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Reading Horizons: A Journal of Literacy and Language Arts

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Reading Horizons Vol. 40, No. 4 Apr 2000

Reading Horizons Vol. 40, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 40, issue 4.

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Exploring The Use Of Three Level Guides In Elementary And Middle School Classrooms, Anne Crout Shelley, Nicole J. Ashley, Christy Emerson, Christi Medlock, Tammy Smith Owings, Kelly Richardson Apr 2000

Exploring The Use Of Three Level Guides In Elementary And Middle School Classrooms, Anne Crout Shelley, Nicole J. Ashley, Christy Emerson, Christi Medlock, Tammy Smith Owings, Kelly Richardson

Reading Horizons: A Journal of Literacy and Language Arts

Collaborative classroom research among a group of elementary and middle school teachers provides insight into the effective use of the Three Level Guide. Building lessons around content area materials, teachers employed the Three Level Guide regularly, coming together to share successes and frustrations and to offer suggestions. Their reflective analyses of the use of the Three Level Guide offer insight into its impact on teacher effectiveness as well as its impact on students' academic achievement, critical thinking ability, and academic esteem.

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Author Index Apr 2000

Author Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to authors in volume 40.

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Article Index Apr 2000

Article Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to articles in volume 40.

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Literary Pen Pals: Correspondence About Books Between University Students And Elementary Students, Patricia Austin Apr 2000

Literary Pen Pals: Correspondence About Books Between University Students And Elementary Students, Patricia Austin

Reading Horizons: A Journal of Literacy and Language Arts

In a semester-long, pen pal exchange between 3rd and 4th graders with college students enrolled in a Children's literature class, I wanted to engage students in critical thinking about what they read and to involve students in authentic literacy activities. Using qualitative methodology of recognizing patterns and culling themes from more than 200 letters about books, I examined the nature of the letters, categorized the kinds of questions asked, and noted the patterns of communications between the pen pal pairs in order to glean the benefits to both groups. Both elementary and college students learned about books, about themselves, and …

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Crossing Boundaries: Addressing Ageism Through Children's Books, Patricia A. Crawford Feb 2000

Crossing Boundaries: Addressing Ageism Through Children's Books, Patricia A. Crawford

Reading Horizons: A Journal of Literacy and Language Arts

Age-related biases, evident in so many aspects of modern society, are often perpetuated through stereotypical representations of older adults in children's literature and other print media. Quality children's literature can serve as a forum for critiquing these stereotypical perspectives and as a springboard for the development of healthy, positive, and accurate perceptions of the aging process.

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Children's Literature And Environmental Issues: Heart Over Mind?, Rebecca Monhardt, Leigh Monhardt Feb 2000

Children's Literature And Environmental Issues: Heart Over Mind?, Rebecca Monhardt, Leigh Monhardt

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a project conducted by a classroom teacher to examine the effects of children's literature on students' existing attitudes and beliefs toward environmental issues. Using There's an Owl in the Shower by Jean Craighead George as an organizer, two sixth grade classes reexamined their existing beliefs about endangered species. The purpose of using the book as part of the instructional strategy was not to influence student beliefs and attitudes one way or another, but to serve as a vehicle for getting students to critically view the issue of animal's vs. people's rights. The results from this classroom activity …

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Reading And Writing Habits Of Preservice Teachers, Mary C. Draper, Mary Alice Barksdale-Ladd, Marguerite Corgorno Radencich Feb 2000

Reading And Writing Habits Of Preservice Teachers, Mary C. Draper, Mary Alice Barksdale-Ladd, Marguerite Corgorno Radencich

Reading Horizons: A Journal of Literacy and Language Arts

Reading and writing experts agree that, to teach effectively, teachers must first be readers and/or writers themselves. In this study, we examined beliefs and habits related to reading and writing in preservice teachers based upon interview data. The results revealed a variety of reading and writing histories and patterns of involvement in ongoing reading and writing. Both readers and writers, and nonreaders and nonwriters, were able to identify strategies for reading and writing in their future classrooms that matched strategies taught in university methods courses. None of the students were able to articulate suggestions for fostering a love of reading …

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Reading Horizons Vol. 40, No. 3 Feb 2000

Reading Horizons Vol. 40, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 40, issue 3.

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Using Freewriting To Assess Reading Comprehension, William P. Bintz Feb 2000

Using Freewriting To Assess Reading Comprehension, William P. Bintz

Reading Horizons: A Journal of Literacy and Language Arts

Building on recent advances in holistic writing assessment, this article reports on an attempt to use freewriting as a tool to assess reading comprehension. It begins by situating this project within several recent efforts to reform reading comprehension assessment. Next, it discusses freewriting as a form of written retelling, a procedure used historically as an alternative form of reading assessment. Then, it presents a taxonomy that illustrates several patterns constructed from using freewriting with proficient readers (graduate students). Finally, implications of this project for thinking differently about reading theory and reading assessment are provided.

