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Reading Horizons: A Journal of Literacy and Language Arts

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Full-Text Articles in Education

Inquiry Into Reading Assessment: Teachers' Perceptions Of Effective Practices, Mary B. Campbell Oct 2001

Inquiry Into Reading Assessment: Teachers' Perceptions Of Effective Practices, Mary B. Campbell

Reading Horizons: A Journal of Literacy and Language Arts

Teachers confront a number of challenges in assessing children's literacy and one of the most fundamental is the selection of appropriate assessment tools. Teachers also continuously seek meaningful ways to document and assess student performance in formative and summative ways. The purpose of this study was to determine what elementary teachers' believe are the most effective assessment practices for gathering data about the reading performance of their students. Data collection was accomplished through the use of a Reading Assessment Survey distributed to 12 elementary schools throughout the greater Chicago area. The survey contained a listing of 38 assessment practices and …

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Brain Surfing: A Strategy For Making Cross-Curricular Connections, Susan Davis Lenski Oct 2001

Brain Surfing: A Strategy For Making Cross-Curricular Connections, Susan Davis Lenski

Reading Horizons: A Journal of Literacy and Language Arts

Many educators believe that teaching an integrated curriculum should help students develop cross-curricular connections. Often, however, students do not make connections between subject areas even when they are in classrooms with integrated units. This article presents a strategy called Brain Surfing that teachers can use to facilitate connections to subject areas during classroom discussions.

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Reading Horizons Vol. 42, No. 1 Oct 2001

Reading Horizons Vol. 42, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete Issue of Reading Horizons volume 42, Issue 1.

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Reading Horizons Vol. 42, No. 1 Oct 2001

Reading Horizons Vol. 42, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 42, issue 1.

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Using Thematic Units To Decrease Problematic Behavior In Students, Amy Stevens Griffith, Nancy Spence Horton Oct 2001

Using Thematic Units To Decrease Problematic Behavior In Students, Amy Stevens Griffith, Nancy Spence Horton

Reading Horizons: A Journal of Literacy and Language Arts

Many students in general education classrooms exhibit problematic behavior at some point during their academic careers. These students often have special learning needs in reading instruction and instructional emphasis on appropriate behavior. Using thematic units for reading and language arts instruction can improve these students' reading skills and help students with problematic behavior learn more appropriate standards of conduct at the same time.

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Early Language Learning With And Without Music, Douglas Fisher Oct 2001

Early Language Learning With And Without Music, Douglas Fisher

Reading Horizons: A Journal of Literacy and Language Arts

Eighty students who spoke Spanish at home were randomly assigned one of four teachers. Two of the teachers used a great deal of music in their classrooms while the other two did not. The students and their teachers remained together for two years - kindergarten and first grade. Literacy achievement data suggests that music had a positive effect on oral language and reading scores. Differences focused on the use of music for morning opening, music and signing while working with words, and the use of music during listening stations.

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Listen To Their Teachers' Voices: Effective Reading Instruction For Fourth Grade African American Students, J. Helen Perkins Apr 2001

Listen To Their Teachers' Voices: Effective Reading Instruction For Fourth Grade African American Students, J. Helen Perkins

Reading Horizons: A Journal of Literacy and Language Arts

This study identifies effective teaching methods that can enhance the reading skills of fourth grade African American students. Focus group interviews were conducted with 21 teachers. The teachers identified independent reading and writing, phonics and vocabulary, teacher modeling, the use of multicultural materials, engagement of parental involvement, incorporating prior knowledge, and cooperative learning as the methods they believed were most effective with this group of African American fourth grade students. This study provides a voice for educators. These findings also offer support for prior research, which has suggested that these methods are significant to enhance the reading skills of African …

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Author Index Apr 2001

Author Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to authors in volume 41.

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Article Index Apr 2001

Article Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to articles in volume 41.

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A Quantitative Description Of The Content Reading Practices Of Beginning Teachers, Mary W. Spor, Barbara Kane Schneider Apr 2001

A Quantitative Description Of The Content Reading Practices Of Beginning Teachers, Mary W. Spor, Barbara Kane Schneider

Reading Horizons: A Journal of Literacy and Language Arts

It is reasonable to assume that today's college literacy instruction addresses a variety of strategies for classroom reading instruction with preservice teachers. This paper describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. We surveyed these 92 teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies, and their confidences and concerils about preparing lessons.

