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Reading Horizons: A Journal of Literacy and Language Arts

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Full-Text Articles in Education

Reading Horizons Vol. 32, No. 5 Jun 1992

Reading Horizons Vol. 32, No. 5

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons, volume 32, issue 5.

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Including All Students Within A Community Of Learners, Curt Dudley-Marling, Susan Stires Jun 1992

Including All Students Within A Community Of Learners, Curt Dudley-Marling, Susan Stires

Reading Horizons: A Journal of Literacy and Language Arts

One of the inevitable consequences of schooling is this: a substantial number of children will experience some failure during their educational careers. In general, students fail when they are unable to learn the skills their teachers think they should learn, at the time the teachers think they should. We believe that efforts to reduce school failure must turn away from trying to fix students. Instead teachers should concentrate on transforming their classrooms to make them places which are more congenial to the linguistic, cultural, social, and intellectual backgrounds students bring to school. In short, teachers need to create a community …

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Literature Groups And Literature Logs: Responding To Literature In A Community Of Readers, Kathy Everts Danielson Jun 1992

Literature Groups And Literature Logs: Responding To Literature In A Community Of Readers, Kathy Everts Danielson

Reading Horizons: A Journal of Literacy and Language Arts

Literature discussion groups as a vehicle for discussing and responding to literature have recently received much attention as an alternative to basal reading groups. Recent research advocates this type of grouping.

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The Non-Traditional Student, Brenda J. Wickey Jun 1992

The Non-Traditional Student, Brenda J. Wickey

Reading Horizons: A Journal of Literacy and Language Arts

Tired of the mediocre educational system in which she was trapped and the aimless direction in which it was taking her, she dropped out of school after her junior year, got a job in a factory, and was married that fall. Two years later she became a mother. The years that followed were happy, busy ones for her husband and her. They had four sons within five years. He began his own business and became quite successful. She was happy with her life, her family, her friends. Yet her husband knew. She wanted to teach.

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Article Index Jun 1992

Article Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to articles in volume 32.

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Author Index Jun 1992

Author Index

Reading Horizons: A Journal of Literacy and Language Arts

Index to authors in volume 32.

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Creating A Disabled Reader: A Father's Perspective, Jerry Phillips Jun 1992

Creating A Disabled Reader: A Father's Perspective, Jerry Phillips

Reading Horizons: A Journal of Literacy and Language Arts

Parents want their children to be competent in reading so the children can play the game on a level field.

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What's Going On Here? A Qualitative Examination Of Grouping Patterns In An Exemplary Whole Language Classroom, Carole F. Stice, John E. Bertrand Jun 1992

What's Going On Here? A Qualitative Examination Of Grouping Patterns In An Exemplary Whole Language Classroom, Carole F. Stice, John E. Bertrand

Reading Horizons: A Journal of Literacy and Language Arts

Recent debate has focused on two contrasting approaches to literacy instruction, a decoding versus a meaning centered paradigm (Adams, 1990). These curricular models differ in how reading instruction is conducted, because they differ in their underlying assumptions about how learning occurs, what language is, and what constitutes the reading act itself (Shuy, 1984). Presently, researchers cannot answer the question as to which, if either, method of instruction better answers the needs of children, without first specifying more fully the distinctive features of each focus and identifying the contextual aspects of each type of instruction that significantly influences the achievement of …

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Metacognitive Strategies And Reading Achievement Among Developmental Students In An Urban Community College, Stephen P. O'Neill Apr 1992

Metacognitive Strategies And Reading Achievement Among Developmental Students In An Urban Community College, Stephen P. O'Neill

Reading Horizons: A Journal of Literacy and Language Arts

Several empirical studies have demonstrated positive relationships between the use of metacognitive strategies and reading achievement among both elementary and secondary school subjects (Bean, Singer and Sorter, 1986; Cross and Paris, 1988; Palincsar and Ransom, 1988) and college students (Nist, Simpson and Hogrebe, 1985; Palmer and Goetz, 1985; Weinstein and Underwood, 1985).

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Reading Horizons Vol. 32, No. 4 Apr 1992

Reading Horizons Vol. 32, No. 4

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons, volume 32, issue 4.

