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Full-Text Articles in Education
Multimedia Materials For Language And Literacy Learning, Terry L. Hallett
Multimedia Materials For Language And Literacy Learning, Terry L. Hallett
Reading Horizons: A Journal of Literacy and Language Arts
This article introduced educators to inexpensive, commercially-available CD-ROM software that may be incorporated into classroom activities for both normally developing and language learning disabled children. Computer disks read only memory (CDROM) combines speech, text, graphics, sound, video, animation, and special effects. Three types of multimedia CD-ROM products are discussed: a) virtual adventures; b) electronic storybooks; and c) desktop tools.
Reader Response: Students Develop Text Understanding, Ruth R. Becker
Reader Response: Students Develop Text Understanding, Ruth R. Becker
Reading Horizons: A Journal of Literacy and Language Arts
Prompted by Rosenblatt's (1978) framework of the reader's transactional relationship to the text, this qualitative study examines four fifth-grade students' stances and their responses to a narrative text in three classroom activities, a peer-led discussion group, a story map activity, and written responses. This study primarily investigates issues regarding the accessibility of shifts in stance for the students. Additionally, it calls into question Rosenblatt's construct of the aesthetic-efferent continuum.
Reading Horizons Vol. 40, No. 2
Reading Horizons Vol. 40, No. 2
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 40, issue 2.
Encounters With Information Text: Perceptions And Insights From Four Gifted Readers, Dorothy Leal, Barbara Moss
Encounters With Information Text: Perceptions And Insights From Four Gifted Readers, Dorothy Leal, Barbara Moss
Reading Horizons: A Journal of Literacy and Language Arts
This study examines the nature of engagement with informational text by exploring four gifted students' responses to children's information books and informational storybooks. The researchers interviewed the students and students recorded their responses to books in journals over the course of the study. Results indicated that these children expressed a variety of reasons for reading nonfiction and held interesting perceptions and strong opinions about informational content, which varied according to text type. Children identified authors' purposes and genre differences, and expressed preference for books with depth of coverage along with a creative format.
Mothers' Prosodie Features: Strategies To Guide Young Children's Understanding Of Book Language, Linda E. Martin
Mothers' Prosodie Features: Strategies To Guide Young Children's Understanding Of Book Language, Linda E. Martin
Reading Horizons: A Journal of Literacy and Language Arts
Mothers use prosody to engage children during book reading. Thus, prosody may contribute to children's literacy. The purpose of this study was to describe how twenty-five mothers across children's age groups (6-month olds, 12-month-olds, 18-month-olds, 24-month-olds, and 4-year-olds) used prosody, specifically pitch and stress variations, while reading with their children. Common speech samples from the readings of two different texts (narrative and expository) were analyzed. In addition, the mothers were questioned about their use of expressive language while reading. Patterns from the data showed that the mothers of the 6-month-olds did not vary their speech as often. They used the …
Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean
Strategic Teaching And Strategic Learning In First Grade Classrooms, Kathryn Kinnucan-Welsch, Dodie Magill, Marie Dean
Reading Horizons: A Journal of Literacy and Language Arts
In this article the authors describe Reading Express, a collaborative program which brings together the expertise of first-grade teachers and Reading Recovery teachers to support all first-grade children in literacy development. In the Reading Express program, the Reading Recovery teachers spend one hour per day in each of the first grade classrooms. This time is spent in both whole class as well as small group instruction. The results of Reading Express have been positive for both first-grade children as well as teachers. End-of-year text-level scores and other data indicate that the program is having a positive impact on students' literacy …
Applications Of Cloze Procedure To Reading Assessment In Special Circumstances Of Literacy Development, Norbert Francis
Applications Of Cloze Procedure To Reading Assessment In Special Circumstances Of Literacy Development, Norbert Francis
Reading Horizons: A Journal of Literacy and Language Arts
This study forms part of an on-going investigation of second language reading development of elementary school children from a bilingual, indigenous, community where high levels of proficiency in both languages are common among all age groups. Modifications were applied to the standard rational deletion cloze procedure to adapt assessment to the special sociolinguistic circumstances of reading in an indigenous language, and for the purpose of exploring practical classroom applications of the cloze procedure for instruction.
