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Reading Horizons: A Journal of Literacy and Language Arts

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Full-Text Articles in Education

External Review Of Portfolios In Preservice Teacher Education: Studying Our Own Practice., Patricia A. Scanlan, Delores E. Heiden Apr 1996

External Review Of Portfolios In Preservice Teacher Education: Studying Our Own Practice., Patricia A. Scanlan, Delores E. Heiden

Reading Horizons: A Journal of Literacy and Language Arts

In this article we present the results of a study in which we examine our use of literacy portfolios in our elementary education methods courses through the inclusion of an external reviewer in the portfolio evaluation process. Preservice teachers at the University of Wisconsin-La Crosse are concurrently enrolled in a field-based block of three professional elementary education courses. They are required to create a literacy portfolio as a combined requirement in our two methods courses (Elementary Level Reading and Curriculum and Methods in Language Arts) in which they demonstrate and reflect upon the development of their knowledge and skills as …

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More Than Spelling: Widening The Lens On Emergent Writing., Marilyn L. Chapman Apr 1996

More Than Spelling: Widening The Lens On Emergent Writing., Marilyn L. Chapman

Reading Horizons: A Journal of Literacy and Language Arts

Reading can sometimes be a transforming experience. This was the case for me when I first read Glenda Bissex's (1980) book, Gnys at Wrk many years ago. Although Bissex was not the originator of the notion that young children invent spellings through a process of active problem solving (the first being Read, 1975), it was my introduction to the concept of emergent writing. Bissex's case study of her son's writing development was so richly descriptive that it changed for ever the way I and many others will look at young children's writing. Now it seems commonplace to talk about the …

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Reading Horizons Vol. 36, No. 4 Apr 1996

Reading Horizons Vol. 36, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 4.

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Self-Efficacy: A Key To Literacy Learning., Jill E. Scott Feb 1996

Self-Efficacy: A Key To Literacy Learning., Jill E. Scott

Reading Horizons: A Journal of Literacy and Language Arts

Perhaps one of the greatest problems in education today is not illiteracy, but aliteracy (Cramer and Castle, 1994). Aliteracy has been defined as a "lack of the reading habit; especially, such a lack in capable readers who choose not to read" (Harris and Hodges, 1981, p. 11). With all of our knowledge of reading strategies, activities, lessons, and programs, why do so many of our students seem to prefer aliteracy? What is missing in our classrooms and in our teaching? In this article, it is proposed that a crucial ingredient in helping students become lifelong learners and joyful literates is …

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Reading Horizons Vol. 36, No. 3 Feb 1996

Reading Horizons Vol. 36, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 3.

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Enhancing Metacognitive Awareness Of College Learners., Amelia E. El-Hindi Feb 1996

Enhancing Metacognitive Awareness Of College Learners., Amelia E. El-Hindi

Reading Horizons: A Journal of Literacy and Language Arts

By the time young adults reach college environments, they are expected to actively engage with text in order to obtain meaning from text. As Brown and Campione (1990) indicated, the demands of a technologically advanced society require "complex forms of literacy" (p. 108) and that among other skills, educated individuals must be able to read critically and to clearly articulate in both written and oral language.

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Developmental Spelling In Fourth Grade: An Analysis Of What Poor Readers Do, Kathryn L. Laframboise Feb 1996

Developmental Spelling In Fourth Grade: An Analysis Of What Poor Readers Do, Kathryn L. Laframboise

Reading Horizons: A Journal of Literacy and Language Arts

Since Carol Chomsky (1971a, 1971b) and Charles Read (1971) published their pioneer reports on the development of writing behaviors in young children, examinations of the developmental or invented spellings of emergent writers have contributed to changes in emphases in early literacy instruction. Before that time educators seldom advocated writing experiences for children before they learned to read (Adams, 1990). During the past twenty-five years, there have been careful descriptions and analyses of the developmental stages and strategies of young children who experiment with and work through patterns of spelling while discovering written language. As a result of this body of …

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Thinking About Making Reading Easy., Giovanna James Feb 1996

Thinking About Making Reading Easy., Giovanna James

Reading Horizons: A Journal of Literacy and Language Arts

Why not use "Hooked on Phonics" with remedial readers? Recently a colleague asked this rhetorical question as we sat waiting for a meeting to begin. She claimed to be "eclectic" in teaching high school reading classes and she was pleased to report on the reading improvement of several students.

