Education Commons^™

Read It With Meaning: Aloud, Gary A. Negin, Judith L. Rios

Reading Horizons: A Journal of Literacy and Language Arts

Between 1910 and 1925 the emphasis in reading instruction in elementary and secondary schools switched dramatically from oral reading to silent reading. Emphasis on oral reading was almost totally neglected. Educators of the 1920s believed that silent reading was more efficient than oral reading in the areas of rate, comprehension, and convenience. As McCluskey (1942) explained, "a theory was put forth that the faster one read, the more one understood. Speed, therefore, became thoroughly entrenched and oral reading with its slower ways was politely placed in solitary confinement" (p. 15).

Factors Associated With Teacher Knowledge Of Reading At The Secondary Level, Harbans Lal Narang

Reading Horizons: A Journal of Literacy and Language Arts

Though widespread use is made of non print media to enrich and supplement teaching, most academic learning takes place through the study of printed materials. The secondary school relies heavily on textbooks for its daily work in the classroom. Secondary teachers are, therefore, expected to teach reading skills in their particular content areas. Most colleges and universities offer one or more classes in reading instruction for teachers in training. Bader (1975) indicates that more and more institutions in the United States are requiring prospective secondary teachers to take at least one course in reading as a part of their certification …

How Preservice Teachers Perceive Traditional And Competency-Based Reading Education, Richard T. Vacca, John L. Johns

Reading Horizons: A Journal of Literacy and Language Arts

The study, we should emphasize, was exploratory in nature. Its purpose was to generate tentative insights into the effects of traditional and competency-based reading education so that relationships between the two instructional approaches could be better understood and lead to further hypothesis making and empirical verification.

Guest Editorial: The Elderly Reader Of The Future--Need We Be Concerned?, Richard D. Robinson, Anne Marie Bernazza Haase

Reading Horizons: A Journal of Literacy and Language Arts

Letter from the editor.

The Effect Of Interest On The Reading Comprehension Of Gifted Readers, Kathleen C. Stevens

Reading Horizons: A Journal of Literacy and Language Arts

All too often, little attention in our classrooms goes into "getting the most out of' superior students. This is particularly true in the field of reading. As long as their reading performance is consistently above average, superior students are often considered to be doing "well" in reading. However, this overlooks the fact that such readers may still be performing far below their potential. That is, gifted students should exhibit extremely superior reading ability-yet teachers are often content with less-than-minimum performance from these individuals.

Reading Skills In A Paperback Classroom, Lynne G. Rehder

Reading Horizons: A Journal of Literacy and Language Arts

Humanities teachers have been reluctant, with justification, to trust mathematical measurements of literary experience. They know that the learning in which students participate in the classroom cannot be put on a bubble sheet with a number two pencil, but the threat of accountability and standardized testing is forcing them into a defensive position. Those teachers who have enjoyed the satisfactions of working with relevant material in the past few years are now threatened by basics. The good teachers, of course, never stopped teaching the basics but found that relevancy could be used as a motivational tool. The best of the …

What Is Being Done For Black Children In Reading?, Sandra F. Guillory, Charles S. Gifford

Reading Horizons: A Journal of Literacy and Language Arts

That there are concerns for reading problems in general is evident by the profusion of studies that have been, are being, and will be reported. However, the history of research reports regarding the reading ability of speakers of Black English is rather brief. Only in recent years have there been published reports on the high frequency of failures of Black children in reading (Smith, 1975), the urgent situation of language differences of Blacks (Knapp, 1975), and the disparity between the reading achievement levels of Black children and White children (Rupley and Robeck, 1978). This report is intended to review the …

Diagnosis Of Teacher's Reading Instruction As Well As The Pupil's Reading Program, Timothy R. Blair, William H. Rupley

Reading Horizons: A Journal of Literacy and Language Arts

Diagnosis is the heart of effective reading instruction. This educational tenet em bodies the expertise of the teacher to collect relevant data on pupils, to interpret and synthesize the data, and to prescribe appropriate instruction. One assumption underlying the traditional diagnostic-prescriptive model is that the teacher possesses techniques and materials to provide appropriate instruction. The primary focus of such an approach is on the pupil and little attention is given to teachers and their instructional programs. It is our contention that tantamount to diagnosis of the pupil is close scrutiny by teachers of their instructional practices. Teachers should be encouraged …

Reading Attitudes Across A Broad Age Spectrum, Edward J. Dwyer, Flora Joy

Reading Horizons: A Journal of Literacy and Language Arts

Children with parents who demonstrate a highly positive attitude toward reading and who read to their children generally profit from instruction when they begin learning to read and also enjoy considerable success (Durkin, 1966; McCormack, 1977). On the other hand, a review of current research indicates that there is little information available which demonstrates how school-age children as well as adults say they feel about reading. Further, Zirkel and Greene (1976) suggested that "there is a paucity of verbal self-report instruments in the reading attitude assessment area" (p. 107).