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Mothers' Prosodie Features: Strategies To Guide Young Children's Understanding Of Book Language, Linda E. Martin Dec 1999

Mothers' Prosodie Features: Strategies To Guide Young Children's Understanding Of Book Language, Linda E. Martin

Reading Horizons: A Journal of Literacy and Language Arts

Mothers use prosody to engage children during book reading. Thus, prosody may contribute to children's literacy. The purpose of this study was to describe how twenty-five mothers across children's age groups (6-month olds, 12-month-olds, 18-month-olds, 24-month-olds, and 4-year-olds) used prosody, specifically pitch and stress variations, while reading with their children. Common speech samples from the readings of two different texts (narrative and expository) were analyzed. In addition, the mothers were questioned about their use of expressive language while reading. Patterns from the data showed that the mothers of the 6-month-olds did not vary their speech as often. They used the …

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Reader Response: Students Develop Text Understanding, Ruth R. Becker Dec 1999

Reader Response: Students Develop Text Understanding, Ruth R. Becker

Reading Horizons: A Journal of Literacy and Language Arts

Prompted by Rosenblatt's (1978) framework of the reader's transactional relationship to the text, this qualitative study examines four fifth-grade students' stances and their responses to a narrative text in three classroom activities, a peer-led discussion group, a story map activity, and written responses. This study primarily investigates issues regarding the accessibility of shifts in stance for the students. Additionally, it calls into question Rosenblatt's construct of the aesthetic-efferent continuum.

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Multimedia Materials For Language And Literacy Learning, Terry L. Hallett Dec 1999

Multimedia Materials For Language And Literacy Learning, Terry L. Hallett

Reading Horizons: A Journal of Literacy and Language Arts

This article introduced educators to inexpensive, commercially-available CD-ROM software that may be incorporated into classroom activities for both normally developing and language learning disabled children. Computer disks read only memory (CDROM) combines speech, text, graphics, sound, video, animation, and special effects. Three types of multimedia CD-ROM products are discussed: a) virtual adventures; b) electronic storybooks; and c) desktop tools.

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Encounters With Information Text: Perceptions And Insights From Four Gifted Readers, Dorothy Leal, Barbara Moss Dec 1999

Encounters With Information Text: Perceptions And Insights From Four Gifted Readers, Dorothy Leal, Barbara Moss

Reading Horizons: A Journal of Literacy and Language Arts

This study examines the nature of engagement with informational text by exploring four gifted students' responses to children's information books and informational storybooks. The researchers interviewed the students and students recorded their responses to books in journals over the course of the study. Results indicated that these children expressed a variety of reasons for reading nonfiction and held interesting perceptions and strong opinions about informational content, which varied according to text type. Children identified authors' purposes and genre differences, and expressed preference for books with depth of coverage along with a creative format.

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Reading Horizons Vol. 40, No. 2 Dec 1999

Reading Horizons Vol. 40, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 40, issue 2.

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Young Chinese Esl Children's Home Literacy Experiences, Hong Xu Oct 1999

Young Chinese Esl Children's Home Literacy Experiences, Hong Xu

Reading Horizons: A Journal of Literacy and Language Arts

This article describes home literacy experiences of six Chinese ESL kindergartners. The experiences include the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. The findings indicate the diverse and cultural nature of the home literacy experiences and the supportive roles of parents and other family members. Suggestions for teachers and parents to promote ESL children's literacy development are discussed.

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Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean Oct 1999

Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean

Reading Horizons: A Journal of Literacy and Language Arts

In this article the authors describe Reading Express, a collaborative program which brings together the expertise of first-grade teachers and Reading Recovery teachers to support all first-grade children in literacy development. In the Reading Express program, the Reading Recovery teachers spend one hour per day in each of the first grade classrooms. This time is spent in both whole class as well as small group instruction. The results of Reading Express have been positive for both first-grade children as well as teachers. End-of-year text-level scores and other data indicate that the program is having a positive impact on students' literacy …

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Applications Of Cloze Procedure To Reading Assessment In Special Circumstances Of Literacy Development, Norbert Francis Oct 1999

Applications Of Cloze Procedure To Reading Assessment In Special Circumstances Of Literacy Development, Norbert Francis

Reading Horizons: A Journal of Literacy and Language Arts

This study forms part of an on-going investigation of second language reading development of elementary school children from a bilingual, indigenous, community where high levels of proficiency in both languages are common among all age groups. Modifications were applied to the standard rational deletion cloze procedure to adapt assessment to the special sociolinguistic circumstances of reading in an indigenous language, and for the purpose of exploring practical classroom applications of the cloze procedure for instruction.

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Critical Teacher Thinking And Imaginations: Uncovering Two Vocabulary Strategies To Increase Comprehension, Elaine Roberts Oct 1999

Critical Teacher Thinking And Imaginations: Uncovering Two Vocabulary Strategies To Increase Comprehension, Elaine Roberts

Reading Horizons: A Journal of Literacy and Language Arts

Dedicated teachers who were taking a university course for reading assessment and diagnosis candidly discussed students' problems with vocabulary words that impede successful reading comprehension. Their viewpoints about ways to help students learn to use vocabulary strategies effectively led to the development of two vocabulary strategies that were based on cognitive and personality styles. The interactive process of developing the strategies pushed the teachers' imaginations and created a challenge for the teachers and their college professor.

