reading, L.D. Briggs, Sherri Skelton Jan 1979

Social Readiness: The Neglected Area In Reading, L.D. Briggs, Sherri Skelton

Reading Horizons: A Journal of Literacy and Language Arts

First and foremost the classroom must be viewed as a social setting where the child interacts with teacher and peers. Thus, while preparing the child for reading and other academic activities, the teacher should not only consider the intellectual, emotional, and physical readiness of the child, but the social readiness as well. Too often this area is overlooked when the readiness of the child is being determined.

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So What If Johnny Can't Read, Donovan Russell Jan 1979

So What If Johnny Can't Read, Donovan Russell

Reading Horizons: A Journal of Literacy and Language Arts

Letter from the editor.

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A Psycholinguistic Look At The Informal Reading Inventory Part Ii: Inappropriate Inferences From An Informal Reading Inventory, Constance Weaver, Laura Smith Jan 1979

A Psycholinguistic Look At The Informal Reading Inventory Part Ii: Inappropriate Inferences From An Informal Reading Inventory, Constance Weaver, Laura Smith

Reading Horizons: A Journal of Literacy and Language Arts

In this article we propose to discuss in more detail the kinds of inferences that may be inappropriately drawn from an informal reading inventory. This discussion should strengthen the rationale for our approach to analyzing a reader's miscues (errors) and determining what kinds of instructional approaches might be appropriate for that reader (see the preceding issue of Reading Horizons).

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Staff Development In Reading: What The Experts Say, Jo Anne Vacca Jan 1979

Staff Development In Reading: What The Experts Say, Jo Anne Vacca

Reading Horizons: A Journal of Literacy and Language Arts

Staff development, as it exists in 1977, became a reality as certain signal events occurred in the federal government's interest in educational research and development. Since the N.D.E.A., the Cooperative Education Act, the E.S.E.A., the Right- To-Read, and more recently, teacher training centers, competency and field-based programs, staff development activities have steadily increased.

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Organizing Observable Reading Behaviors, Karl Koenke Jan 1979

Organizing Observable Reading Behaviors, Karl Koenke

Reading Horizons: A Journal of Literacy and Language Arts

All teachers observe their students while they read. That is part of the job. The question is: How well organized is the observation? For example, when asked for information about the child who is being referred because of a reading problem, what can be said and how logically is it organized? Or, when facing the parent of a child with a reading problem, what information might be reasonable to have at hand?

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Teachers' Abilities To Judge The Difficulty Of Reading Materials, John W. Miller Jan 1979

Teachers' Abilities To Judge The Difficulty Of Reading Materials, John W. Miller

Reading Horizons: A Journal of Literacy and Language Arts

One issue confronting any teacher of reading is the critical problem of the "match." Placing students into an appropriate difficulty level of reading material seems to be an important antecedent of effective reading instruction. Chall and Feldman (1966) explain that teachers' abilities to select appropriate reading materials for children vary and that the accuracy of these selections has a definite effect on achievement.

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Professional Concerns: Better Reading Through Parent Teaching Pools, R. Baird Shuman, Delwyn G. Schubert Jan 1979

Professional Concerns: Better Reading Through Parent Teaching Pools, R. Baird Shuman, Delwyn G. Schubert

Reading Horizons: A Journal of Literacy and Language Arts

In this contribution, Professor Schubert outlines a highly practical means for involving parents in reading instruction with youngsters. The popular press of late has drawn attention to the need for parents to become involved in helping with their children's education. Such articles as "Parents Are the Key," which appeared in U.S. News and World Report) September 12, 1977, and "How to Help Your Kids in School," which appeared in Better Homes and Gardens) November, 1977, have received considerable attention. Professional journals have also scrutinized the desirability of involving parents as much as possible as adjuncts in the learning process.

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Building An Effective Remedial Reading Program For Secondary Students, Donald C. Cushenbery Jan 1979

Building An Effective Remedial Reading Program For Secondary Students, Donald C. Cushenbery

Reading Horizons: A Journal of Literacy and Language Arts

At the present time there is much attention being given to the requirement that high school seniors must demonstrate a certain level of proficiency in basic skills before they are allowed to be graduated. Some articles which have appeared in various popular journals indicate that there may be over 25,000,000 functionally illiterate adults in this country. To the embarrassment of school officials, many of these persons possess high school diplomas and have made satisfactory grades in English, History, and other content subjects where reading skills are a necessary part of course activity.

