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Reading Horizons: A Journal of Literacy and Language Arts

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Articles 361 - 390 of 2231

Full-Text Articles in Education

From Silence To A Whisper To Active Participation: Using Literature Circles With Ell Students, Catherine Carrison, Gisela Ernst-Slavit Nov 2005

From Silence To A Whisper To Active Participation: Using Literature Circles With Ell Students, Catherine Carrison, Gisela Ernst-Slavit

Reading Horizons: A Journal of Literacy and Language Arts

This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher's implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent "rounds." A discussion of specific student growth in oral communication, attitude toward reading and improved reading comprehension is included as well as lists of resources and strategies supporting effective literature circles.

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The Genre Of Traditional Literature Influences Student Writing, Timothy G. Weih Nov 2005

The Genre Of Traditional Literature Influences Student Writing, Timothy G. Weih

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a research study exploring the question: What influence will reading and discussing traditional literature have upon students' narrative writing? The setting for the study was a fifth grade classroom that was part of a university laboratory school. Students listened to and discussed Native American folktales and then wrote their own, self-created narrative. Results indicated that students blended elements from the folktales with elements from their own cultures.

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From The Popcorn Book To Popcorn! Multigenre Children's Books, Kathy Everts Danielson, Jeanne Harrington Sep 2005

From The Popcorn Book To Popcorn! Multigenre Children's Books, Kathy Everts Danielson, Jeanne Harrington

Reading Horizons: A Journal of Literacy and Language Arts

Multigenre texts are a recent trend in children's books. These types of books can enhance students' comprehension and provide models of various types of writing genres.They can be used in differentiating instruction and increasing fluency when transformed into readers' theater texts. Many examples of multigenre books are provided in this article.

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Using Picture Storybooks To Support Young Children's Science Learning, Rose M. Pringle, Linda Leonard Lamme Sep 2005

Using Picture Storybooks To Support Young Children's Science Learning, Rose M. Pringle, Linda Leonard Lamme

Reading Horizons: A Journal of Literacy and Language Arts

Children's books are an important classroom resource for the study of animals because it is not practical for students to study many animals in their natural habitat. This article is the result of a collaborative research project undertaken by a science methods specialist and a children's literature specialist. We analyzed books about animals that contained both narrative and expository writing and determined the best books that facilitated science learning. We share our criteria for book selection and examples of books that meet these criteria. Many support science learning in classrooms allowing children to make observations, raise questions and form conclusions …

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Deconstructing The Accelerated Reading Program, Robin D. Groce, Eric C. Groce Sep 2005

Deconstructing The Accelerated Reading Program, Robin D. Groce, Eric C. Groce

Reading Horizons: A Journal of Literacy and Language Arts

Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. They are: 1) assessment, 2) aesthetics and text interaction, 3) motivation, and 4) book selection.

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Children's Literature For Cultural Understanding Between Students In Taiwan And Mainland China, Su-Yen Chen Sep 2005

Children's Literature For Cultural Understanding Between Students In Taiwan And Mainland China, Su-Yen Chen

Reading Horizons: A Journal of Literacy and Language Arts

Based on a portion of the results of a research project that explores the possibilities of using Mandarin children's literature for cultural understanding between the students of Taiwan and Mainland China, this paper discusses in depth what existing U. S. research may or may not help in constructing Mandarin reading lists and thus provides insights for applications in other settings. It also comes up with a new strategy for cultural understanding with twin texts from two cultures

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The Phonics Lesson, C. Glennon Rowell Sep 2005

The Phonics Lesson, C. Glennon Rowell

Reading Horizons: A Journal of Literacy and Language Arts

Poem.

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Reading Horizons Vol. 46 No. 1 Sep 2005

Reading Horizons Vol. 46 No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete Reading Horizons volume 46 issue number 1.

