Pub Date : 2006-06-01DOI: 10.1080/19388070609558455
S. Colby, Joy Stapleton
Abstract This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and applied the course content in a highly individualistic manner suggesting that they also must be scaffolded in the learning process; and the design and organization of the field‐based experience was an influential variable in their learning. Effective components of a field‐based experience included working with a small group of students, teaching in groups of three, and receiving support and feedback from a variety of sources.
{"title":"Preservice teachers teach writing: Implications for teacher educators","authors":"S. Colby, Joy Stapleton","doi":"10.1080/19388070609558455","DOIUrl":"https://doi.org/10.1080/19388070609558455","url":null,"abstract":"Abstract This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and applied the course content in a highly individualistic manner suggesting that they also must be scaffolded in the learning process; and the design and organization of the field‐based experience was an influential variable in their learning. Effective components of a field‐based experience included working with a small group of students, teaching in groups of three, and receiving support and feedback from a variety of sources.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"353 - 376"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-03-01DOI: 10.1080/19388070609558448
T. Socol
Abstract Using Cambourne's model of Natural Learning and Literacy Acquisition (1985), this paper examines one staffs professional development as they are immersed in literacy learning. This year‐long qualitative study examined the changes in teachers’ understanding of literacy concepts, as well as factors that contributed to or inhibited these changes. Data were gathered from multiple sources, including lessons plans and focus group interviews. Two conditions from Cambourne's model, immersion and approximation, are discussed. As teachers were immersed in learning, they connected the reading to their teaching in significant ways, they asked specific questions and they developed a common language. As they approximated in their classrooms, they were initially hesitant, then more willing to “have a go.” Finally, they described changes in their literacy thinking and teaching.
{"title":"Immersed in literacy learning: One staff shifts its thinking and lives to tell about it","authors":"T. Socol","doi":"10.1080/19388070609558448","DOIUrl":"https://doi.org/10.1080/19388070609558448","url":null,"abstract":"Abstract Using Cambourne's model of Natural Learning and Literacy Acquisition (1985), this paper examines one staffs professional development as they are immersed in literacy learning. This year‐long qualitative study examined the changes in teachers’ understanding of literacy concepts, as well as factors that contributed to or inhibited these changes. Data were gathered from multiple sources, including lessons plans and focus group interviews. Two conditions from Cambourne's model, immersion and approximation, are discussed. As teachers were immersed in learning, they connected the reading to their teaching in significant ways, they asked specific questions and they developed a common language. As they approximated in their classrooms, they were initially hesitant, then more willing to “have a go.” Finally, they described changes in their literacy thinking and teaching.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"179 - 208"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-03-01DOI: 10.1080/19388070609558450
Marie R. Kerins
Abstract This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3 . Twenty nine subjects identified with language‐based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine months of instruction using Phono‐Graphix® subjects were posttested. Analyses revealed significant main effects for phonological awareness composites and rapid naming composites. Despite group membership, all children improved in their phonological awareness skills. Group interactions were observed for blending tasks, phonological awareness scores and rapid naming scores. Implications reveal systematic instruction using consistent encoding and decoding of the phonetic system yield significant results despite the number of phonological core deficits originally identified.
{"title":"The effects of systematic reading Instruction on three classifications of readers","authors":"Marie R. Kerins","doi":"10.1080/19388070609558450","DOIUrl":"https://doi.org/10.1080/19388070609558450","url":null,"abstract":"Abstract This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3 . Twenty nine subjects identified with language‐based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine months of instruction using Phono‐Graphix® subjects were posttested. Analyses revealed significant main effects for phonological awareness composites and rapid naming composites. Despite group membership, all children improved in their phonological awareness skills. Group interactions were observed for blending tasks, phonological awareness scores and rapid naming scores. Implications reveal systematic instruction using consistent encoding and decoding of the phonetic system yield significant results despite the number of phonological core deficits originally identified.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"243 - 260"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-03-01DOI: 10.1080/19388070609558447
Jennifer L. Altieri
Abstract Seventy‐seven contemporary realistic fiction children's books portraying a dyslexic character were published in the United States between 1993 and 2003. This study examined the texts to determine what types of issues the reading difficulty posed for the character. Texts were analyzed to determine if there was a relationship between the gender of the character and the types of issues presented.