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Reviews: Professional Materials, Jerry Phillips, Jeanne M. Jacobson, Alisa M. Wilkins, Karen Welch Apr 1992

Reviews: Professional Materials, Jerry Phillips, Jeanne M. Jacobson, Alisa M. Wilkins, Karen Welch

Reading Horizons: A Journal of Literacy and Language Arts

Esta De Fossard (1992). Food for Thought: Reading and Thinking Critically. Books for Children: Alef-bet; Stories to Solve; You'll Soon Grow Into Them, Titch; But Not Kate

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Reducing The Risks: Reflections On Bridging Home And School Communication, S. Kay Dunlap, Beverly J. Bruneau Apr 1992

Reducing The Risks: Reflections On Bridging Home And School Communication, S. Kay Dunlap, Beverly J. Bruneau

Reading Horizons: A Journal of Literacy and Language Arts

Recent scholarship on literacy development has focused on studying young at-risk learners (Allen and Mason, 1989; Clay, 1982; Taylor and Dorsey-Gaines, 1988; Swap, 1990; Teale and Sulzby, 1986). As kindergarten and first grade teachers we worried about many of our students whose families were not in the cultural mainstream and whose literacy backgrounds appeared different from those of our more successful children. As we thought about how we might better teach our children we began to consider how we could improve our communication with the children's parents to begin to build a partner ship between home and school literacy experiences. …

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Planning Effective Whole Language Staff Development Programs: A Guide For Staff Developers, Barbara Moss Apr 1992

Planning Effective Whole Language Staff Development Programs: A Guide For Staff Developers, Barbara Moss

Reading Horizons: A Journal of Literacy and Language Arts

Whole language is sweeping the country. It has been described as part of a "revolution in teaching and learning" (Hiebert and Fisher, 1990), "an exciting grass-roots teacher movement that is changing curricula around the world" (Watson, 1989), and "the newest manifestation of progressive education" (Veatch, 1991). Several factors help provide evidence for its impact. First, approximately five percent of elementary teachers nationwide are using aspects of whole language and more are becoming users daily (O'Neil, 1989). Second, twenty-three states have literacy programs centered upon the use of literature (Cullinan, 1989). Third, membership in the Teaching About Whole Language Umbrella, a …

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Can You Tell A Book By Its Cover?, Jeanne M. Gerlach, Steven D. Rinehart Apr 1992

Can You Tell A Book By Its Cover?, Jeanne M. Gerlach, Steven D. Rinehart

Reading Horizons: A Journal of Literacy and Language Arts

Book fairs are great fun, and they offer students a chance to explore a world of books in a more exciting atmosphere than the school library. Today, many schools have self-selection programs and activities to suit the wide range of student reading abilities and interests. Multilevel materials are used, and students are encouraged to read as much as they can. Teacher advice and guidance is usually available as the need arises. Consequently, numerous schools have book fairs to stimulate reading through self-selection, and equally important, educators hope to promote reading interest and future reading growth. Accordingly, books for the fairs …

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Concept Question Chain: A Framework For Thinking And Learning About Text, Barbara E. Johnson Apr 1992

Concept Question Chain: A Framework For Thinking And Learning About Text, Barbara E. Johnson

Reading Horizons: A Journal of Literacy and Language Arts

Teaching students to think and teaching students to develop concepts from text are important parts of reading instruction (Brozo and Simpson, 1991; Herber, 1978; McNeil, 1987). Teachers can guide students' conceptual learning by designing questions that focus on a specific concept and use these questions to stimulate postreading discussion. Research indicates the positive influence questioning has on students' comprehension and retention of prose (Anderson and Biddle, 1975)

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"Real-Life" Reading Software And "At-Risk" Secondary Students, Shelley B. Wepner Apr 1992

"Real-Life" Reading Software And "At-Risk" Secondary Students, Shelley B. Wepner

Reading Horizons: A Journal of Literacy and Language Arts

Given that "in some inner-city public schools, more than 50 percent of the students leave before graduating" (Bialo and Sivin, 1989a, p. 35), educators are constantly searching for intervention programs and resources to reverse this trend (Moskowitz, 1989; Ryan and Brewer, 1990; Vescial 1989). Because the computer has been lauded for its ability to assume different software-driven roles, it is especially well-suited to the needs of at-risk students (Bialo and Sivin, 1989a, 1989b; Knights, 1988; Brooks, 1989; Knights, 1988).

