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Reading Horizons: A Journal of Literacy and Language Arts

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Full-Text Articles in Education

Professional Materials Review, Gloria L. Cottrell Jun 1993

Professional Materials Review, Gloria L. Cottrell

Reading Horizons: A Journal of Literacy and Language Arts

Supporting Struggling Readers. Barbara J. Walker. 1992.

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Article Index Jun 1993

Article Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to articles in volume 33.

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Can Good Become Better?: The Progression Of An Exemplary Teacher, Suzanne F. Davis Jun 1993

Can Good Become Better?: The Progression Of An Exemplary Teacher, Suzanne F. Davis

Reading Horizons: A Journal of Literacy and Language Arts

Lakesia's planning for college began in March of her sophomore year in high school. Her first task was to collect information about available scholarships. She knew the perfect person to ask — Mrs. Waddell, her second grade teacher. Of all the teachers she had, Mrs. Waddell had impacted her life most. She had been caring, dedicated, knowledgeable and encouraging. Lakesia sat down to write her best teacher.

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Literacy Through Literature: The Role Of Comparison, John D. Beach Jun 1993

Literacy Through Literature: The Role Of Comparison, John D. Beach

Reading Horizons: A Journal of Literacy and Language Arts

The adequacy of elementary teachers' preparation to work with literature and literature-based literacy programs has recently been called into question (Beach, 1992; Walmsley, 1992; Walmsley and Walp, 1990; Zarillo, 1989). When visiting elementary classrooms categorized as literature-based one may well recognize a number of teachers who are doing an excellent job. However, one is perhaps more likely to encounter whole classes reading the same novel followed by worksheets that address only literal level questions, literature units focused on inane themes such as "Stuffed Animals That Come Alive" (Zarillo, 1989, p. 26), or self-selected and self-paced reading followed by activities which …

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Proprietary Vocabulary Acquisition: A Creative, Thematic Adventure, Marjorie J. Wynn Jun 1993

Proprietary Vocabulary Acquisition: A Creative, Thematic Adventure, Marjorie J. Wynn

Reading Horizons: A Journal of Literacy and Language Arts

Teachers have discovered that proprietary vocabulary acquisition by elementary students is enhanced through participation in a creative, thematic approach to learning. Proprietary vocabulary is a collection of words over which the owner has mastery of understanding in listening and reading and mastery of use in speaking and writing. This definition is based on the meaning of proprietor, an owner who has mastery and control over a possession, and vocabulary, a stock of words.

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Using Drama In The Classroom, J. Lea Smith, J. Daniel Herring Jun 1993

Using Drama In The Classroom, J. Lea Smith, J. Daniel Herring

Reading Horizons: A Journal of Literacy and Language Arts

Drama is a potentially powerful tool for connecting students with learning and content. We know that learning is an active, constructive process of coming to know. And through our classroom involvement with students, we have found that drama can provide a process for learning by living through or experiencing an event. Drama by its very nature involves students in social contexts where they are required to think, talk, manipulate concrete materials, and share viewpoints in order to arrive at decisions (Siks, 1983). Thus, through drama, students explore both factual knowledge and content concepts while "trying on" social experiences. Heathcote (cited …

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Reading Horizons Vol. 33, No. 5 Jun 1993

Reading Horizons Vol. 33, No. 5

Reading Horizons: A Journal of Literacy and Language Arts

Complete Issue of Reading Horizons, volume 33, issue 5.

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Creating Experiences For Listening And Learning, Jeanne Swafford, Tamara Paulos Jun 1993

Creating Experiences For Listening And Learning, Jeanne Swafford, Tamara Paulos

Reading Horizons: A Journal of Literacy and Language Arts

Throughout the school day, children are asked to listen. In fact, listening often dominates classroom time. Unfortunately, little research has focused on listening since the 1950s and 1960s (Pearson and Fielding, 1982; Strother, 1987). Nor has listening received substantial attention in textbooks and professional journals, even though educators believe that listening is important for the development of oral language, reading and writing. The emphasis on reading and writing has crowded out attention to listening (Pinnell and Jaggar, 1991). It is our belief that listening deserves to receive attention of teachers and researchers as a necessary, integrated part of the learning …

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Metamessages And Problem-Solving Perspectives In Children's Literature, Kathleen A.J. Mohr Apr 1993

Metamessages And Problem-Solving Perspectives In Children's Literature, Kathleen A.J. Mohr

Reading Horizons: A Journal of Literacy and Language Arts

Good literature can be a source for examples of problem-solving approaches that expose students to confident and effective conflict resolution strategies. By analyzing literary figures and their problem-solving approaches in a reflective manner, teachers encourage students to apply such techniques in their own complex circumstances. Regarding literature, Stephens (1989, p. 585-586) queried, "Shouldn't the books children read today reinforce the traits they are developing which will help them cope with their adult problems and become healthy, successful adults?"

