Pub Date : 2005-09-01DOI: 10.1080/19388070509558441
Michael S. Smith
Abstract This exploratory study examined the feasibility of (a) a reading methods course promoting habits of inquiry in preservice teachers and (b) using “video cases” as a means of both promoting habits of inquiry and measuring the extent to which a preservice teacher has developed the dimensions of inquiry‐based teaching. Three dimensions of inquiry were identified: the ability to describe the pertinent facts of a situation, the ability to analyze and synthesize the facts, and the ability to demonstrate intelligent action and further experimentation. Prior to a methods course in reading and then again after completing the methods course, preservice teachers were shown a video case of a struggling reader and asked to rate the reader's ability, explain why they rated her as they did, and tell what they would do if they were to work with this reader in the future. Both quantitative and qualitative data indicated that preservice teachers made significant improvement in all three dimensions of inquiry upon completing the reading methods course. Lastly, video cases proved to be an excellent way of measuring the dimensions of inquiry as well as showing curricular potential at promoting inquiry.
{"title":"Helping preservice teachers develop habits of inquiry: Can it be done?","authors":"Michael S. Smith","doi":"10.1080/19388070509558441","DOIUrl":"https://doi.org/10.1080/19388070509558441","url":null,"abstract":"Abstract This exploratory study examined the feasibility of (a) a reading methods course promoting habits of inquiry in preservice teachers and (b) using “video cases” as a means of both promoting habits of inquiry and measuring the extent to which a preservice teacher has developed the dimensions of inquiry‐based teaching. Three dimensions of inquiry were identified: the ability to describe the pertinent facts of a situation, the ability to analyze and synthesize the facts, and the ability to demonstrate intelligent action and further experimentation. Prior to a methods course in reading and then again after completing the methods course, preservice teachers were shown a video case of a struggling reader and asked to rate the reader's ability, explain why they rated her as they did, and tell what they would do if they were to work with this reader in the future. Both quantitative and qualitative data indicated that preservice teachers made significant improvement in all three dimensions of inquiry upon completing the reading methods course. Lastly, video cases proved to be an excellent way of measuring the dimensions of inquiry as well as showing curricular potential at promoting inquiry.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"39 - 68"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994137","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 : 2005-06-01DOI: 10.1080/19388070509558435
Jennifer D. Turner
Abstract Through building on and extending the metaphor of “orchestration,” forwarded by reading scholars, this case study research describes and examines how an effective third‐grade teacher organizes and facilitates high‐quality reading instruction for African American students. Findings suggested that the teacher used three pedagogical strategies to meet African American students’ social and literacy needs: (a) enacting a “border crossing curriculum” (b) making the strategies and skills of good readers “transparent” and (c) making cross‐cultural connections to students through literature. Implications for classroom reading instruction and reading research are discussed.
{"title":"Orchestrating success for African American readers: The case of an effective third‐grade teacher","authors":"Jennifer D. Turner","doi":"10.1080/19388070509558435","DOIUrl":"https://doi.org/10.1080/19388070509558435","url":null,"abstract":"Abstract Through building on and extending the metaphor of “orchestration,” forwarded by reading scholars, this case study research describes and examines how an effective third‐grade teacher organizes and facilitates high‐quality reading instruction for African American students. Findings suggested that the teacher used three pedagogical strategies to meet African American students’ social and literacy needs: (a) enacting a “border crossing curriculum” (b) making the strategies and skills of good readers “transparent” and (c) making cross‐cultural connections to students through literature. Implications for classroom reading instruction and reading research are discussed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"27 - 48"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994019","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 : 2005-06-01DOI: 10.1080/19388070509558437
Nancy T. Walker, Thomas W. Bean
Abstract The purpose of this study was to explore how three secondary content area teachers used and viewed multiple texts in their classrooms. A sociocultural perspective guided data collection, including: observation, interviews, and collection of text‐related school documents, such as assignments and evidence of texts used during instruction. The data were analyzed in order to answer the following question: How do secondary content area teachers use and view multiple texts in their classrooms? Findings suggest that while the three teachers used multiple texts in the classroom, they had different levels of use and purposes in their instruction that can be identified in terms of a continuum. Furthermore, use of multiple texts is complex. Each teacher hoped to enhance student interest and engagement, which is difficult while attending to standards and assessment.