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Quick Reviews Jan 1979

Quick Reviews

Reading Horizons: A Journal of Literacy and Language Arts

No abstract available.

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We Suggest, Eleanor Buelke Jan 1979

We Suggest, Eleanor Buelke

Reading Horizons: A Journal of Literacy and Language Arts

no abstract available.

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Issues And Trends: Ira National Conventions, 1962-1977, Kathleen M. Ngandu Jan 1979

Issues And Trends: Ira National Conventions, 1962-1977, Kathleen M. Ngandu

Reading Horizons: A Journal of Literacy and Language Arts

This article is an analysis of national IRA conventions' spanning the years 1962-1977. It is an attempt to assess past directions, which may in turn affect current as well as future reading concerns.

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The Three R'S: Reading, Riting, And Radio!, Howard G. Ball, Sarah B. Ball Jan 1979

The Three R'S: Reading, Riting, And Radio!, Howard G. Ball, Sarah B. Ball

Reading Horizons: A Journal of Literacy and Language Arts

The radio presentation is a communication vehicle that provides input to our reading programs through the use of pupil-teacher initiated audio taped presentation, commercially prepared transcriptions and through local and network originated radio broadcasts.

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Reading Horizons Vol. 19, No. 2 Jan 1979

Reading Horizons Vol. 19, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 19, issue 2.

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New Materials, Jillonne Adams Jan 1979

New Materials, Jillonne Adams

Reading Horizons: A Journal of Literacy and Language Arts

No abstract available.

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Children Get Ready To Read, Michael D. Davis, Joseph A. Muia Jan 1979

Children Get Ready To Read, Michael D. Davis, Joseph A. Muia

Reading Horizons: A Journal of Literacy and Language Arts

One of the major concerns of early childhood education has been. and will continue to be, the development of an optimal readiness program for children. (Almy, 1967).

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Aid For The School Principle: Evaluate Classroom Reading Programs, Sandra Mccormick Jan 1979

Aid For The School Principle: Evaluate Classroom Reading Programs, Sandra Mccormick

Reading Horizons: A Journal of Literacy and Language Arts

Most school systems require the principal of a building to make judgments about the quality of each teacher's instructional program as part of a process of rating teachers. Since reading instruction is generally conceded to be the most important part of the elementary school curriculum, there is frequently concern for evaluation of that component of the school program.

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Children's Recognition Of Words In Isolation And In Context, Patrick Groff Jan 1979

Children's Recognition Of Words In Isolation And In Context, Patrick Groff

Reading Horizons: A Journal of Literacy and Language Arts

The extent to which young children use, or should use sentence contexts as cues to word recognition is an unsettled issue. It is clear, on the one hand, that there are inherent limitations in this cue system to its successful use for this purpose (Groff, 1975). Also, the notion that beginning readers "have little else on which to rely" for word recognition except context cues, as offered by Karlin (1971, p. 145) has also been demonstrated as false. To the contrary, the research on word recognition suggests that these young children use letters as the main cues for word recognition …

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Minimal Competencies In Reading For Secondary Content Teachers, Michael Strange, Richard Allington Jan 1979

Minimal Competencies In Reading For Secondary Content Teachers, Michael Strange, Richard Allington

Reading Horizons: A Journal of Literacy and Language Arts

In discussions among secondary reading teachers you are almost sure to hear the statement that every teacher should be a teacher of reading. This is a recurrent theme of reading conferences and the vigor with which an author espouses this end is one of the criteria by which secondary reading texts are judged. On paper or as a conference theme this is a wonderful concept. In reality though it seems at best difficult to achieve and at worst represents tremendous naivete on the part of reading educators.

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Overskill, John F. Prendergast Jan 1979

Overskill, John F. Prendergast

Reading Horizons: A Journal of Literacy and Language Arts

A very wise person once conjectured about the relative merits of teaching children individual sounds in isolation before allowing them to speak. Only after a child had demonstrated mastery of phonemes (sound units) could s/he be allowed to advance to morphemes (meaning units). Thought units (T units or sentences) would follow. Under such a highly structured, individualized learning program, students could easily learn to say, "I hate school," by the end of second or third grade (depending on intelligence, socio-economic status, and motivation of course).