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Reviews: Professional Materials, Robert Hafner, Elizabeth Gibboney, Sherry R. Myers, Jeanne M. Jacobson Feb 1992

Reviews: Professional Materials, Robert Hafner, Elizabeth Gibboney, Sherry R. Myers, Jeanne M. Jacobson

Reading Horizons: A Journal of Literacy and Language Arts

Science Learning: Processes and Applications. Carol Minnick Santa and Donna E. Alvermann (Eds.) 1991. Books for Children and Young Adults: The Day Patch Stood Guard; The Day Veronica Was Nosy; The Day Sidney Ran Off; The Day the Ducks Went Skating; The Pumpkin Man and the Craft Creeper; Monster Goes to School; Monster's Birthday Hiccups; Fast Forward; Reynard the Fox; Androcles and the Lion and Other Aesop's Fables; Tales of Edgar Allen Poe; Oscar Wilde: The Happy Prince and Other Stories

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School-Based Staff Development To Encourage Reading In Elementary And Middle Schools, Linda Mixon Clary Feb 1992

School-Based Staff Development To Encourage Reading In Elementary And Middle Schools, Linda Mixon Clary

Reading Horizons: A Journal of Literacy and Language Arts

Recent educational reports, conferences, and articles have urged schools to allow students to read more than the seven to eight minutes per day currently allocated in many schools. Unfortunately, the basic skills emphasis of the last several years has drawn our attention away from emphasizing wide reading in school and allowing school time for students to read. This article contains several ideas for staff developers to use in helping schools plan how to encourage wide readings.

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Reading Horizons Vol. 32, No. 3 Feb 1992

Reading Horizons Vol. 32, No. 3

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons, volume 32, issue 3.

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Using Poetry In The Intermediate Grades, Luethel M. Kormanski Feb 1992

Using Poetry In The Intermediate Grades, Luethel M. Kormanski

Reading Horizons: A Journal of Literacy and Language Arts

Poetry is the natural language of children. When children are observed at play, their enjoyment of rhyme, rhythm, alliteration, and other elements of poetry is obvious. One would assume that poetry would be emphasized in language arts instruction; however, this literature form is often a neglected aspect of this curriculum. Survey research suggests that the sharing of poetry by teachers with their classes decreases as students enter the intermediate grades and middle school grades.

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Living Through Literacy Experiences Versus Literacy Analysis: Examining Stance In Children's Response To Literature, Joyce E. Many Feb 1992

Living Through Literacy Experiences Versus Literacy Analysis: Examining Stance In Children's Response To Literature, Joyce E. Many

Reading Horizons: A Journal of Literacy and Language Arts

In her transactional theory of reader-response, Rosenblatt (1978) has hypothesized that a reader's stance, or focus of attention when approaching literature affects the individual's reaction to and understanding of a work. An efferent stance indicates the reader's attention is focused on the information to be learned and can lead to a study of the text. From an aesthetic stance, on the other hand, the reader's focus is upon the lived-through literary experiencce and the experiences, thoughts, feelings, images, and associations which are evoked.

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Can Middle School Students Summarize?, Andrea Giese Maxworthy, Arlene Barry Feb 1992

Can Middle School Students Summarize?, Andrea Giese Maxworthy, Arlene Barry

Reading Horizons: A Journal of Literacy and Language Arts

One frequently needed study skill is summarization. Summarizing text information is a valuable study activity which helps students understand and remember important ideas. In order to summarize, students must reduce the text to its main points. This requires an ability to analyze text structure and discard inessential information.

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The Development Of Basal Reader Teacher's Manuals, Lynda Stratman Robinson Feb 1992

The Development Of Basal Reader Teacher's Manuals, Lynda Stratman Robinson

Reading Horizons: A Journal of Literacy and Language Arts

Teacher's manuals were developed in the early years of the twentieth century to provide teachers with information on how to present new teaching techniques in reading. Over the years, these manuals have continued to attempt not only to present new techniques and ideas in response to research but also to provide teachers with increased amounts of materials so that teachers can offer instruction to meet the needs of individual children. No manual can ever take the place of a well-prepared teacher, but most manuals provide suggestions and supplementary materials which can be valuable to teachers.