Cross-Age Tutoring--Using The 4 T'S, Lawrence L. Smith

Reading Horizons: A Journal of Literacy and Language Arts

Cross- age tutoring or peer tutoring can be an effective instructional strategy for remedial reading teachers who are overloaded with students. While the concept is not new, the purpose of this paper is to describe an organizational change in remedial reading classes using a cross-age or peer tutoring paradigm developed by the author.

The Effectiveness Of Intensive Phonics, Gwen Fulwiler, Patrick Groff

Reading Horizons: A Journal of Literacy and Language Arts

An examination of the history of reading instruction reveals that there has been a long-standing controversy over the effectiveness of the teaching of phonics. It is readily apparent from such an historical study that the enthusiasm for phonics as an effective methodology by the experts in reading instruction has waxed and waned over the years (Matthews, 1966). Only in relatively recent times, however, have carefully controlled and analytical reviews been made of the total of the respectable research evidence that deals with this issue.

Vocabulary Acquisition During Elementary And Post-Elementary Years: A Preliminary Report, Martha Rapp Haggard

Reading Horizons: A Journal of Literacy and Language Arts

Variables which contribute to language learning have been the subject of a great deal of research interest and study. Generally, research has concentrated on preschool language acquisition and, until the past decade, has supported the conclusion that language development is very nearly mature by about age six. Growing numbers of researchers, however, are acknowledging the need for research concerning language acquisition beyond the preschool years (C. Chomsky, 1969; Ruddell, 1976; Wardhaugh, 1976). Of specific interest are the developmental processes through which elementary and post-elementary children gain grammatical and lexical control of their language. Embedded in this larger concern are questions …

Professional Concerns, R Baird Shuman, R.W. Reising

Reading Horizons: A Journal of Literacy and Language Arts

R. W. Reising, Professor of Communicative Arts and Native American Studies at Pembroke State University in North Carolina, provides a point counterpoint on the question of whether students' dialects interfere with their ability to read. He suggests three specific actions to which educators concerned with reading instruction might turn their efforts in order to enhance the quality of such instruction for students who normally use a dialect other than standard.

Quick Reviews, Nancy Weddle

Reading Horizons: A Journal of Literacy and Language Arts

No abstract available.

Reading Horizons Vol. 21, No. 1

Reading Horizons: A Journal of Literacy and Language Arts

Complete issue of Reading Horizons volume 21, issue 1.

The 5 C'S: A Problem-Solving Approach To Study Skills, Anthony V. Manzo, Ula Casale

Reading Horizons: A Journal of Literacy and Language Arts

The most expansive and mobilizing impression a student can acquire is that what is, may be, but it can be otherwise. The attitude that all life and circumstances are amenable to analysis and some measure of modification is the avowed purpose of the strategy to improve "Study Skills" described below.

Integrating The Esl Reader Into The American College Classroom, Suzanne L. Bunkers

Reading Horizons: A Journal of Literacy and Language Arts

A non-native speaker of English attending an American college cir university needs a variety of reading skills to succeed as a student, as a resident of an American town or city, and as a member of the cultural community, Although each student's needs will differ according to his/her previous amount of contact with the English language, certain general needs can be assessed for the non-native speaker who has at least an intermediate range of listening, speaking, reading, and writing skills. Both secondary and college teachers can help ESL (English as a Second Language) readers prepare for and adjust to life …

Gifted Reading Programs: Uncovering The Hidden Potential, Patricia Alexander, Joseph A. Muia

Reading Horizons: A Journal of Literacy and Language Arts

Within the last decade there has been a noticeable increase in the attention afforded the special segment of the school population termed "gifted" by reading educators. This interest has been engendered in part by the availability of Federal and State funds set aside for gifted instruction. Even with the rising concern for improved reading instruction of the gifted student, the questions arise as to whether the applied methods of identification used to affirm "giftedness" are indeed adequate and if reading instructional programs initiated for these students meet their highly specialized needs.

A Self-Appraisal Inventory For Reading Teachers, Linda Mixon Clary

Reading Horizons: A Journal of Literacy and Language Arts

After teaching my first year in a sixth grade class, where the reading levels ranged from 2 to 12, I realized that I needed to know more about teaching reading. I went back to school and learned a lot more. Then, I worked with a federal project that functioned in about a dozen school districts, so I saw lots of teachers - some very good and some awful- and lots of children. I then taught some more myself and decided that kids never get to be better readers without good teachers. But, that meant more training for me. When I …

Guest Editorial: Message To Publishers--We Need Expanded Role Models In Reading Materials, Kathryn P. Scott

Reading Horizons: A Journal of Literacy and Language Arts

A letter from the editor.

