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Articles 631 - 660 of 2231
Full-Text Articles in Education
Professional Materials, Brian Dobbie
Professional Materials, Brian Dobbie
Reading Horizons: A Journal of Literacy and Language Arts
Farr, Rodger. Tone, Bruce. (1994). Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers.
Professional Materials, Jennifer R. Stell
Professional Materials, Jennifer R. Stell
Reading Horizons: A Journal of Literacy and Language Arts
Lonberger, Rosemary. Lipa, Sara E. Harlin, Rebecca. (1991). The Whole Language Journey.
Combining Reading And Writing With Science To Enhance Content Area Achievement And Attitudes, Valerie J. Bristor
Combining Reading And Writing With Science To Enhance Content Area Achievement And Attitudes, Valerie J. Bristor
Reading Horizons: A Journal of Literacy and Language Arts
Reading through science is different because you are reading and learning science at the same time. And plain reading is boring because you do reading book and when the teacher says group two we have to go up to the reading table. And read for a half hour then she makes us do a reading work sheet about the story we read. And reading science is better because... the activ ties and experiments we did helped me understand science better.
Reading Aloud To Low Achieving Secondary Students, Deborah Phelps Zientarski, Donald D. Pottorff
Reading Aloud To Low Achieving Secondary Students, Deborah Phelps Zientarski, Donald D. Pottorff
Reading Horizons: A Journal of Literacy and Language Arts
Information abounds about the benefits of reading aloud to elementary children (Kimmel and Segel, 1988; Trelease, 1985), but very little has been written on the merits of reading to older students. Undertaking a read aloud project with secondary students, then, is likely to raise questions such as the following: 1) will students be annoyed and feel that listening to a story is not age appropriate?; 2) will reading to students waste valuable time that could be used more wisely in reading and improving comprehension in content materials?; 3) will reading to students really motivate them to want to become independent …
Reading Horizons Vol. 35, No. 1
Reading Horizons Vol. 35, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 35, issue 1.
Literacy Education In Kindergarten Classrooms, Arne E. Sippola
Literacy Education In Kindergarten Classrooms, Arne E. Sippola
Reading Horizons: A Journal of Literacy and Language Arts
A survey of literature regarding contemporary thought in early literacy acquisition reveals a strong focus upon emergent literacy. Emergent literacy theory asserts that literacy concepts are being developed at virtually all ages. Knowledge of communication functions and forms are being learned as an individual listens and speaks, and makes transactions with print. Life experiences, as well, affect the ways in which we will interpret communicative episodes. All of these are developing as an individual experiences life. No longer do early literacy theorists associate the onset of literacy learning with an age or stage (Raines and Canady, 1990). Literacy acquisition is …
Dialogue Journals As A Vehicle For Preservice Teachers To Experience The Writing Process (I Like Him; Should I Tell Him At Recess?), Mary Ann Wham, Susan Davis Lenski
Dialogue Journals As A Vehicle For Preservice Teachers To Experience The Writing Process (I Like Him; Should I Tell Him At Recess?), Mary Ann Wham, Susan Davis Lenski
Reading Horizons: A Journal of Literacy and Language Arts
Basic to the tenets of wholistic literacy instruction are the beliefs that reading and writing should be relevant to the learner, should serve real-life purposes and, consequently, should be meaningful (Goodman, 1986). Dialogue journals, described as written conversations between two or more people over an extended period of time (Staton, 1988), fit this description. Communication within a dialogue journal is in formal and focuses on topics of mutual interest. They provide an arena for young students that is risk-free and empowering as new readers and writers are encouraged to use their invented spelling and to learn about literacy in an …
Instituting Whole Language: Teacher Power And Practice, Karen F. Thomas, Steven D. Rinehart
Instituting Whole Language: Teacher Power And Practice, Karen F. Thomas, Steven D. Rinehart
Reading Horizons: A Journal of Literacy and Language Arts
In response to calls for literacy education reform, many schools across the nation have begun to implement whole language classrooms. This reform has touched off a series of responses from educators regarding teachers' roles, power, and empowerment. Whole language teachers, as co-learners in a learner-centered classroom, assume that language, reading, and writing acquisition are parallel processes that grow out of pursuing meaning in social situations (Harste, 1989; Newman, 1985; Goodman, 1986; McCaslin, 1989).
Children's Literature And Literacy Instruction: "Literature-Based" Elementary Teachers Belief And Practices, Barbara A. Lehman, Evelyn B. Freeman, Virginia G. Allen
Children's Literature And Literacy Instruction: "Literature-Based" Elementary Teachers Belief And Practices, Barbara A. Lehman, Evelyn B. Freeman, Virginia G. Allen
Reading Horizons: A Journal of Literacy and Language Arts
In recent years, there has been growing interest nation wide among elementary teachers for using children's literature as the core of the reading program. A national survey (Cullinan, 1989) indicated that many states are involved in literature-based initiatives, and some states, led by California, have mandated the use of literature (Alexander, 1987). Therefore, many teachers are making the transition from highly structured commercial reading programs to literature programs that require extensive teacher decision-making regarding materials, grouping, instructional practices, and assessment. Concerns are now being raised in the profession about the nature and appropriateness of some literature-based programs' implementation (Gardner, 1988; …
Children's Books, William P. Bintz, Patricia A. Rice
Children's Books, William P. Bintz, Patricia A. Rice
Reading Horizons: A Journal of Literacy and Language Arts
Mullins, Patrica. 1993. Dinosaur Encore.