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Literature Study Groups With At-Risk Readers: Extending The Grand Conversation, Deborah Mccutchen, Anne Laird, Jan Graves Apr 1993

Literature Study Groups With At-Risk Readers: Extending The Grand Conversation, Deborah Mccutchen, Anne Laird, Jan Graves

Reading Horizons: A Journal of Literacy and Language Arts

As schools heed the ever-widening call to involve students with quality literature, we are forced to confront two questions. The first refers to the grand conversation (Eeds and Wells, 1989) alluded to in the title of this article: How do we enable literature study groups to engage in mutual discussions of ideas (which constitute the "grand conversations" described by Eeds and Wells) rather than teacher-led inquiries about surface meaning (which Eeds and Wells characterize as "gentle inquisitions")? The second refers to an issue of equity: How do we provide equal access to quality literature for students with limited reading ability? …

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Reviews: Children's Books, Sandy Vanstee, Jeanne M. Jacobson Apr 1993

Reviews: Children's Books, Sandy Vanstee, Jeanne M. Jacobson

Reading Horizons: A Journal of Literacy and Language Arts

Backfleld Package. Thomas J. Dygard. (1992).; The Witch of Maple Park.Stephanie Tolan. (1992).; Tlmmy Green's Blue Lake. Donna Bergman. (1992).; Rabblt-Cadabra! James Howe. (1993).; Aster Aardvark's Alphabet Adventures. Steven Kellogg. (1993).; Two of Everything. (1993).; Water. Written by Francois Michel. (1993).; World Water Watch.Michelle Koch. (1993).; And God Created Squash. Martha Whitmore Hickman. (1993).; The Singing Green: New and selected poems for all seasons.Eve Merriam. (1992).

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Point-Counterpoint: Value Of School Textbooks, Alan M. Frager, Maureen Vanterpool Apr 1993

Point-Counterpoint: Value Of School Textbooks, Alan M. Frager, Maureen Vanterpool

Reading Horizons: A Journal of Literacy and Language Arts

Educators frequently are involved in textbook adoptions in various content areas, an important activity because textbook programs may define school curricula by dictating what is taught, in what sequence, and for how long. Recently, education groups have criticized school textbooks for being boring, incoherent, and "dumbed-down." Viewed from one perspective the selection of new textbooks offers little hope for improving the school reading program because by their nature textbooks can inhibit the teaching of thinking. Viewed from a different perspective, textbooks offer the potential for much improvement in the reading program, if features of the text are used to the …

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Teaching The Whole Enchilada: Enhancing Multiculturalism Through Children's Literature In The Content Areas, Nicole Flood, Brenda Hamm, Tina Herrington, Christine Turk Apr 1993

Teaching The Whole Enchilada: Enhancing Multiculturalism Through Children's Literature In The Content Areas, Nicole Flood, Brenda Hamm, Tina Herrington, Christine Turk

Reading Horizons: A Journal of Literacy and Language Arts

Historically, educators disagree on curriculum goals and as a result the educational process is fragmented. This fragmentation is evident in standards that differ from state to state, district to district, and teacher expectations at kindergarten to teacher expectations at high school. In the report, A Nation At Risk (Gardner, 1983), the National Commission on Excellence in Education found that "where there should be a coherent continuum of learning, we have none, but instead an often incoherent outdated, patchwork quilt" (p. 14). This fragmented approach is almost impossible to change. In Horace's Compromise: The Dilemma of the American High School, Theodore …

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College Students' Reflections On Reading, Cindy Gillespie Apr 1993

College Students' Reflections On Reading, Cindy Gillespie

Reading Horizons: A Journal of Literacy and Language Arts

Many college students are required to enroll in remedial or developmental classes because it is believed that they are at-risk: their abilities are insufficient for the demands of college work. Once classified as at-risk, these students usually find themselves in reading classes designed to improve comprehension, reading speed, vocabulary, study skills and/or content area reading.