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An Environmental Impact Statement: Designing Supportive Literacy Classrooms For Young Children, D. Ray Reutzel, Mary Wolfersberger Feb 1996

An Environmental Impact Statement: Designing Supportive Literacy Classrooms For Young Children, D. Ray Reutzel, Mary Wolfersberger

Reading Horizons: A Journal of Literacy and Language Arts

The physical environment of the classroom can be a powerful tool in support of literacy learning or an unrecognized and undirected influence (Loughlin and Martin, 1987). Teachers who organize, arrange, and dress up their classrooms intuitively understand that, "Every home, every classroom, every school contains a certain atmosphere" (Van Manen, 1986, p. 31). Although peripherally accepted as an important part of literacy instruction for many years, too little attention has been focused on what the literacy environment of the classroom brings to children and their learning. Recent research by Neuman and Roskos (1990, 1992) demonstrates a clear relationship between the …

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What Counts As Good Writing? A Case Study Of Relationships Between Teacher Beliefs And Pupil Conceptions., Zhihui Fang Feb 1996

What Counts As Good Writing? A Case Study Of Relationships Between Teacher Beliefs And Pupil Conceptions., Zhihui Fang

Reading Horizons: A Journal of Literacy and Language Arts

Influenced by the cognitive revolution in psychology, the popularity of qualitative research paradigm, and the conception of the teacher as a thoughtful professional, teacher education researchers have, in the past decade or so, demonstrated growing interest in aspects of teacher thought processes (e.g., teacher planning and teachers' theories and beliefs) and their relationship to sound pedagogical practices in the classroom. This signals that research on teaching and learning have shifted from a unidirectional emphasis on correlates of observable teacher behavior with student achievement to a focus on teachers' thinking, beliefs, planning, and decision-making processes (Clark and Peterson, 1986). This new …

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Round Robin Reading: Considering Alternative Instructional Practices That Make More Sense, Patricia R. Kelly Dec 1995

Round Robin Reading: Considering Alternative Instructional Practices That Make More Sense, Patricia R. Kelly

Reading Horizons: A Journal of Literacy and Language Arts

As a teacher educator in reading, I am interested in how well classroom practices which preservice students observe during fieldwork coincide with what they learn in my courses. Through discussions with my students, as well as my own classroom observations, it appears that there is not always a fit between current theory and the actual classroom practice. For example, round robin reading, the practice of one student at a time reading a portion of text aloud while other students listen, became the center of a class discussion recently.

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Transactional Criticism And Aesthetic Literary Experiences: Examining Complex Responses In Light Of The Teacher's Purpose, Joyce E. Many, Jacqueline K. Gerla, Donna L. Wiseman, Linda Ellis Dec 1995

Transactional Criticism And Aesthetic Literary Experiences: Examining Complex Responses In Light Of The Teacher's Purpose, Joyce E. Many, Jacqueline K. Gerla, Donna L. Wiseman, Linda Ellis

Reading Horizons: A Journal of Literacy and Language Arts

In classroom literature discussions, teachers orchestrate situations in which readers and texts come together. Approaches teachers use may differ in terms of the stance or purpose for reading encouraged. Rosenblatt (1978, 1985) describes two stances readers can take while reading literary works. An efferent stance indicates a reader's attention is focused on information to be retained after reading and can result in a study of the text. An aesthetic stance, on the other hand, occurs when the reader's attention is on the livedthrough experience of the story and the experiences, thoughts, feelings, images, and associations which are evoked. Rosenblatt (1978, …

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Teacher-Mediated Learning For Young Readers: Successful Strategies With Predictable Book Reading, Janice Porterfield Stewart Dec 1995

Teacher-Mediated Learning For Young Readers: Successful Strategies With Predictable Book Reading, Janice Porterfield Stewart

Reading Horizons: A Journal of Literacy and Language Arts

Young children's emergent literacy development can be enhanced by storybook reading, discussing the books, paying attention to the print and illustrations, and by involving parents (Heath, 1983; Snow and Ninio, 1986; Mason, Peterman,Dunning, and Stewart, 1992; Keer and Mason, 1993). Often children from high risk backgrounds have limited experiences handling books, being read to, asking questions and at tending to visual stimuli found in books. Consequently, in the beginning of kindergarten many children are not reading and some do not know the letters of the alphabet. However, predictable books provide interactions with prints and pictures which can be a powerful …

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Children's Reviews, Lou Ann Homan Dec 1995

Children's Reviews, Lou Ann Homan

Reading Horizons: A Journal of Literacy and Language Arts

The Wonderful Towers of Watts. Patricia Zelver. 1994; Horace. Holly Keller. 1995; The Tale of Pig, Bear, Frog, Duck. Helen Cooper. 1994.

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Professional Materials, Mary E. Jellema Dec 1995

Professional Materials, Mary E. Jellema

Reading Horizons: A Journal of Literacy and Language Arts

Looking at Picture Books. John Warren Stewig. 1995.