Literacy Through University-School Collaboration: A Prologue, Ronald A. Crowell, Jeanne M. Jacobson
Literacy Through University-School Collaboration: A Prologue, Ronald A. Crowell, Jeanne M. Jacobson
Reading Horizons: A Journal of Literacy and Language Arts
This themed issue of Reading Horizons, "Literacy Through University School Collaboration," presents issues of research and practice characteristic of many current collaborative efforts.
Reading Horizons Vol. 34, No. 5
Reading Horizons Vol. 34, No. 5
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 34, issue 5.
Educators Collaborate To Integrate Language Arts Instruction For Preservice Teachers And Elementary Students, Janet Dynak, Nancy Gagliano
Educators Collaborate To Integrate Language Arts Instruction For Preservice Teachers And Elementary Students, Janet Dynak, Nancy Gagliano
Reading Horizons: A Journal of Literacy and Language Arts
Research indicates that as preservice teachers process information about the knowledge base for teaching and learning, they need to be encouraged to resolve differences among their prior beliefs, the paradigms and models being covered in education classes, and the curriculum and instruction being delivered in the schools where they participate (Feiman-Nemser and Buchmann, 1989).
Collaboration On The Book Club Project: The Multiple Roles Of Researchers,Teachers, And Students, Taffy E. Raphael, Virginia Goatley, Deborah Woodman, Susan I. Mcmahon
Collaboration On The Book Club Project: The Multiple Roles Of Researchers,Teachers, And Students, Taffy E. Raphael, Virginia Goatley, Deborah Woodman, Susan I. Mcmahon
Reading Horizons: A Journal of Literacy and Language Arts
Our article describes the potential benefits of university/public school collaborations for the teachers, researchers, and students involved. Even these common terms teachers, researchers, and students shifted meanings as each participant of our project assumed various roles. All of us were classroom teachers, though Taffy, Ginny, and Sue had returned to the university.
School/University Partnerships In Reading/Language Arts: Working Toward Collaborative Inquiry, Sherry L. Macaul, Thomas Blout, Kimberly Hill Phelps
School/University Partnerships In Reading/Language Arts: Working Toward Collaborative Inquiry, Sherry L. Macaul, Thomas Blout, Kimberly Hill Phelps
Reading Horizons: A Journal of Literacy and Language Arts
Efforts and initiatives to improve the education of our teachers are currently underway. The Holmes group reports Tomorrow's Teachers (1986), Tomorrow's Schools (1990), and the soon to be released Tomorrow's Schools of Education (in press) provide principles to assist schools and universities as they work together to improve the education of our students. In the Association of Teacher Educator's (ATE) annual survey of critical issues in teacher education, Buttery, Haberman, and Houston (1990) state that "teacher education will not be im proved until the conditions of practice in the schools are improved." It is essential that reform in schools and …
School-University Collaboration: Everyone's A Winner, Carole Schulte Johnson, Mary Margaret Hughes, Rena M. Mincks
School-University Collaboration: Everyone's A Winner, Carole Schulte Johnson, Mary Margaret Hughes, Rena M. Mincks
Reading Horizons: A Journal of Literacy and Language Arts
Mary and Rena are first grade teachers in the same elementary school. About five years ago, Carole spent her sabbatical year working with Chapter I students in the local public school district. At that time she and Mary often discussed Mary's Chapter I students. These discussions included general issues related to the teaching of literacy and it became apparent both had similar questions and concerns about approaches to teaching emergent and beginning readers.
Literacy Portfolios In Third Grade: A School-College Collaboration, Karen M. Cirincione, Denise Michael
Literacy Portfolios In Third Grade: A School-College Collaboration, Karen M. Cirincione, Denise Michael
Reading Horizons: A Journal of Literacy and Language Arts
In this article we will present our teacher professor collaborative investigation of the implementation of Literacy Portfolios (Hansen, 1992). We will discuss teacher professor collaborative research, Literacy Portfolios research, how our collaboration began, how we implemented Literacy Portfolios, our findings, implications for changes for the following year, and our reflections on our collaboration.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 34.
Struggling Readers In The Regular Classroom: A Personal Reflection, Curt Dudley-Marling
Struggling Readers In The Regular Classroom: A Personal Reflection, Curt Dudley-Marling
Reading Horizons: A Journal of Literacy and Language Arts
Eclecticism, a common alternative to the model of unique instruction, "holds that multiple perspectives and approaches will be necessary to accommodate the needs of children who possess differences in abilities and learning histories" (Kameenui, 1993, p. 376-383). Here teachers select the best teaching and learning activities from various approaches to literacy as a means of meeting the diverse needs of learners.