Young Chinese Esl Children's Home Literacy Experiences, Hong Xu
Young Chinese Esl Children's Home Literacy Experiences, Hong Xu
Reading Horizons: A Journal of Literacy and Language Arts
This article describes home literacy experiences of six Chinese ESL kindergartners. The experiences include the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. The findings indicate the diverse and cultural nature of the home literacy experiences and the supportive roles of parents and other family members. Suggestions for teachers and parents to promote ESL children's literacy development are discussed.
Reading Horizons Vol. 40, No. 1
Reading Horizons Vol. 40, No. 1
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 40, issue 1.
Critical Teacher Thinking And Imaginations: Uncovering Two Vocabulary Strategies To Increase Comprehension, Elaine Roberts
Critical Teacher Thinking And Imaginations: Uncovering Two Vocabulary Strategies To Increase Comprehension, Elaine Roberts
Reading Horizons: A Journal of Literacy and Language Arts
Dedicated teachers who were taking a university course for reading assessment and diagnosis candidly discussed students' problems with vocabulary words that impede successful reading comprehension. Their viewpoints about ways to help students learn to use vocabulary strategies effectively led to the development of two vocabulary strategies that were based on cognitive and personality styles. The interactive process of developing the strategies pushed the teachers' imaginations and created a challenge for the teachers and their college professor.
Spelling Practices In School Districts And Regions Across The United States And State Spelling Standards, Elaine Traynelis-Yurek, Mary W. Strong
Spelling Practices In School Districts And Regions Across The United States And State Spelling Standards, Elaine Traynelis-Yurek, Mary W. Strong
Reading Horizons: A Journal of Literacy and Language Arts
The authors sent a survey during the 1996-97 school year to 670 school districts in 41 states requesting information on spelling instructional practices to ascertain whether spelling texts are still widely used in the United States given the current emphasis on developmental spelling in the primary grades and the March, 1996 publication of the NCTE/IRA standards. In addition, a search of the reading/language arts standards in 50 states in 1998 revealed that most states do have spelling standards, but only a few coincide with the CTE/IRA Standard 6 which mentions spelling.
The Development Of One Teacher's Skills At Instructional Conversation, Becky O'Bryan
The Development Of One Teacher's Skills At Instructional Conversation, Becky O'Bryan
Reading Horizons: A Journal of Literacy and Language Arts
This study examined one teacher's learning and implementing instructional conversations (Tharp and Gallimore, 1988). She received assistance through opportunities to: 1) observe effective examples of instructional conversations; 2) practice skills and get immediate feedback through conversation; 3) read and discuss articles about instructional conversations and questioning techniques; and 4) read and comment on transcripts of lessons and follow-up conversations. Participant-observation, unstructured conversations, and interviews comprised the data, which included transcripts of audio-taped lessons, follow-up conversations, and interviews. There was a gradual shift in the teacher's practices from recitation to instructional conversation. Action, reflection, and collaborative talk became the process of …
Gender And Cultural Differences: A Sociocognitive Perspective On Parent Involvement In Students' Autobiographies, Janine A. Kaste
Gender And Cultural Differences: A Sociocognitive Perspective On Parent Involvement In Students' Autobiographies, Janine A. Kaste
Reading Horizons: A Journal of Literacy and Language Arts
This inquiry examined the types of literacy support parents gave their children at home, with fifteen students from a diverse class of 23 third graders, during an eight week integrated unit on writing autobiographies. A naturalistic inquiry approach found pattern differences between genders, with respect to the nature of support given at home. Boys, particularly the African American males, received more explicit guidance than girls did. Understanding the nature of parent literacy support can inform ways to connect home and school literacy experiences.
Article Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to articles in volume 39.
Author Index
Reading Horizons: A Journal of Literacy and Language Arts
Index to authors in volume 39.