Reading Instruction For The Handicapped Child: Questions And Answers, David Nelson, Les Sternberg

Reading Horizons: A Journal of Literacy and Language Arts

The concern of parents and teachers that some children have needs significantly different from the majority of other students has brought about educational opportunities which provide special learning environments and unique teaching procedures. From this educational endeavor, programs entitled "special education" have been established for the purpose of helping handicapped children develop their abilities to a maximum, It is important that the teacher of reading be aware of several essential principles regarding special education. First, teachers often become frustrated because the screening process for special education is often such a time-consuming procedure. Some children may remain in a regular classroom …

A Recreational Reading Program For Disabled Readers: It Works!, Marilyn A. Colvin, Elton Stetson

Reading Horizons: A Journal of Literacy and Language Arts

Much has been written about the desirability of turning disabled readers on to reading. Replacing negative feelings and disinterest which disabled readers typically have toward books is one of the most difficult tasks of all. But when disabled readers report little or no encouragement from home the challenge becomes even greater. Recent research has shown three very important factors in developing interest in reading-all three factors within the home: (1) fathers who read to children; (2) mothers who read to children and; (3) the availability of easy reading material in the home (Sucher, Note 1). When asked about reading habits …

The Over-The-Shoulder Conference: Teaching As Children Read, George E. Mason, Sharon V. Arthur

Reading Horizons: A Journal of Literacy and Language Arts

Over-the-shoulder conferences are not replacements for formal conferences at the teacher's desk, nor for the disciplinary conference outside the door, but rather are brief, less-structured encounters. Over-the-shoulder conferences, loosely defined as the teacher interacting about reading material with a student at the student's seat, are neither unique nor novel. Nearly all teachers have worked with students in this manner. However, few teachers seem to make use of over-the-shoulder conferences in a systematic fashion which maximizes their effectiveness.

Suggestions For Improving The Language Development Of Disabled Secondary Readers, Nancy A. Mavrogenes

Reading Horizons: A Journal of Literacy and Language Arts

As high school teachers of reading and English know, some students in their classrooms are poor in all areas of language. They read on a fourth-grade level; they write and spell so as to obscure most communication; they speak in simple sentences; their listening ability is so low that they can't seem to follow most directions. What can we do to fill in the innumerable gaps in all these areas? It is the purpose of this article to present two ways to improve a student's level of language development: 1) daily exposure to good literature in the original (not adapted …

Reading The Readability Rules: Erisa And The Spds, William N. Thompson

Reading Horizons: A Journal of Literacy and Language Arts

EDITOR'S NOTE- While we are unable because of space limitations to print Dr. Thompson's study in its entirety, we know our readers will be interested in this excerpt regarding readability levels and the rules. Its irony may not be delightfully humorous, but it will elicit a wry smile, even from taxpayers.

Surveys: Valuable Tools For The Reading Consultant, Jo Anne L. Vacca

Reading Horizons: A Journal of Literacy and Language Arts

Surveys range from involved to simple; some are well-done, while others are poorly-constructed. One thing is certain ... depending on your own immediate objectives, the complexity of the survey will vary. But what of the quality? If you foresee any possibility of employing a survey, you may wish to consider the following information about the construction of survey instruments.

Teachers As Readers: An Extension Of The 'Impact Of Reading' Survey, Eugene H. Cramer, Camille L.Z. Blachowicz

Reading Horizons: A Journal of Literacy and Language Arts

Do teachers have a responsibility to help students to develop positive attitudes about reading? The idea that teachers can and should play a major role in the development of students' reading habits and interests has never been seriously questioned. In fact, most reading methods texts and many journal articles repeatedly stress this aspect of teachers' responsibilities. "Interests do not grow in a vacuum ... the teacher's task, then, is not only to feed the interests the child already possesses but to open up new avenues of interest and opportunity" (Strickland, 1957). "Developing permanent interests in reading must be the goal …

Toward A More Cognitive Definition Of Reading Comprehension, Robert F. Carey

Reading Horizons: A Journal of Literacy and Language Arts

Perhaps the most pervasive and unsettling problem confronting the community of reading educators, researchers, and theorists is the lack of a commonly held view of the precise nature of reading comprehension. "Comprehension" has developed denotative and connotative characteristics which befuddle even the most serious students of language and language processes.

This paper proposes, as a partial solution to this vexing situation, a straightforward theoretical construct as a lexical equivalent of the technical term. The focus here is upon relating reading comprehension to a variety of research and theoretical paradigms which lend themselves to divergent interpretations, but which have a common …

Spelling: The Beginnings Of Literacy, Donna Wiseman

Reading Horizons: A Journal of Literacy and Language Arts

There is a growing realization that very young children are aware of the print in their environment. The opportunities for developing this awareness prior to formal education are numerous. Being read to, interacting with print on signs, advertisements, packages and games, naming the letters, and watching Sesame Street and other television shows are just a few of the ways that children's attention becomes directed to the print in our society. Researchers and educators are beginning to explore the nature of the child's interest and knowledge of print prior to instruction.

Children's Literature And Back To The Basics, W. John Harker

Reading Horizons: A Journal of Literacy and Language Arts

The comprehension of literature places different demands upon children than the comprehension of non-imaginative prose. This is because, in order to comprehend literature, children must enter and understand the highly imaginative worlds of literary creation. Although these worlds are charged with delight for the child, they are at the same time essentially unreal- they are the imaginative productions of their creators.