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 34.
Instruction In Elementary Reading Methods Courses: Faculty Orientations And Strategy Use, Judy A. Bryant, Judy M. Wedman
Instruction In Elementary Reading Methods Courses: Faculty Orientations And Strategy Use, Judy A. Bryant, Judy M. Wedman
Reading Horizons: A Journal of Literacy and Language Arts
During the past decade reading beliefs have changed from a product orientation that included the decoding of or thographic symbols to a process orientation that involves keeping all forms of communication whole. Additionally, current research clearly demonstrates that reading strategies must go beyond the printed page (Tierney and Pearson, 1983; Rumelhart, 1985; Goodman, 1986). The pedagogy of reading has also changed from teacher directed, skill building strategies to student entered process oriented strategies (Tierney and Pearson, 1983; Rumelhart, 1985).
Effects Of Active Comprehension Instruction On Attitudes And Motivation In Reading, Ruth Helen Yopp, Mariam Jean Deher
Effects Of Active Comprehension Instruction On Attitudes And Motivation In Reading, Ruth Helen Yopp, Mariam Jean Deher
Reading Horizons: A Journal of Literacy and Language Arts
Numerous studies have shown that training students in self-questioning enhances comprehension (Andre and Anderson, 1979; Nolte and Singer, 1985; Palincsar, 1984; Singer and Donlan, 1982; Yopp, 1987). As Singer (1978) and Yopp (1988) have argued, the process of self-questioning, or active comprehension, facilitates comprehension because it requires students to use their metacognitive capacities and activates their background knowledge.
Comprehending Metaphor: Using A Salient Characteristic Analysis Technique (Scat), Parker C. Fawson, D. Ray Reutzel
Comprehending Metaphor: Using A Salient Characteristic Analysis Technique (Scat), Parker C. Fawson, D. Ray Reutzel
Reading Horizons: A Journal of Literacy and Language Arts
Aristotle wrote in the Poetics "Metaphor consists in giving the thing a name that belongs to something else. The greatest thing by far is to be master of the metaphor" (Ross, 1952). Comprehension of metaphor and simile can be very difficult for students who are unprepared to process language at a non-literal level. This is often the case because students are typically exposed to comprehension instruction that has been directed at deriving only literal meaning from the text. On the other hand, some speakers or writers do not intend language to be interpreted literally.
Professional Materials, Jill Scott
Professional Materials, Jill Scott
Reading Horizons: A Journal of Literacy and Language Arts
Beyond words: Picture books for older readers and writers (1992) S. Benedict and L. Carlisle
Identifying And Educating Low-Literate Adults, Susan Davis, Sheila Diaz
Identifying And Educating Low-Literate Adults, Susan Davis, Sheila Diaz
Reading Horizons: A Journal of Literacy and Language Arts
Elementary school teachers are increasingly concerned about the apparent lack of interest parents exhibit in their children's schooling. Teachers are mystified when important school forms are not returned, when parents do not attend parent-teacher conferences, and when children enter school without having heard an adult read to them. Teachers often interpret these actions as a lack of parental interest in school. Actions that seem to indicate neglect, however, may really be masking an even deeper problem — parental illiteracy.
Children's Books, William P. Bintz
Children's Books, William P. Bintz
Reading Horizons: A Journal of Literacy and Language Arts
Looking For Crabs. (1993) B. Whately; The Mouse and the Apple (1994) Stephen Butler.
Crossing Boundaries: What Do Second-Language- Learning Theories Say To Reading And Writing Teachers Of English-As-A-Second-Language Learners?, Jill Fitzgerald
Crossing Boundaries: What Do Second-Language- Learning Theories Say To Reading And Writing Teachers Of English-As-A-Second-Language Learners?, Jill Fitzgerald
Reading Horizons: A Journal of Literacy and Language Arts
Increasing presence of English-as-a-second-language (ESL) learners in United States schools creates more and more need for all teachers, including mainstream teachers, reading teachers, and other specialists, to have a firm understanding of some basic principles and beliefs about how individuals learn a second language. Teachers who have been trained in foreign-language education, bilingual education, ESL education, and related fields — such as linguistics — usually have learned about predominant second-language-learning theories and their correlated instructional implications.
Reading Horizons Vol. 34, No. 4
Reading Horizons Vol. 34, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 34, issue 4.
Meaningful Reading: Instruction For Children Experiencing Reading Difficulty, Carol A. Kirk
Meaningful Reading: Instruction For Children Experiencing Reading Difficulty, Carol A. Kirk
Reading Horizons: A Journal of Literacy and Language Arts
Traditional instruction in reading is grounded in a bottom-up model which asserts that learning occurs from part to whole. Thomas C. O'Brien (1989) suggests that this model was fueled by the industrial revolution in America. Educators developed an assembly line mentality, which assumed that readers are built like cars —part by part. If all the parts which go into a car are assembled correctly and in the prescribed order, then the final product should run well.
Reading Horizons Vol. 34, No. 3
Reading Horizons Vol. 34, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 34, issue 3.