{"title":"Sociocultural influences in content area teachers' selection and use of multiple texts","authors":"Nancy T. Walker, Thomas W. Bean","doi":"10.1080/19388070509558437","DOIUrl":"https://doi.org/10.1080/19388070509558437","url":null,"abstract":"Abstract The purpose of this study was to explore how three secondary content area teachers used and viewed multiple texts in their classrooms. A sociocultural perspective guided data collection, including: observation, interviews, and collection of text‐related school documents, such as assignments and evidence of texts used during instruction. The data were analyzed in order to answer the following question: How do secondary content area teachers use and view multiple texts in their classrooms? Findings suggest that while the three teachers used multiple texts in the classroom, they had different levels of use and purposes in their instruction that can be identified in terms of a continuum. Furthermore, use of multiple texts is complex. Each teacher hoped to enhance student interest and engagement, which is difficult while attending to standards and assessment.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"61 - 77"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994372","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 : 2005-06-01DOI: 10.1080/19388070509558434
R. Brown
Abstract Sixty‐six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note‐taking preferences and abilities. Students then were asked to provide a note‐taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self‐regulated note‐taking practices.
{"title":"Seventh‐graders' self‐regulatory note‐taking from text: Perceptions, preferences, and practices","authors":"R. Brown","doi":"10.1080/19388070509558434","DOIUrl":"https://doi.org/10.1080/19388070509558434","url":null,"abstract":"Abstract Sixty‐six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note‐taking preferences and abilities. Students then were asked to provide a note‐taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self‐regulated note‐taking practices.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 26"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993898","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 : 2005-06-01DOI: 10.1080/19388070509558436
Kathryn L. Bauserman, J. Cassady, Lawrence L. Smith, J. Stroud
Abstract This study examined the efficacy of using an integrated learning system (ILS) to augment kindergarten emergent reading skills. This quasi‐experimental design used repeated measures. Change scores were calculated to run analyses. Effect sizes were calculated using Cohen, with large effect sizes noted for phonological awareness and knowledge of print concepts and a moderate effect size for listening comprehension. Conclusions from this study indicate that an ILS can positively impact kindergarten emergent reading skills.
{"title":"Kindergarten literacy achievement: The effects of the Plato integrated learning system","authors":"Kathryn L. Bauserman, J. Cassady, Lawrence L. Smith, J. Stroud","doi":"10.1080/19388070509558436","DOIUrl":"https://doi.org/10.1080/19388070509558436","url":null,"abstract":"Abstract This study examined the efficacy of using an integrated learning system (ILS) to augment kindergarten emergent reading skills. This quasi‐experimental design used repeated measures. Change scores were calculated to run analyses. Effect sizes were calculated using Cohen, with large effect sizes noted for phonological awareness and knowledge of print concepts and a moderate effect size for listening comprehension. Conclusions from this study indicate that an ILS can positively impact kindergarten emergent reading skills.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"49 - 60"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993659","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 : 2005-03-01DOI: 10.1080/19388070509558432
Maxwell W. Hunter, Kay A. Chick
Abstract Nominal level gender and gender‐related information in four, well‐known basal reading series was gathered and analyzed. For each of 746 stories, the number of male and female main characters in text and illustrations was determined. Employment status, job title and estimated yearly salary were obtained for employed adult, human, main characters. The total number of male main characters in text and illustrations was significantly greater than the total number of female main characters. The proportion of adult, human, male main characters who were employed was significantly greater than the analogous proportion of female main characters. It is asserted that given the developmental status of children who use basal readers, and in the absence of explanation, it remains objectionable for significantly more basal reader main characters to be male. The finding in the current data that adult male characters, beyond their greater number, were also disproportionately more likely to be employed is seen to present an additional basis for objection.
{"title":"Treatment of gender in basal readers","authors":"Maxwell W. Hunter, Kay A. Chick","doi":"10.1080/19388070509558432","DOIUrl":"https://doi.org/10.1080/19388070509558432","url":null,"abstract":"Abstract Nominal level gender and gender‐related information in four, well‐known basal reading series was gathered and analyzed. For each of 746 stories, the number of male and female main characters in text and illustrations was determined. Employment status, job title and estimated yearly salary were obtained for employed adult, human, main characters. The total number of male main characters in text and illustrations was significantly greater than the total number of female main characters. The proportion of adult, human, male main characters who were employed was significantly greater than the analogous proportion of female main characters. It is asserted that given the developmental status of children who use basal readers, and in the absence of explanation, it remains objectionable for significantly more basal reader main characters to be male. The finding in the current data that adult male characters, beyond their greater number, were also disproportionately more likely to be employed is seen to present an additional basis for objection.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"65 - 76"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993734","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 : 2005-03-01DOI: 10.1080/19388070509558430
Rebecca Anderson, J. Puckett
Abstract This study explores the usefulness of an online platform for capturing field experiences of inservice teachers enrolled in a graduate level literacy course. Four lessons related to the online field experience are offered: (1) instructors cannot adequately assess teachers without visual examples; (2) teachers and instructors need detailed guidelines on how and when to provide effective feedback; (3) teachers naturally make connections between theory and practice; and (4) teachers and instructors may feel overwhelmed with the complexities associated with the course.