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Family Members As Partners In An After-School And Summer Literacy Program, Teresa B. Jayroe, Devon Brenner Apr 2005

Family Members As Partners In An After-School And Summer Literacy Program, Teresa B. Jayroe, Devon Brenner

Reading Horizons: A Journal of Literacy and Language Arts

If educators expect more children to be successful in literacy experiences at school, then they must strive to form lasting partnerships with parents (Fried, 2001). The educators working with the after-school and summer literacy program actively sought to form partnerships with family members at a small rural elementary school in a southern state. By collaborating with mothers and relatives of children at this low-income, African-American school we learned about the commitment and caring of families. Family members participating in the program explained they began to spend more time on literacy activities at home and were excited about reading with their …

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Collaborative Storybook Reading: Bring Parents And At-Risk Kindergarten Students Together, Linda Smetana Apr 2005

Collaborative Storybook Reading: Bring Parents And At-Risk Kindergarten Students Together, Linda Smetana

Reading Horizons: A Journal of Literacy and Language Arts

Many students lack early literacy skills because they have not had opportunities to listen to or talk about stories, engage in word play, read with family members, or view literacy behaviors modeled in the home. The Collaborative Storybook Reading Program presents a model for providing interactive reading experiences for at-risk kindergarten students through the use of parent volunteers. The program was designed to increase student interactions with literature, while at the same time increasing the confidence level and literacy skills of the parent-volunteer readers. Program participants demonstrated increased ability to retell stories and participate in whole-class storybook reading sessions.

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Developing A Sense Of Audience: An Examination Of One School's Instructional Contexts, Joyce E. Many, Susan D. Henderson Apr 2005

Developing A Sense Of Audience: An Examination Of One School's Instructional Contexts, Joyce E. Many, Susan D. Henderson

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this naturalistic study was to extend our understanding of the ways in which consideration of audience may be salient in diverse students' and teachers' approaches to literacy. Data related to literacy interactions in one school were collected from the preschool class and three multiage elementary classrooms. Findings indicated that the school's curriculum was developed through a socio-cultural approach with the students involved in constructing meaning of their world through interaction with others, through dialogue about texts, and through involvement in the arts. Within these experiences, students developed a sense of audience awareness and participated as audience members. …

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Reading Horizons Vol. 45, No. 4 Apr 2005

Reading Horizons Vol. 45, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete Issue of Reading Horizons volume 45, issue 4.

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Print Rich Environments: Our Pre-Service Teachers' Report Of What They Observed In Their Field Experiences, Liqing Tao, Helen Robinson Apr 2005

Print Rich Environments: Our Pre-Service Teachers' Report Of What They Observed In Their Field Experiences, Liqing Tao, Helen Robinson

Reading Horizons: A Journal of Literacy and Language Arts

This study examined teacher candidates' observations and perceptions of classroom print-rich environments during field observations. The focus is on what the teacher candidates report and believe they have observed in classrooms regarding print-rich environments. The subjects were 35 undergraduate teacher candidates enrolled in two language arts and arts methods classes requiring 36 hours of field observations in an urban setting. Pre-service teacher candidates' weekly reflective journals and semester-end descriptions provided data sources. A qualitative method was used to examine patterns of observations and descriptions concerning print-rich environments. Results revealed that most teacher candidates did not realize and observe the dynamic …

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Reflection And Cognitive Strategy Instruction: Modeling Active Learning For Pre-Service Teachers, Barbara C. Palmer, C. Glennon Rowell, Mary Alice Brooks Feb 2005

Reflection And Cognitive Strategy Instruction: Modeling Active Learning For Pre-Service Teachers, Barbara C. Palmer, C. Glennon Rowell, Mary Alice Brooks

Reading Horizons: A Journal of Literacy and Language Arts

Reading methodology courses, like other courses in college, are often one-dimensional when it comes to instructional delivery systems. Too often, "teacher talk" that elicits far too little reflection prevails. This practice can be changed with activities calling for students to construct knowledge from their experiences, thus following basic tenets of constructivism. The purpose of this article is to discuss how pre-service teachers can be taught to think beyond strategies in methodology and reflect upon language itself Three instructional strategies - semantic feature analysis, fictitious writing systems activities, and nonsense story analysis - are examples of ways college professors can get …

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Reading Horizons Vol. 45, No. 3 Feb 2005

Reading Horizons Vol. 45, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 45, issue 3.

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No Child Left Behind: Key Issues And Instructional Implications For Teachers Of African-American Children, Doris Walker-Dalhouse Feb 2005

No Child Left Behind: Key Issues And Instructional Implications For Teachers Of African-American Children, Doris Walker-Dalhouse

Reading Horizons: A Journal of Literacy and Language Arts

This article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students.