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A Portrait Of A Reading Teacher, Barbara J. Griffin Dec 1995

A Portrait Of A Reading Teacher, Barbara J. Griffin

Reading Horizons: A Journal of Literacy and Language Arts

Teacher knowledge is dynamic and experiential. It is both constructed and reconstructed daily as teachers live out their lives in and out of school (Clandinin and Connelly, 1991). Therefore, listening to teachers' stories can be a valuable avenue to gaining insights into the methods other teachers use to teach children to read. My goal is to share one teacher's story in such a way that readers will reflect on their own stories and examine their practices of reading instruction, their knowledge and beliefs, and how all these elements of teaching are interrelated. It is up to readers to take from …

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A Comparison Of Young Children's Writing Products In Skills-Based And Whole Language Classrooms, Penny A. Freppon, Ellen Mclntyre, Karin L. Dahl Dec 1995

A Comparison Of Young Children's Writing Products In Skills-Based And Whole Language Classrooms, Penny A. Freppon, Ellen Mclntyre, Karin L. Dahl

Reading Horizons: A Journal of Literacy and Language Arts

Whole language instruction and an emphasis on the writing process have had a significant impact on the teaching of writing. Many whole language teachers are already in practice, and more educators are moving toward this kind of teaching. However, comparative research on the value of whole language curriculum is limited. It is important to study children's interpretations (Erickson and Shultz, 1992) as they are reflected in the written products they generate in different kinds of classrooms. We need to know more about the sense children make of their instruction, what they are learning about written language, and the kinds of …

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Whole Language Teaching And Learning: Is It For Everyone?, Anne Crout Shelley Dec 1995

Whole Language Teaching And Learning: Is It For Everyone?, Anne Crout Shelley

Reading Horizons: A Journal of Literacy and Language Arts

Beginning the formal study of music theory well into mid-life has enabled me to focus with new clarity on a gnawing concern. This concern, which has pursued me as I have walked with my undergraduate majors into the era of whole language, has two dimensions — both young children and novice teachers. The first concern is those particular young children, who when immersed in a print rich environment, fail to make the inductive leaps which allow them to become emergent readers (O'Donnell and Wood, 1992). My second concern is the early childhood and elementary preservice teachers who are so indoctrinated …

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Reading Horizons Vol. 36, No. 2 Dec 1995

Reading Horizons Vol. 36, No. 2

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 2.

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Learning About Language Arts Instruction Through Collaboration, Ellen Mcintyre, Diane W. Kyle Oct 1995

Learning About Language Arts Instruction Through Collaboration, Ellen Mcintyre, Diane W. Kyle

Reading Horizons: A Journal of Literacy and Language Arts

Donna's voice shows the confidence she feels today; however, her metamorphosis did not happen overnight, nor did that of the six other teachers with whom she worked on a research project during the past three years. In this article, we describe how Donna and her colleagues learned more about language arts teaching through collaborative team work — research, and writing. We also discuss what this means for teachers who are trying to change their practices and the teacher educators trying to help.

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Are You A Reader? Are You A Writer?: Answers From Kindergarten Students, Deborah Diffily Oct 1995

Are You A Reader? Are You A Writer?: Answers From Kindergarten Students, Deborah Diffily

Reading Horizons: A Journal of Literacy and Language Arts

This study was based on interviews with kindergarten students and their teachers from two classrooms in a large, urban elementary school. Classroom observations by the re searcher were also used to describe the physical environment created by each teacher and the organization of each teacher's instruction. The purpose of the study was to compare students' perceptions of themselves as readers and writers and to determine if there were significant differences between the two classes. These particular classrooms were selected because of the differences in classroom teacher philosophy and actual teaching practice. One classroom could be described as traditionally academic and …

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Anachronisms: Creating Tools For Thinking, Joseph T. Echols, George H. Mcnich Oct 1995

Anachronisms: Creating Tools For Thinking, Joseph T. Echols, George H. Mcnich

Reading Horizons: A Journal of Literacy and Language Arts

Does it belong? Is it correct? Shakespeare used the striking clock in Julius Caesar, an anachronism since clocks did not exist at the time of Caesar's reign, as a convention for impact and drama. The parental story teller challenged the belief and understanding of the young child through an anachronism to create interest and to entertain. However, far from being just a writer's or storyteller's convention, recognition of anachronisms, like recognition of concepts and categories, is in reality a tool of language and thinking that may promote the development of concept formation.

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Reading Horizons Vol. 36, No. 1 Oct 1995

Reading Horizons Vol. 36, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 36, issue 1.