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Reading Horizons Vol. 41, No. 4 Apr 2001

Reading Horizons Vol. 41, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 41, issue 4.

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Fathers' And Mothers' Book Selection Preferences For Their Four Year Old Children Abstract, Jim Anderson, Ann Anderson, Jon Shapiro, Jacqueline Lynch Apr 2001

Fathers' And Mothers' Book Selection Preferences For Their Four Year Old Children Abstract, Jim Anderson, Ann Anderson, Jon Shapiro, Jacqueline Lynch

Reading Horizons: A Journal of Literacy and Language Arts

Twelve fathers and 12 mothers of four year olds were presented with 14 children's books representing various genres and were asked to select the five books they would read to their children in the coming week and to give reasons for their selections. They were then asked to identify those books they would not select and to provide reasons. There were some differences between mothers'/fathers' book selection and some differences between selecting for sons/daughters. Similar differences were noted in terms of those books which parents would not select.

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Developing Preservice Teachers' Perspectives On Reader Response, Dana L. Grisham Apr 2001

Developing Preservice Teachers' Perspectives On Reader Response, Dana L. Grisham

Reading Horizons: A Journal of Literacy and Language Arts

This study examines preservice teachers' developing conceptions of reader response theory, specifically focusing on the importance of aesthetic response to students' engagement with and motivation for reading. Three intact classes over three semesters (N = 78) participated in an intervention through literature discussion circles after reading award-winning and multicultural children's and adolescent literature. They read a cycle of three novels in each class. Preservice teachers chose the books from multiple copies provided and responded in writing to each selection prior to meeting in small, student-run groups for discussion. Participants wrote dialectical journals for the first book, completed role sheets for …

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A Model For Using Television And Video To Motivate Writing, Marie F. Doan Holbein, Valerie J. Bristor, Noorchaya Yahya Feb 2001

A Model For Using Television And Video To Motivate Writing, Marie F. Doan Holbein, Valerie J. Bristor, Noorchaya Yahya

Reading Horizons: A Journal of Literacy and Language Arts

Three university consultants developed a model to explore the effectiveness of using television and video to motivate writing. Following a series of motivational and brainstorming sessions using television, video, and popular literature, twenty-three fifth grade students were assigned to cooperative groups where they wrote and videotaped dramatizations of short "teaser" scripts. Observations derived from the completed model reveal the compelling influence of television and video on the lives of children.

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Do Students Effectively Monitor Their Comprehension?, Brenda K. Bradshaw Feb 2001

Do Students Effectively Monitor Their Comprehension?, Brenda K. Bradshaw

Reading Horizons: A Journal of Literacy and Language Arts

This research is a preliminary investigation of students' awareness of their performance on comprehension tasks at reconstructive and constructive levels. After comprehension instruction, students were asked reconstructive and constructive level comprehension questions and asked to rate their performance on each level of questions. Students rated their performance higher than they actually performed on both levels of questions. They also rated their performance the same on the two levels of questions, although their performance on reconstructive questions was higher than on constructive questions.

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Reading Horizons Vol. 41, No. 3 Feb 2001

Reading Horizons Vol. 41, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 41, issue 3.

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The Effects Of An Early Intervention Program With Preservice Teachers As Tutors On The Reading Achievement Of Primary Grade At Risk Children, Jeanne B. Cobb Feb 2001

The Effects Of An Early Intervention Program With Preservice Teachers As Tutors On The Reading Achievement Of Primary Grade At Risk Children, Jeanne B. Cobb

Reading Horizons: A Journal of Literacy and Language Arts

This article presents quantitative data from an experimental research study investigating the effects of an early intervention tutorial program on at risk children's reading achievement. Preservice teachers in an emergent literacy course served as tutors for at risk first, second, and third graders. The t-tests for independent samples revealed that the experimental group outperformed the control group on the vowels subtest and on total reading score at the first grade level. No statistically significant differences were found in grades two and three.