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Why Teachers Buy Books For Their Students, Christy Lao Feb 2005

Why Teachers Buy Books For Their Students, Christy Lao

Reading Horizons: A Journal of Literacy and Language Arts

Results of this study confirm the paucity of books in classroom libraries and the insufficient school funding for the classroom library. A sample of New York City teachers reported that they spent an average of $378 of their own money on classroom library books, and received an average of $143 from the school each year for books and supplies. Teachers listed a variety of reasons for their willingness to buy books. The significance of this study is the demonstration that teachers believe in the importance of books, and they practice what they believe by bringing books into students' lives.

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From University To Classrooms: A Preservice Teachers' Writing Portfolio Program And Its Impact On Instruction In Teaching Strategies For Writing Portfolios In The Classroom, William Bintz, Mary Shake Feb 2005

From University To Classrooms: A Preservice Teachers' Writing Portfolio Program And Its Impact On Instruction In Teaching Strategies For Writing Portfolios In The Classroom, William Bintz, Mary Shake

Reading Horizons: A Journal of Literacy and Language Arts

This article reports findings from an action research project investigating the impact creating writing portfolios has on preservice teachers' understanding of writing portfolio assessment. Participants included 92 preservice teachers enrolled across four different sections of an introductory literacy class. Data sources included: preservice teacher writing portfolios and reflective statements on portfolios; and a Likert style survey designed to collect item response and personal comment data on preservice teacher growth and development with writing portfolio assessment. Data-analysis focused on identifying recurring patterns of student responses in reflective statements on writing portfolios and in-survey questions and comments. Findings indicate that active engagement …

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Examining And Predicting College Students' Reading Intentions And Behaviors: An Application Of The Theory Of Reasoned Action, Lydia Burak Dec 2004

Examining And Predicting College Students' Reading Intentions And Behaviors: An Application Of The Theory Of Reasoned Action, Lydia Burak

Reading Horizons: A Journal of Literacy and Language Arts

This study examined the recreational reading attitudes, intentions, and behaviors of college students. The theory of reasoned action provided the framework for the investigation and prediction of the students' intentions and behaviors. Two hundred and one students completed questionnaires developed according to the guidelines for the construction of standard theory of reasoned action questionnaires. The instrument assessed students' attitudes, outcome beliefs, subjective norms, and normative beliefs, as well as intentions and behaviors regarding recreational reading. The constructs of the theory explained 35-38 percent of the variance in students' intentions. Attitudes toward recreational reading provided the strongest and most significant contributions.

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Making A Cyber Literacy Connection From The Storage Room To The College Room, Paula Boxie Dec 2004

Making A Cyber Literacy Connection From The Storage Room To The College Room, Paula Boxie

Reading Horizons: A Journal of Literacy and Language Arts

What roles can colleges and universities play in serving the many young adults whom our public school systems fail? This article sheds light on how one university was able to make a literacy connection with students attending an Alternative High School (AHS). This connection enabled AHS students and teacher candidates to effectively carry out a writing project in cyberspace. Data indicated that as the AHS students worked closely with their mentors, they became more aware of literacy strategies they needed to construct meaning and were able to recognize and appreciate quality writing. Thus, creating more partner-ships between higher institutions and …

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Reading Horizons Vol. 45, No. 2 Dec 2004

Reading Horizons Vol. 45, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 45, issue 2.

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Teachers' Beliefs And Practices Of Vocabulary Instruction With Social Studies Textbooks In Grades 4-8, Wanda B. Hedrick, Janis M. Harmon, Philip M. Linerode Dec 2004

Teachers' Beliefs And Practices Of Vocabulary Instruction With Social Studies Textbooks In Grades 4-8, Wanda B. Hedrick, Janis M. Harmon, Philip M. Linerode

Reading Horizons: A Journal of Literacy and Language Arts

This investigation focused on the vocabulary beliefs and instructional practices of social studies teachers in intermediate and middle school grades as well as their use of teachers' manuals. Using a self-reporting survey to measure these beliefs and practices, we found some discrepancy between what teachers believe about vocabulary learning and their actual instructional practices for supporting vocabulary in teaching social studies. While their reported beliefs appear to mirror what is currently accepted as effective vocabulary instruction, their reported practices reflect more traditional notions like those found in many social studies textbook manuals. While all teachers surveyed held many beliefs and …

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Assessing The Metacognitive Dimensions Of Retrospective Miscue Analysis Through Discourse Analysis, Wendy L. Black Dec 2004

Assessing The Metacognitive Dimensions Of Retrospective Miscue Analysis Through Discourse Analysis, Wendy L. Black