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A Revitalized Role For Library Media Specialists In School Reading Programs, Mary L. Piersma, Diane D. Allen Apr 1993

A Revitalized Role For Library Media Specialists In School Reading Programs, Mary L. Piersma, Diane D. Allen

Reading Horizons: A Journal of Literacy and Language Arts

At 8:00 a.m., while children are arriving at school, Mrs.Beasley, the elementary school library media specialist, is busy shelving the books returned yesterday. She has new books to catalog, newspaper and magazines to display and audio visual equipment to distribute to teachers. Before she completes any of this, her first group of children arrives for their regularly scheduled 30 minutes library visit. Mrs. Beasley attempts to help a few children in their selection of appropriate books, but finds that she spends most of her time checking books in and out. To Mrs. Beasley's dismay, there is little time to share …

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Assessment: Insights Into Children's Beliefs And Perceptions About Process Writing, Rebecca P. Harlin, Sally E. Lipa Apr 1993

Assessment: Insights Into Children's Beliefs And Perceptions About Process Writing, Rebecca P. Harlin, Sally E. Lipa

Reading Horizons: A Journal of Literacy and Language Arts

How do children acquire knowledge about written language? Investigations of emergent literacy have shown that children's written language knowledge reflects their cultural environment (Clay, 1982; Kastler, Roser, and Hoffman, 1987). At home, children observe their parents writing grocery lists, letters to friends and relatives, and telephone messages, thereby learning the functions of written language as they are used in daily life (Morgan, 1987; Purcell-Gates, 1986). Independently, children experiment with their own messages, incorporating scribble, pictures and random letters. Often their written products mirror the functional writing their parents modeled (Rowe, 1989). In school, additional opportunities to learn about written language …

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Reading: The Conferences, Janet Dynak Apr 1993

Reading: The Conferences, Janet Dynak

Reading Horizons: A Journal of Literacy and Language Arts

"A Celebration of Diversity" was the theme of the Association of Teacher Educators' meeting in Los Angeles during February, 1993. Several thematic sessions presented instructional models to promote use of multicultural literature in classrooms. Kay Moore of California State University and John Smith of Utah State University discussed a joint project titled "Teachers as Readers of Multicultural Literature." Moore and Smith used guidelines established by the International Reading Association and the Association of American Publishers to organize a program where university faculty, student teachers, and supervising classroom teachers form a readers' book group to study multicultural literature. Volunteers from each …

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Reading Horizons Vol. 33, No. 4 Apr 1993

Reading Horizons Vol. 33, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete Issue of Reading Horizons, volume 33, issue 4.

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Chapter One Reading Programs: Do Student/Family Factors Make A Difference?, Linda Thistlethwaite, Myron Mason Feb 1993

Chapter One Reading Programs: Do Student/Family Factors Make A Difference?, Linda Thistlethwaite, Myron Mason

Reading Horizons: A Journal of Literacy and Language Arts

Supplementary programs in basic skills, currently the Educational Consolidation Improvement Act - Chapter 1 - have been offered for over 25 years. Chapter 1 programs are typically in reading and math with the majority focusing on reading. School qualification for receiving federal Chapter 1 funds is based on whether or not the school serves low-income families; however, student eligibility to participate in a given school's program is based upon student level of achievement.

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Reviews: Professional Materials, Marcia A. Smith Feb 1993

Reviews: Professional Materials, Marcia A. Smith

Reading Horizons: A Journal of Literacy and Language Arts

Literature Based Reading Activities. Ruth Helen and Hallie Kay Yopp (1992).

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African-American Stories And Literary Responses: Does A Child's Ethnicity Affect The Focus Of A Response?, Jennifer L. Altieri Feb 1993

African-American Stories And Literary Responses: Does A Child's Ethnicity Affect The Focus Of A Response?, Jennifer L. Altieri

Reading Horizons: A Journal of Literacy and Language Arts

The importance of using multicultural books with children has become of increasing concern to the educational community. "Within the past year multiculturalism has been the focus of articles in many important shapers and reflectors of public opinion including Time, Newsweek, US News and World Report, The Atlantic Monthly and The New Republic" (Taxel, 1992). A criticism frequently found in such writing is the lack of multicultural books published. During a three-year period in the 1960s only four-fifths of one percent of the books published dealt with contemporary black Americans (Larrick, 1965). Even though the situation has slightly improved for all …

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Reading: The Conferences, Paul Wilson Feb 1993

Reading: The Conferences, Paul Wilson

Reading Horizons: A Journal of Literacy and Language Arts

During its more than 40 year existence, the National Reading Conference has become one of our premiere avenues for stimulating and reporting on advances in reading research, reading instruction, and reading policy. The 1992 annual meeting, with 142 sessions, is the most recent contribution to NRC's fine reputation. The following highlights are presented with apologies to the many fine researchers, scholars and teachers whose work cannot be mentioned.

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When Thematic Units Are Not Thematic Units, Arne E. Sippola Feb 1993

When Thematic Units Are Not Thematic Units, Arne E. Sippola

Reading Horizons: A Journal of Literacy and Language Arts

Thematic units are omnipresent in today's elementary classrooms. We theme in our units on bears. We theme in our units on monsters. We even theme when we present a unit of study featuring the children's novels of Beverly Cleary. Or do we? The practice of having children systematically studying a topic, a recurring literary phenomenon, or an author's collective works is worthwhile and laudable. It helps children organize their world by providing experiences that are connected by some central focus. However, I contend that educators are using the term thematic unit too broadly. A majority of thematic units developed and …

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Reading Horizons Vol. 33, No. 3 Feb 1993

Reading Horizons Vol. 33, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete Issue of Reading Horizons, volume 33, issue 3.