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Off To The Write Start: A Parent-Teacher-Child Story, Julie Jackson Albee, Margaret Drew Feb 2001

Off To The Write Start: A Parent-Teacher-Child Story, Julie Jackson Albee, Margaret Drew

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a parent involvement program for preschool, kindergarten, and first grade children. During the school year, students at each grade level come to the school for three evenings, with the goal of creating their own book in a different format at each session. Benefits of the program include: increased interaction between students and parents or other significant adults; teacher modeling of literacy support strategies; improved home-school communication; books written (and available for reading) at child's independent reading level; and increased familiarity of students and parents with teachers.

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"Why We Do This Is Important": An Inner- City Girl's Attitudes Toward Reading And Writing In The Classroom, Carol Leroy Ph.D. Dec 2000

"Why We Do This Is Important": An Inner- City Girl's Attitudes Toward Reading And Writing In The Classroom, Carol Leroy Ph.D.

Reading Horizons: A Journal of Literacy and Language Arts

This qualitative case study explored an inner-city girl's views on school-based literacy activities in relation to several factors identified in the literature as important to children's attitudes toward reading and writing. They include: intrinsic satisfaction the child gains from the activities, the child's beliefs about the importance of schooling, and her relationship with her teacher. The author/researcher's purpose was to further understanding about ways to enhance children's attitudes toward reading and writing.

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The Role Of Storytelling In Effective Family Literacy Programs, Barbara C. Palmer, Sara Marie Leiste, Kim D. James, Shirley M. Ellis Dec 2000

The Role Of Storytelling In Effective Family Literacy Programs, Barbara C. Palmer, Sara Marie Leiste, Kim D. James, Shirley M. Ellis

Reading Horizons: A Journal of Literacy and Language Arts

The family literacy movement, which emphasizes respect for diversity and the cultural heritage of participants, is gaining momentum. Acknowledging the importance of family-aseducator, researchers have searched for effective strategies to develop children's oral language and literacy more authentically. The art of storytelling provides an excellent vehicle for promoting and enhancing language and literacy development within families. A sampling of effective family literacy programs across the United States revealed that each included storytelling as a vital component.

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Reading Horizons Vol. 41, No. 2 Dec 2000

Reading Horizons Vol. 41, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 41, issue 2.

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Using Word Boxes As A Large Group Phonics Approach In A First Grade Classroom, Laurice M. Joseph Ph.D. Dec 2000

Using Word Boxes As A Large Group Phonics Approach In A First Grade Classroom, Laurice M. Joseph Ph.D.

Reading Horizons: A Journal of Literacy and Language Arts

The purpose this study was to explore the effectiveness of word boxes phonics instruction on beginning first-grade children's word identification and spelling performance. Forty-eight children were randomly selected to participate in either the word boxes instruction condition or a more traditional phonics condition. All children were administered a word identification and spelling pretest. At the completion of experimental conditions, children were administered word identification and spelling posttest and transfer measures.

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From Mcguffey Readers To Taking Notes On The Sermon: Literacy Experiences In A Catholic Home Schooling Group, Jennifer L. Altieri Ph.D. Dec 2000

From Mcguffey Readers To Taking Notes On The Sermon: Literacy Experiences In A Catholic Home Schooling Group, Jennifer L. Altieri Ph.D.

Reading Horizons: A Journal of Literacy and Language Arts

This study looks at the literacy practices of a Catholic home schooling group located in the Pacific North West. Semistructured interviews conducted with each parent in the home schooling group comprised the primary data source. Researchers have called for more research looking at specific teaching practices of such individuals (Cizek &Ray, 1995; Knafle &Wescott 1994) involved with home schooling. Findings of this study revealed that reading aloud was important to all parents. Benefits cited by parents included immediate feedback for children, ability to pace themselves as necessary, and the opportunity to tailor lessons to individual child.

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Teachers Role In Providing Culturally Responsive Literacy Instruction, William Dee Nichols, William H. Rupley, Gwendolyn Webb-Johnson, Gita Tlusty Oct 2000

Teachers Role In Providing Culturally Responsive Literacy Instruction, William Dee Nichols, William H. Rupley, Gwendolyn Webb-Johnson, Gita Tlusty

Reading Horizons: A Journal of Literacy and Language Arts

Every elementary classroom has children of varying intellectual ability, social or cultural background, language facility, and physical attributes. Today, more than ever, all teachers must be prepared to meet the varying educational, social, and emotional needs of all children. The culture of many students, while different from that upon which much of the U.S. educational system is based, is neither inadequate nor deficient; rather, the problem lies in the educational system.