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Help For The "Fourth-Grade Slump"—Srq2r Plus Instruction In Text Structure Or Main Idea., Michael L. Walker Oct 1995

Help For The "Fourth-Grade Slump"—Srq2r Plus Instruction In Text Structure Or Main Idea., Michael L. Walker

Reading Horizons: A Journal of Literacy and Language Arts

Elementary school students' ability to comprehend and study expository material begins to be a major concern primarily in the fourth grade. Chall's (1983) characterization of this period as the "fourth grade slump" (p. 67) remains a valid observation, because teachers still report that while children continue to show ability to read narrative material during this period they are unable to completely read and understand their content area textbooks.

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Professional Materials, Patricia Crawford Oct 1995

Professional Materials, Patricia Crawford

Reading Horizons: A Journal of Literacy and Language Arts

Unequal Opportunity: Learning to Read in the U.S.A. Jill Sunday Bartoli. 1995.

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Content Reading And Whole Language: An Instructional Approach, Nancy D. Turner Oct 1995

Content Reading And Whole Language: An Instructional Approach, Nancy D. Turner

Reading Horizons: A Journal of Literacy and Language Arts

Many teacher education programs offer a course on content area reading which is required for certification by some states (Farrell and Cirrincione, 1984). However, as discussed by authors (e.g., Memory, 1983; Ratekin, Simpson, and Alvermann, Dishner, 1985; Stewart and O'Brien, 1989), preservice teachers generally do not see a need for content reading instruction. This attitude results from a range of factors, from student perception of limited opportunities for incorporating reading instruction into restricted time blocks at the secondary level (Stewart and O'Brien, 1989) to questions about the philosophy of and rationale behind such a course (Memory, 1983).

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What Do Response Journals Reveal About Children's Understandings Of The Workings Of Literary Texts?, Sylvia Pantaleo Oct 1995

What Do Response Journals Reveal About Children's Understandings Of The Workings Of Literary Texts?, Sylvia Pantaleo

Reading Horizons: A Journal of Literacy and Language Arts

Children's literature has become a central component of many elementary reading programs. The multiple benefits of using children's literature in classrooms have been well documented (Cullinan, 1989a, 1989b; Fuhler, 1990; Galda and Cullinan, 1991; Huck, 1987). Reading programs using literature as their core content vary in organization and structure (Hiebert and Colt, 1989; Tunnel and Jacobs, 1989; Zarrillo, 1989; Zarrillo and Cox, 1992). Publications, workshops and university courses abound as educators continue to explore the use of literature and literary response in elementary and middle school classrooms.

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Sharing Multicultural Literature Through Storytelling, Florence M. Newell Jun 1995

Sharing Multicultural Literature Through Storytelling, Florence M. Newell

Reading Horizons: A Journal of Literacy and Language Arts

Literature can be used as a means to support children's development in the areas of cognition, language, social mores, creativity, personality, and aesthetics (Glazer, 1986). As the children in public schools today become more culturally and linguistically different, the diversity of literature should be expanded to reflect these differences among learners. Each child brings unique literacy strengths and serves as a resource to help teachers and other students understand one another (Templeton, 1991). Sharing literature from different cultures or literature that includes characters with different cultural or ethnic backgrounds offers a variety of benefits for teachers and students. Using multicultural …

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Multicultural Literature For Children And Young Adults: A Rationale And Resources, Terrell A. Young, Lois Case Campbell, Linda K. Oda Jun 1995

Multicultural Literature For Children And Young Adults: A Rationale And Resources, Terrell A. Young, Lois Case Campbell, Linda K. Oda

Reading Horizons: A Journal of Literacy and Language Arts

Aunt Waka's message to Rinko illustrates two of the many potentials of multicultural children's literature: to en able nonmainstream children to see others who are like them reflected in literature they read and hear, and to help them build self-esteem and feel pride in themselves as part of their culture. Yet the underlying message of multicultural literature is one that benefits all children.

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Listening To Parents' Voices: Cross Cultural Perceptions Of Learning To Read And To Write, Jim Anderson Jun 1995

Listening To Parents' Voices: Cross Cultural Perceptions Of Learning To Read And To Write, Jim Anderson

Reading Horizons: A Journal of Literacy and Language Arts

Traditionally, educators have been generous in dispensing advice to parents about how they can help their children learn to read and write when they enter school (e.g.,Mergentime, 1963; Vukelich, 1984). However, researchers in emergent literacy (Clay, 1966) have found that many young children enter school already possessing considerable literacy knowledge. Consequently, there is a burgeoning interest in working with parents to understand the important roles they play in their school aged children's literacy development.

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