Reading Horizons: A Journal of Literacy and Language Arts

This study investigates the manner in which retrospective miscue analysis involves metacognition by analyzing the discourse of weekly retrospective miscue analysis (RMA) sessions conducted with a fourth grade reader over five months. A preliminary structural discourse analysis of the sessions reveals several procedural and format features of the sessions. Each session more or less involves the same broad procedures: a) establishing the purpose and setting the agenda; b) discussing the individual miscues; and c) reflecting on reading or what was learned in the session. Discourse analysis of participants, discussions, and reflections reveals discourse moves that involve metacognitive experiences producing metacognitive …

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Matching Instructional Design With Vocabulary Instruction, William Dee Nichols, William H. Rupley Oct 2004

Matching Instructional Design With Vocabulary Instruction, William Dee Nichols, William H. Rupley

Reading Horizons: A Journal of Literacy and Language Arts

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present thinkalouds that detail the steps in matching instructional design with those strategies, in order to reach the learning outcome. Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful settings. The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual …

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Reading Horizons Vol. 45 No. 1 Oct 2004

Reading Horizons Vol. 45 No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 45, issue 1.

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Teaching Metalinguistic Skills To Enhance Early Reading Instruction, Gwyn E. Lightsey, Barbara J. Frye Oct 2004

Teaching Metalinguistic Skills To Enhance Early Reading Instruction, Gwyn E. Lightsey, Barbara J. Frye

Reading Horizons: A Journal of Literacy and Language Arts

This article focuses on practical classroom ideas for enhancing early literacy learning by teaching a broad range of metalinguistic skills. These skills include phonemic and word awareness, but focus largely on syntactic and pragmatic skills in order to give children a richer understanding of language and its functions. Theoretical background is provided along with activities that can be used in the primary classroom.

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The Greatest Literacy Challenges Facing Contemporary High School Teachers: Implications For Secondary Teacher Preparation, Mary B. Campbell, Margaret M. Kmiecik Oct 2004

The Greatest Literacy Challenges Facing Contemporary High School Teachers: Implications For Secondary Teacher Preparation, Mary B. Campbell, Margaret M. Kmiecik

Reading Horizons: A Journal of Literacy and Language Arts

Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: "What are the greatest literacy challenges facing high school content area teachers?" and "What will help to diminish these challenges?" The data collection questionnaire was distributed to teachers in eight high schools throughout the greater Chicago area. A discussion of the findings suggests compelling directions for secondary teachers and teacher educators.

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Reading And Writing Poetry In Math, Jan Labonty, Kathy Danielson Oct 2004

Reading And Writing Poetry In Math, Jan Labonty, Kathy Danielson

Reading Horizons: A Journal of Literacy and Language Arts

Though poetry and math may seem to be unrelated, there are parallels such as rhythmic language and language skills. Reading and writing poetry about math involves students with listening, speaking, reading, and writing in order to develop and demonstrate an understanding of mathematical concepts and relationships. This article features an annotated list of mathematical poetry books and a variety of writing ideas for math poetry. Encouraging students to read and write poetry about math will encourage them to find a deeper meaning of math concepts as they develop their poetic voices.

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The Importance And Use Of Student Self-Selected Literature To Reading Engagement In An Elementary Reading Curriculum, Denise Johnson, Anne Blair Feb 2003

The Importance And Use Of Student Self-Selected Literature To Reading Engagement In An Elementary Reading Curriculum, Denise Johnson, Anne Blair

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this article is to discuss the importance of student self-selecting literature and reading engagement in an elementary reading curriculum. The article discuses the use of self-selected reading in the context of child development, book difficulty, independent reading time accountability, and a supportive environment. The successful use of self-selected reading by the Children's Choices Project is also discussed.

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Teachers As Learners: Professional Development In Early Reading Instruction, Allison Swan Feb 2003

Teachers As Learners: Professional Development In Early Reading Instruction, Allison Swan

Reading Horizons: A Journal of Literacy and Language Arts

This study describes the experiences of four elementary teachers as they participated in LEADERS, a professional development initiative in primary reading instruction. The study examined closely how a yearlong high-quality literacy project influenced teachers and classrooms in an urban school. The results revealed that participation had an impact on each teacher in at least one of four categories: knowledge of the reading process, change in instructional practice, reflection on practice, and theory to practice connections.

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