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Relationships Among Need Achievement Themes And Ethnic And Gender Identities In Elementary Literature Series, Kathleen E. Eyia, Lois A. Bader Feb 1993

Relationships Among Need Achievement Themes And Ethnic And Gender Identities In Elementary Literature Series, Kathleen E. Eyia, Lois A. Bader

Reading Horizons: A Journal of Literacy and Language Arts

Educators agree that students succeed when reading materials are suitable to their backgrounds and contain ideas that are motivating. Interest in achievement motivation dates back to at least 1910, but until the pioneering work of Atkinson and McClelland, little progress was made in developing achievement motive theory emphasizing both clinical and experimental models (Heckhausen, 1967). McClelland, Atkinson, Clark and Lowell (1953; 1976) formulated the theory of achievement motivation through the use of the Thematic Apperception Test (Murray, 1938) measuring individual differences in the motive to enter an achievement situation. McClelland (1961) defines n-Ach (need achievement) motivation as competition with a …

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Children's Knowledge Of Environmental Print, L.D. Briggs, W.D. Richardson Feb 1993

Children's Knowledge Of Environmental Print, L.D. Briggs, W.D. Richardson

Reading Horizons: A Journal of Literacy and Language Arts

Children spend a large portion of their time in the home environment where they engage in many activities. Teachers hope that these learning experiences will rein force the concepts, skills and values that constitute the school curriculum. The greater the correspondence between environmental learnings and school activities, the more likely that transfer will take place. Children's contact with words in the environment builds a foundation for literacy because "all meanings that are attached to the words that we use in language are obtained through experience" (Ross and Roe, 1990, p. 6). But the question, Do teachers use children's environmental experiences …

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Assessment: Insights Into Teachers' Beliefs And Practices, Sally E. Lipa, Rebecca Harlin Feb 1993

Assessment: Insights Into Teachers' Beliefs And Practices, Sally E. Lipa, Rebecca Harlin

Reading Horizons: A Journal of Literacy and Language Arts

It is well established that instruction in process writing is important from the primary grades through the high school years. The work of Graves (1983) and Calkins (1986) provides teachers with a theoretical framework for implementing process writing instruction. However, wide variation in translating theory into practice is evident among teachers (Mangano and Allen, 1986; Bridge, Hiebert and Chesky, 1983). Research reveals that teachers seem to maintain their preset notions about writing conventions such as correct spelling, proper grammar and neatness while attempting to incorporate process writing into the curriculum (Ray, Lee and Stansell, 1986). Thus, teachers' conceptualizations seem to …

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Children's Books, Elsa Geskus Feb 1993

Children's Books, Elsa Geskus

Reading Horizons: A Journal of Literacy and Language Arts

The Noisemakers. Judith Caseley. (1992).; Lightning Inside You: and Other Native American Riddles. John Bierhorst. Illustrated by Louise Brierley. (1992).;

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Reading Disabilities: Are There Fewer In Japan?, E. Marcia Sheridan Feb 1993

Reading Disabilities: Are There Fewer In Japan?, E. Marcia Sheridan

Reading Horizons: A Journal of Literacy and Language Arts

Comparative reading research offers us an avenue to study a universal process — learning to read — in cultures and societies with different customs, traditions and writing systems. Such studies provide insights into how we learn, and fail to learn, and information about methods for meeting the reading needs of different students in our own country. In studying learning to read in another writing system there is always the temptation to make comparisons in terms of which is better or worse, easier or harder. In the past, research from Japan indicated that learning to read in Japanese produced fewer reading …

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Children's Books, Maureen A. Hart, Susan Miller, Dona Icabone Jan 1993

Children's Books, Maureen A. Hart, Susan Miller, Dona Icabone

Reading Horizons: A Journal of Literacy and Language Arts

McLerran, Alice (1992). I Want to Go Home; Hughes, Shirley (1992). An Evening At Alfie's; Scott, Elaine (1993). Look Alive; Pryor, Bonnie (1993). Poison Ivy and Eyebrow Wigs; Magnus, Erica (1992). Around Me; Kalan, Robert (1993). Stop, Thief!; Pomerantz, Charlotte (1993). If I had a Paka; Stock, Catherine (1993). Where Are You Going, Manyoni?; Crutcher, Chris (1993). Staying Fat for Sarah Byrnes.

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