{"title":"Children's contemporary realistic fiction portraying dyslexic characters: An examination of the issues confronted and the gender of the characters","authors":"Jennifer L. Altieri","doi":"10.1080/19388070609558447","DOIUrl":"https://doi.org/10.1080/19388070609558447","url":null,"abstract":"Abstract Seventy‐seven contemporary realistic fiction children's books portraying a dyslexic character were published in the United States between 1993 and 2003. This study examined the texts to determine what types of issues the reading difficulty posed for the character. Texts were analyzed to determine if there was a relationship between the gender of the character and the types of issues presented.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"161 - 178"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-03-01DOI: 10.1080/19388070609558449
Elizabeth C. Rightmyer, Ellen Mcintyre, J. Petrosko
Abstract This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. However, when observed after the second year of instruction, these children seemed to achieve differently on reading comprehension measures.
{"title":"Instruction, development, and achievement of struggling primary grade readers","authors":"Elizabeth C. Rightmyer, Ellen Mcintyre, J. Petrosko","doi":"10.1080/19388070609558449","DOIUrl":"https://doi.org/10.1080/19388070609558449","url":null,"abstract":"Abstract This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. However, when observed after the second year of instruction, these children seemed to achieve differently on reading comprehension measures.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"78 1","pages":"209 - 241"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558449","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-12-01DOI: 10.1080/19388070609558445
D. Reutzel, Parker C. Fawson, J. A. Smith
Abstract Parents make powerful contributions to their children's early literacy learning in school. The purpose of this study was to design, implement, and evaluate the efficacy of the Words to Go parent involvement program as part of a larger effort to reach out to parents in early literacy. Quantitative data from surveys and qualitative data from focus group meetings were collected about the Words‐to‐Go program and demonstrated moderate to highly favorable perceptions among parents, teachers, and students. A pretest post test comparison of first‐graders’ word reading, word writing ability and criterion‐referenced reading test performance in two matched elementary schools showed significant effects favoring the Words‐to‐Go program participants.
父母对孩子在学校的早期识字学习做出了巨大的贡献。本研究的目的是设计、实施和评估家长参与Words to Go项目的效果，该项目是一项更大的努力的一部分，旨在接触到早期读写能力的家长。从调查中收集的定量数据和焦点小组会议中收集的定性数据表明，家长、教师和学生对Words - to - Go项目的看法是中等到高度的。对两所匹配的小学一年级学生的单词阅读、单词写作能力和标准参考阅读测试成绩进行了测试前和测试后的比较，结果显示，单词到围棋项目的参与者表现出显著的优势。
{"title":"Words to go!: Evaluating a first‐grade parent involvement program for “making” words at home","authors":"D. Reutzel, Parker C. Fawson, J. A. Smith","doi":"10.1080/19388070609558445","DOIUrl":"https://doi.org/10.1080/19388070609558445","url":null,"abstract":"Abstract Parents make powerful contributions to their children's early literacy learning in school. The purpose of this study was to design, implement, and evaluate the efficacy of the Words to Go parent involvement program as part of a larger effort to reach out to parents in early literacy. Quantitative data from surveys and qualitative data from focus group meetings were collected about the Words‐to‐Go program and demonstrated moderate to highly favorable perceptions among parents, teachers, and students. A pretest post test comparison of first‐graders’ word reading, word writing ability and criterion‐referenced reading test performance in two matched elementary schools showed significant effects favoring the Words‐to‐Go program participants.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"119 - 159"},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-12-01DOI: 10.1080/19388070609558443
Mary Ariail, Lettie K. Albright
Abstract Two university researchers conducted a survey of middle school teachers’ read‐aloud practices at a large state conference for middle level educators. Results of this survey provide a beginning step toward evaluating the ways in which middle school teachers use read‐alouds in the classroom. This paper shares the results of the survey and offers insight into the extent and nature of teacher read‐aloud practices in middle grades.