{"title":"The usefulness of an online platform for capturing literacy field experiences: Four lessons learned","authors":"Rebecca Anderson, J. Puckett","doi":"10.1080/19388070509558430","DOIUrl":"https://doi.org/10.1080/19388070509558430","url":null,"abstract":"Abstract This study explores the usefulness of an online platform for capturing field experiences of inservice teachers enrolled in a graduate level literacy course. Four lessons related to the online field experience are offered: (1) instructors cannot adequately assess teachers without visual examples; (2) teachers and instructors need detailed guidelines on how and when to provide effective feedback; (3) teachers naturally make connections between theory and practice; and (4) teachers and instructors may feel overwhelmed with the complexities associated with the course.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"22 - 46"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993868","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 : 2005-03-01DOI: 10.1080/19388070509558431
Frank Serafini
Abstract As the publication of picture books that contain meta‐fictive or postmodern elements increases, research concerning how intermediate grade readers respond and construct meaning in transaction with these texts is important. This study explores readers’ responses and discussions focusing on the picture book Voices in the Park by Anthony Browne. Utilizing discussion transcripts and response journal entries, this article focuses on how readers deal with the non‐linear aspects of the picture book, the interplay between written text and illustrations, and how these readers construct symbolic connections to their own world and experiences.
{"title":"Voices in the park, voices in the classroom: Readers responding to postmodern picture books","authors":"Frank Serafini","doi":"10.1080/19388070509558431","DOIUrl":"https://doi.org/10.1080/19388070509558431","url":null,"abstract":"Abstract As the publication of picture books that contain meta‐fictive or postmodern elements increases, research concerning how intermediate grade readers respond and construct meaning in transaction with these texts is important. This study explores readers’ responses and discussions focusing on the picture book Voices in the Park by Anthony Browne. Utilizing discussion transcripts and response journal entries, this article focuses on how readers deal with the non‐linear aspects of the picture book, the interplay between written text and illustrations, and how these readers construct symbolic connections to their own world and experiences.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"47 - 64"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993987","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 : 2005-03-01DOI: 10.1080/19388070509558429
Janet Holt, M. C. Smith
Abstract This study investigated socioeconomic and cultural factors that interplay with racial differences in adult literacy. African‐American adults were shown to have statistically significantly higher book and periodical reading practices than European‐Americans when income was controlled, demonstrating the important relationship between socioeconomic factors and African‐Americans’ literacy. African‐Americans and other racial minorities obtained more information from television, magazines, and books than European‐Americans, but these activities were not sufficient to overcome the gap in literacy skills between minority and majority groups. Results are discussed from Ogbu's (1990) cultural identity perspective.
{"title":"Literacy practices among different ethnic groups: The role of socioeconomic and cultural factors","authors":"Janet Holt, M. C. Smith","doi":"10.1080/19388070509558429","DOIUrl":"https://doi.org/10.1080/19388070509558429","url":null,"abstract":"Abstract This study investigated socioeconomic and cultural factors that interplay with racial differences in adult literacy. African‐American adults were shown to have statistically significantly higher book and periodical reading practices than European‐Americans when income was controlled, demonstrating the important relationship between socioeconomic factors and African‐Americans’ literacy. African‐Americans and other racial minorities obtained more information from television, magazines, and books than European‐Americans, but these activities were not sufficient to overcome the gap in literacy skills between minority and majority groups. Results are discussed from Ogbu's (1990) cultural identity perspective.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993809","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 : 2004-12-01DOI: 10.1080/19388070409558426
Janis Harmon, S. Keehn, Michelle S. Kenney
Abstract This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications for the implementation of strategy instruction. The results also indicate critical program features for working with struggling adolescent readers.
{"title":"Tutoring struggling adolescent readers: A program investigation","authors":"Janis Harmon, S. Keehn, Michelle S. Kenney","doi":"10.1080/19388070409558426","DOIUrl":"https://doi.org/10.1080/19388070409558426","url":null,"abstract":"Abstract This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications for the implementation of strategy instruction. The results also indicate critical program features for working with struggling adolescent readers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"46 - 74"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993280","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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