Children's Literature: What's On The Horizons, Lauren Freedman
Children's Literature: What's On The Horizons, Lauren Freedman
Reading Horizons: A Journal of Literacy and Language Arts
Bierhorst, John (Ed. 1998) The Deetkatoo: Native American stories about little people; Dygard, Thomas J. (1998) River danger; Porte, Barbara A. (1998) Hearsay: Strange tales from the Middle Kingdom; Siebold, Jan. (1998) Rope burn; Stevenson, James. (1998). Mud Flat April fool; Hesse, Karen. (1999) Come on, Rain; Hobbs, Will. (1998) Howling hill; Pyle, Howard. (1998) King stork; San Souci, Robert D. (1998) Cendrillon: A Caribbean Cinderella; Turner, Ann. (1998) Drummer boy: Marching to the Civil War.
Reading Horizons Vol. 39, No. 4
Reading Horizons Vol. 39, No. 4
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 39, issue 4.
Process Of Change In Reading Instruction: A Model Of Transition, Beth Hurst
Process Of Change In Reading Instruction: A Model Of Transition, Beth Hurst
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to examine closely the processes, both theoretical and enacted, a teacher undergoes when making changes in methods of reading instruction. A case study using qualitative research methods chronicled a teacher who after 19 years of teaching strictly by the basal began changing toward a balanced literature approach. A model of transition demonstrating this teacher's processes of change is included.
Young Children's Written Response To Text, Evangeline Newton, Gretchen Stegemeier, Nancy Padak
Young Children's Written Response To Text, Evangeline Newton, Gretchen Stegemeier, Nancy Padak
Reading Horizons: A Journal of Literacy and Language Arts
Although elementary teachers are encouraged to use reader response strategies in their work with children, many questions remain about the nature of young children's response. This study is part of a year-long naturalistic exploration of second and third grade students' written responses to text. Entries from children's reading logs constituted the primary data source for this study. Analysis focused on two different assignments or writing tasks: "Write what you remember" and 'Write what you think or feel." The children responded to four different types of texts (two per task). Task and text differences were found in children's personal statements, the …
"Aren't We Going To Write Today?": Using Parody In Grade Three, Terrence V. Stange, Susan L. Wyant
"Aren't We Going To Write Today?": Using Parody In Grade Three, Terrence V. Stange, Susan L. Wyant
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
The Influence Of Perceived Sibling Position On Reading Perceptions: Implications For Reading Teacher Education, Cynthia M. Morawski
The Influence Of Perceived Sibling Position On Reading Perceptions: Implications For Reading Teacher Education, Cynthia M. Morawski
Reading Horizons: A Journal of Literacy and Language Arts
Teachers' critical examination of their perceived sibling positions in the family, particularly in relation to reading development, can provide them with valuable insights about their current perceptions and behaviors related to content area instruction. This paper explores the findings obtained from 188 elementary and secondary preservice teachers' responses to a questionnaire that focused on perceived sibling position as an influence on reading perceptions. Teachers' perceived sibling positions and reading abilities within their family constellations receive special attention. Further consideration centers on possibilities for practice for reading teacher education in the content areas as well as directions for future research.
Reading Horizons Vol. 39, No. 3
Reading Horizons Vol. 39, No. 3
Reading Horizons: A Journal of Literacy and Language Arts
Complete issue of Reading Horizons volume 39, issue 3.
We Love To Read — A Collaborative Endeavor To Build The Foundation For Lifelong Readers, Marjorie S. Hertz, Kathi L. Swanson
We Love To Read — A Collaborative Endeavor To Build The Foundation For Lifelong Readers, Marjorie S. Hertz, Kathi L. Swanson
Reading Horizons: A Journal of Literacy and Language Arts
This article presents a model of a reading motivation project for a group of fourth grade students. The project incorporates strategies shown to promote engagement in literacy: opportunities for choice, reflection and social interaction. It features the use of metacognitive activities where students set weekly goals and reflect upon how they are growing as readers.
Children's Literature: What's On The Horizons, Lauren Freedman
Children's Literature: What's On The Horizons, Lauren Freedman
Reading Horizons: A Journal of Literacy and Language Arts
Aliki. (1998) Marianthe's story one: Painted words and Marianthe's story two: Spoken memories; Coleman, Evelyn. (1998) The riches of Oseola McCarty; Hoban, Tanya. (1998) Of colors and things; Hobbs, Will. (1998) The maze; Simon, Seymour. (1998) Venus;