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You Can't Pass It On If You Don't Have It: Encouraging Lifelong Reading, Kathy Everts Danielson, Sheri Everts Roger Oct 2000

You Can't Pass It On If You Don't Have It: Encouraging Lifelong Reading, Kathy Everts Danielson, Sheri Everts Roger

Reading Horizons: A Journal of Literacy and Language Arts

Teachers need to demonstrate a love of reading in order to pass it on to their students. This article discusses ways to encourage this love of reading through book groups, reading goals, daily oral and silentreading, and sharing the impact of reading with students.

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Reading In The Zone Of Proximal Development: Mediating Literacy Development In Beginner Readers Through Guided Reading, Patricia A. Antonacci Oct 2000

Reading In The Zone Of Proximal Development: Mediating Literacy Development In Beginner Readers Through Guided Reading, Patricia A. Antonacci

Reading Horizons: A Journal of Literacy and Language Arts

Because the term direct instruction has been and is used broadly, it has come to define all types of explicit teaching. Thus, a traditional basal approach - where children are grouped for instruction by their abilities (high, average, and low) and where the teaching is often predetermined or scripted - is unwittingly compared to guided reading. The major objective of this article is to demonstrate that the fundamental difference between the two approaches lies in pitching instruction to the child's literacy level and the need for dynamic grouping of children for instruction.

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Interactive Bibliotherapy As An Innovative Inservice Practice: A Focus On The Inclusive Setting, Cynthia M. Morawski, Jenelle Gilbert Oct 2000

Interactive Bibliotherapy As An Innovative Inservice Practice: A Focus On The Inclusive Setting, Cynthia M. Morawski, Jenelle Gilbert

Reading Horizons: A Journal of Literacy and Language Arts

Interactive bibliotherapy (IB) warrants greater attention in the pursuit of innovative inservice education. This paper presents the findings of a study thatexplored IB as an inservice practice to help prepare educators for the roles and responsibilities associated with inclusion. Data collection concentrated on a questionnaire (openended) regarding IB's impact on participants professional and personal development. Discussion of findings, which involved a content analysis of participants' responses, concludes with considerations for practice and research.

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Reading Horizons Vol. 41, No. 1 Oct 2000

Reading Horizons Vol. 41, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 41, issue 1.

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Grades Four And Eight Students' And Teachers' Perceptions Of Girls' And Boys' Writing Competencies, Shelley Peterson Apr 2000

Grades Four And Eight Students' And Teachers' Perceptions Of Girls' And Boys' Writing Competencies, Shelley Peterson

Reading Horizons: A Journal of Literacy and Language Arts

Addressing gender disparities in the results of large-scale tests of student writing, this study examined fourth- and eighth-grade teachers' and students' perspectives on boys' and girls' relative writing competence. Interview and questionnaire responses showed a privileging of girls' writing over boys' writing. Girls' writing was viewed as more detailed, descriptive, and showing greater conformity to writing conventions. To some extent, girls' relative success on large-scale writing assessment may be related to students' and teachers' expectations that girls are more competent than boys in the areas measured in the evaluation rubrics. The results of this study indicate a need for conversations …

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The Role Of Questioning: Beyond Comprehension's Front Door, Lane Roy Gauthier Apr 2000

The Role Of Questioning: Beyond Comprehension's Front Door, Lane Roy Gauthier

Reading Horizons: A Journal of Literacy and Language Arts

Activities involving questions are a time-honored practice in literacy instruction. Since the beginnings of American education, historical accounts of classroom procedures have included various descriptions of the ways in which questions were made a part of almost every literacy lesson. Whether requiring answers involving rote memory or the activation of higher level critical thinking processes, the role of questions in literacy instruction has always been strong. This article presents a six-step strategy for questioning followed by a field-tested group of fifth graders' responses to each step.

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