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Reading Horizons Vol. 40, No. 1 Oct 1999

Reading Horizons Vol. 40, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 40, issue 1.

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Spelling Practices In School Districts And Regions Across The United States And State Spelling Standards, Elaine Traynelis-Yurek, Mary W. Strong Apr 1999

Spelling Practices In School Districts And Regions Across The United States And State Spelling Standards, Elaine Traynelis-Yurek, Mary W. Strong

Reading Horizons: A Journal of Literacy and Language Arts

The authors sent a survey during the 1996-97 school year to 670 school districts in 41 states requesting information on spelling instructional practices to ascertain whether spelling texts are still widely used in the United States given the current emphasis on developmental spelling in the primary grades and the March, 1996 publication of the NCTE/IRA standards. In addition, a search of the reading/language arts standards in 50 states in 1998 revealed that most states do have spelling standards, but only a few coincide with the CTE/IRA Standard 6 which mentions spelling.

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Gender And Cultural Differences: A Sociocognitive Perspective On Parent Involvement In Students' Autobiographies, Janine A. Kaste Apr 1999

Gender And Cultural Differences: A Sociocognitive Perspective On Parent Involvement In Students' Autobiographies, Janine A. Kaste

Reading Horizons: A Journal of Literacy and Language Arts

This inquiry examined the types of literacy support parents gave their children at home, with fifteen students from a diverse class of 23 third graders, during an eight week integrated unit on writing autobiographies. A naturalistic inquiry approach found pattern differences between genders, with respect to the nature of support given at home. Boys, particularly the African American males, received more explicit guidance than girls did. Understanding the nature of parent literacy support can inform ways to connect home and school literacy experiences.

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Author Index Apr 1999

Author Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to authors in volume 39.

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Reading Horizons Vol. 39, No. 4 Apr 1999

Reading Horizons Vol. 39, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 39, issue 4.

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Process Of Change In Reading Instruction: A Model Of Transition, Beth Hurst Apr 1999

Process Of Change In Reading Instruction: A Model Of Transition, Beth Hurst

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine closely the processes, both theoretical and enacted, a teacher undergoes when making changes in methods of reading instruction. A case study using qualitative research methods chronicled a teacher who after 19 years of teaching strictly by the basal began changing toward a balanced literature approach. A model of transition demonstrating this teacher's processes of change is included.

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The Development Of One Teacher's Skills At Instructional Conversation, Becky O'Bryan Apr 1999

The Development Of One Teacher's Skills At Instructional Conversation, Becky O'Bryan

Reading Horizons: A Journal of Literacy and Language Arts

This study examined one teacher's learning and implementing instructional conversations (Tharp and Gallimore, 1988). She received assistance through opportunities to: 1) observe effective examples of instructional conversations; 2) practice skills and get immediate feedback through conversation; 3) read and discuss articles about instructional conversations and questioning techniques; and 4) read and comment on transcripts of lessons and follow-up conversations. Participant-observation, unstructured conversations, and interviews comprised the data, which included transcripts of audio-taped lessons, follow-up conversations, and interviews. There was a gradual shift in the teacher's practices from recitation to instructional conversation. Action, reflection, and collaborative talk became the process of …

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Children's Literature: What's On The Horizons, Lauren Freedman Apr 1999

Children's Literature: What's On The Horizons, Lauren Freedman

Reading Horizons: A Journal of Literacy and Language Arts

Bierhorst, John (Ed. 1998) The Deetkatoo: Native American stories about little people; Dygard, Thomas J. (1998) River danger; Porte, Barbara A. (1998) Hearsay: Strange tales from the Middle Kingdom; Siebold, Jan. (1998) Rope burn; Stevenson, James. (1998). Mud Flat April fool; Hesse, Karen. (1999) Come on, Rain; Hobbs, Will. (1998) Howling hill; Pyle, Howard. (1998) King stork; San Souci, Robert D. (1998) Cendrillon: A Caribbean Cinderella; Turner, Ann. (1998) Drummer boy: Marching to the Civil War.

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Article Index Apr 1999

Article Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to articles in volume 39.

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"Aren't We Going To Write Today?": Using Parody In Grade Three, Terrence V. Stange, Susan L. Wyant Feb 1999

"Aren't We Going To Write Today?": Using Parody In Grade Three, Terrence V. Stange, Susan L. Wyant

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

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The Influence Of Perceived Sibling Position On Reading Perceptions: Implications For Reading Teacher Education, Cynthia M. Morawski Feb 1999

The Influence Of Perceived Sibling Position On Reading Perceptions: Implications For Reading Teacher Education, Cynthia M. Morawski

Reading Horizons: A Journal of Literacy and Language Arts

Teachers' critical examination of their perceived sibling positions in the family, particularly in relation to reading development, can provide them with valuable insights about their current perceptions and behaviors related to content area instruction. This paper explores the findings obtained from 188 elementary and secondary preservice teachers' responses to a questionnaire that focused on perceived sibling position as an influence on reading perceptions. Teachers' perceived sibling positions and reading abilities within their family constellations receive special attention. Further consideration centers on possibilities for practice for reading teacher education in the content areas as well as directions for future research.

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