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Providing For The Older Reader In The College Reading Program, Ann Marie Bernazza Haase, Richard Robinson Oct 1978

Providing For The Older Reader In The College Reading Program, Ann Marie Bernazza Haase, Richard Robinson

Reading Horizons: A Journal of Literacy and Language Arts

For years, middle-aged and older learners have engaged in educational pursuits at all level of achievement. It is only recently, however, that educators have begun to address the problems presented by such learners.

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A Boost For The "Basics" Through Children's Literature, Carl Braun Oct 1978

A Boost For The "Basics" Through Children's Literature, Carl Braun

Reading Horizons: A Journal of Literacy and Language Arts

The most persistent hazard in skills emphasis is that we become so busy teaching them that we forget about the important goal- to develop readers and writers. I know children who can perform skills in isolation to 80 percent proficiency, 95 percent proficiency, yes, even 100 percent proficiency. But, they can't read where it counts-in the real world of books. What is even more distressing is that some of them don't even want to enter this real world because they have never had a taste.

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Drill Versus Discovery: The Effects On Student Attitudes, Charles H. Hill Oct 1978

Drill Versus Discovery: The Effects On Student Attitudes, Charles H. Hill

Reading Horizons: A Journal of Literacy and Language Arts

Much emotional heat has been generated during the past three decades over the consequences of "direct," "authoritarian," "didactic," "rigid," and "repetitive drill" instruction. These terms and other synonyms have assumed in some quarters the emotive equivalent of the terms "traitor," "incompetent," and "sadist." Recent leaders in education have generated numerous alternatives to the traditional teaching patterns suggested by the supposedly odious terms. These alternatives have included: inquiry, discovery, interest centers, trade-book reading programs, and such organizational arrangements as open-concept rooms and so-called "free" schools. Work by Jerome S. Bruner (1966) for instance, has caused us to shift our concern from …

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Content Reading: Past. Present! Future?, Ernest K. Dishner, John E. Readence Oct 1978

Content Reading: Past. Present! Future?, Ernest K. Dishner, John E. Readence

Reading Horizons: A Journal of Literacy and Language Arts

With the impetus gathered by such ideas as presented by Flesch (1955) in "Why Johnny Can't Read" and, certainly, by Allen's (1969) proclamation that every child should have the "right to read," a large portion of current educational writing has concerned the area of reading and reading education. Within reading education one particular facet of instruction, content area reading, has blossomed within the last few years. Articles, books, and conference sessions have been devoted to this very specific area of reading education (Herber, 1970; Laffey, 1972; Robinson, 1975).

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Professional Concerns: Reading Instruction And Brain Research, R Baird Shuman, Jeanne Chall Oct 1978

Professional Concerns: Reading Instruction And Brain Research, R Baird Shuman, Jeanne Chall

Reading Horizons: A Journal of Literacy and Language Arts

In her contribution to this column, Professor Chall gives an overview of her recent book, and she makes some interesting observations about the question of hemisphericity. While she does not deny the possibility that research focusing on the functions of the right hemisphere of the brain may have long term significance for reading instruction, she does indicate that at the present time "it would seem that no simple inferences for what and how schools should teach the various curricular areas can be drawn" from such research. Professor Chall stresses the importance of "environmental stimulation and experience" as fundamental determiners of …

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Communication Across Four Generations, Lavisa Wilson, Mary Ellen Titus Oct 1978

Communication Across Four Generations, Lavisa Wilson, Mary Ellen Titus

Reading Horizons: A Journal of Literacy and Language Arts

Cross-generational programs are enabling the elderly in America to become more involved in the education of our children. Special federal programs such as RSVP (Retired Senior Volunteers Program) and the Foster Grandparents Program have brought many older persons into schools to serve as aides, tutors, and volunteers. Local school districts and individual schools have developed programs involving the elderly with children. The elderly have shown they can use their love and concern for children, their knowledge of content, and their patience and skill in working with children to develop a warm, helping relationship as they help children grow and learn.

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New Materials, Jillone Adams Oct 1978

New Materials, Jillone Adams

Reading Horizons: A Journal of Literacy and Language Arts

Review of new materials for reading.

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