{"title":"A survey of teachers' read‐aloud practices in middle schools","authors":"Mary Ariail, Lettie K. Albright","doi":"10.1080/19388070609558443","DOIUrl":"https://doi.org/10.1080/19388070609558443","url":null,"abstract":"Abstract Two university researchers conducted a survey of middle school teachers’ read‐aloud practices at a large state conference for middle level educators. Results of this survey provide a beginning step toward evaluating the ways in which middle school teachers use read‐alouds in the classroom. This paper shares the results of the survey and offers insight into the extent and nature of teacher read‐aloud practices in middle grades.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"69 - 89"},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-12-01DOI: 10.1080/19388070609558444
J. Guthrie, Laurel W. Hoa, Allan Wigfield, S. Tonks, Kathleen C. Perencevich
Abstract The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer‐term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In addition, students completed general motivation and comprehension measures as a pre‐assessment and as a post‐assessment. Students who increased in their level of situated interest in an information book over time increased in their general reading motivation from September to December. Also, students who decreased in their level of situated extrinsic motivation for reading a narrative book decreased in general extrinsic motivation. It appeared that children's changes in situated motivation predicted their changes in general reading motivation, within an instructional context that supports engagement and motivation in reading.
{"title":"From spark to fire: Can situational reading interest lead to long‐term reading motivation?","authors":"J. Guthrie, Laurel W. Hoa, Allan Wigfield, S. Tonks, Kathleen C. Perencevich","doi":"10.1080/19388070609558444","DOIUrl":"https://doi.org/10.1080/19388070609558444","url":null,"abstract":"Abstract The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer‐term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In addition, students completed general motivation and comprehension measures as a pre‐assessment and as a post‐assessment. Students who increased in their level of situated interest in an information book over time increased in their general reading motivation from September to December. Also, students who decreased in their level of situated extrinsic motivation for reading a narrative book decreased in general extrinsic motivation. It appeared that children's changes in situated motivation predicted their changes in general reading motivation, within an instructional context that supports engagement and motivation in reading.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"117 - 91"},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-09-01DOI: 10.1080/19388070509558440
S. Putman
Abstract The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self‐efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city. Self‐efficacy and value of reading were assessed using the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996). Results of a pre/post‐test administration of the MRP showed the group of children who accumulated the largest number of points reported increases in reading self‐efficacy, while the students in the groups who accumulated fewer than 35 points showed decreases in the same field. All three groups demonstrated decreases in their mean value of reading scores.
{"title":"Computer‐based reading technology in the classroom: The affective influence of performance contingent point accumulation on 4th grade students","authors":"S. Putman","doi":"10.1080/19388070509558440","DOIUrl":"https://doi.org/10.1080/19388070509558440","url":null,"abstract":"Abstract The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self‐efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city. Self‐efficacy and value of reading were assessed using the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996). Results of a pre/post‐test administration of the MRP showed the group of children who accumulated the largest number of points reported increases in reading self‐efficacy, while the students in the groups who accumulated fewer than 35 points showed decreases in the same field. All three groups demonstrated decreases in their mean value of reading scores.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"19 - 38"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-09-01DOI: 10.1080/19388070509558439
Darrell Morris
Abstract This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at‐risk readers in first grade, 7 achieved grade‐level reading status by the end of third grade and 2 more were less than one year below grade level.
{"title":"A title I reading success story","authors":"Darrell Morris","doi":"10.1080/19388070509558439","DOIUrl":"https://doi.org/10.1080/19388070509558439","url":null,"abstract":"Abstract This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at‐risk readers in first grade, 7 achieved grade‐level reading status by the end of third grade and 2 more were less than one year below grade level.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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