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Expanding Horizons, Sharon Crawley, Linda Jones Mccoy, Victoria Hammett, Mary P. Deming, Maria Valeri-Gold Feb 1992

Expanding Horizons, Sharon Crawley, Linda Jones Mccoy, Victoria Hammett, Mary P. Deming, Maria Valeri-Gold

Reading Horizons: A Journal of Literacy and Language Arts

Mother Goose is Alive and Culturally Relevant; Predictable Books in a Middle School Class Writing Program; Computers and the Developmental Learner

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Parent Communication In A Whole Language Kindergarten: What We Learned From A Busy First Year, Beverly Bruneau, Timothy V. Rasinski, Martha Shehan Dec 1991

Parent Communication In A Whole Language Kindergarten: What We Learned From A Busy First Year, Beverly Bruneau, Timothy V. Rasinski, Martha Shehan

Reading Horizons: A Journal of Literacy and Language Arts

Among recent developments in literacy research and practice is the increased recognition of the critical roles that parents play in the education of their children (Rasinki and Fredericks, 1989). Involving parents in their child's literacy learning is particularly important for kindergarten teachers. The kindergarten literacy curriculum should build upon what children have begun to learn at home, and, continue to involve parents in supporting their child's literacy development. Communicating with parents on how they can continue to give active support to their children's literacy learning is an important task for kindergarten teachers.

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The Effectiveness Of One School District's Basal Reader Selection Process, Michael A. Tulley Dec 1991

The Effectiveness Of One School District's Basal Reader Selection Process, Michael A. Tulley

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine the effectiveness of the basal reader selection process in one midwestern school district. The study took place during the academic year immediately following that district's basal selection process, in the midst of teachers' first year teaching with a newly adopted basal reading program and was guided by two questions: 1) what type of reading instruction did teachers intend for their classrooms when they adopted this particular reading program and 2) was that type of instruction occurring?

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The What, Why, When And How Of Reading Response Journals, Julia Shinneman Fulps, Terrell A. Young Dec 1991

The What, Why, When And How Of Reading Response Journals, Julia Shinneman Fulps, Terrell A. Young

Reading Horizons: A Journal of Literacy and Language Arts

Today much student time is spent in preparation for mandated reading and writing tests. Consequently, students rarely get a chance to generate their own meanings as they read and compose from their own thoughts as they write. Ruth (1987) points out the need to present opportunities for students to ask and answer real questions of their own about reading and writing. Reading response journals provide students with an opportunity to respond and interpret their reading personally.

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An Authentic Literary Experience: Sixth-Graders And Preservice Teachers In Shared Response, Delores E. Heiden, Pamela Schmitt Dec 1991

An Authentic Literary Experience: Sixth-Graders And Preservice Teachers In Shared Response, Delores E. Heiden, Pamela Schmitt

Reading Horizons: A Journal of Literacy and Language Arts

Response journals--often called reading logs--are written conversations about books. When students' journals are shared with teacher or peers, lively dialogue about plot, characterization, favorite authors, and personal response to literature may ensue.

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Reading: The Conferences, Jeanne M. Jacobson Dec 1991

Reading: The Conferences, Jeanne M. Jacobson

Reading Horizons: A Journal of Literacy and Language Arts

National Middle School Association 18th Annual Convention, November 1991

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Profile Of A Heterogeneous Grouping Plan For Reading, Nancy Leyse Logan, Jean Dixon Rux, Edward E. Paradis Dec 1991

Profile Of A Heterogeneous Grouping Plan For Reading, Nancy Leyse Logan, Jean Dixon Rux, Edward E. Paradis

Reading Horizons: A Journal of Literacy and Language Arts

Grouping children by ability for reading instruction is common practice in many elementary schools today. By reducing heterogeneity, ability grouping presumably allows teachers to provide instruction at an appropriate level for students in a particular group. However, research has shown that grouping children by ability can have a negative impact on lower ability readers, especially when the grouping occurs over time.

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