Pub Date : 2003-03-01DOI: 10.1080/19388070309558390
Linda S. Wold
Abstract This two‐year study examined three urban teachers’ efforts to implement guided reading and interactive writing lessons as they acted strategically on their reflections and mentoring. The purpose of the study was to discover how teachers learn to act on and move toward more advanced literacy teaching. The focal teachers were chosen by on‐site literacy coordinators as those who shifted most in their thinking and deepening literacy practices during an on‐going literacy project. Though the results are not generalizable, they reveal that “learning to act on reflection” is more effective when teachers have a clear sense of “which knowledges to teach when”. Such behavior is more strategic when teachers learn to integrate decision‐making procedures with knowledge‐based actions to advance learners’ literacy independence. These findings acknowledge the importance of incremental change in literacy instruction. A K‐2 developmental continuum for teachers’ literacy self‐assessment evolved from the data analysis and is included to facilitate teacher change processes.
{"title":"An examination of teachers’ “learning to act on reflection”","authors":"Linda S. Wold","doi":"10.1080/19388070309558390","DOIUrl":"https://doi.org/10.1080/19388070309558390","url":null,"abstract":"Abstract This two‐year study examined three urban teachers’ efforts to implement guided reading and interactive writing lessons as they acted strategically on their reflections and mentoring. The purpose of the study was to discover how teachers learn to act on and move toward more advanced literacy teaching. The focal teachers were chosen by on‐site literacy coordinators as those who shifted most in their thinking and deepening literacy practices during an on‐going literacy project. Though the results are not generalizable, they reveal that “learning to act on reflection” is more effective when teachers have a clear sense of “which knowledges to teach when”. Such behavior is more strategic when teachers learn to integrate decision‐making procedures with knowledge‐based actions to advance learners’ literacy independence. These findings acknowledge the importance of incremental change in literacy instruction. A K‐2 developmental continuum for teachers’ literacy self‐assessment evolved from the data analysis and is included to facilitate teacher change processes.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"52 - 74"},"PeriodicalIF":0.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59990804","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 : 2003-01-01DOI: 10.1007/978-1-4615-0153-4_10
Linda Brown
{"title":"Test of Nonverbal Intelligence","authors":"Linda Brown","doi":"10.1007/978-1-4615-0153-4_10","DOIUrl":"https://doi.org/10.1007/978-1-4615-0153-4_10","url":null,"abstract":"","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"75 1","pages":"191-221"},"PeriodicalIF":0.0,"publicationDate":"2003-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76527152","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 : 2002-12-01DOI: 10.1080/19388070309558386
Janet Richards, Donna Brumfield
Abstract This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field‐based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers’ professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week‐by‐week teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.
{"title":"Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses","authors":"Janet Richards, Donna Brumfield","doi":"10.1080/19388070309558386","DOIUrl":"https://doi.org/10.1080/19388070309558386","url":null,"abstract":"Abstract This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field‐based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers’ professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week‐by‐week teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"63 - 84"},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59990033","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 : 2002-12-01DOI: 10.1080/19388070309558383
M. Bello, W. Fajet, A. Shaver, A. K. Toombs, J. Schumm
Abstract The population of English Language Learners (ELLs) in U.S. public schools has grown in the past decade. Despite this growth, most teachers are not adequately trained to teach these students. Because teachers rely on basal readers as the backbone for daily reading instruction, the inclusion of instruction strategies for ELLs in these series is imperative. In 1992, Schumm, Vaughn, Klingner, and Haager conducted a content analysis of basal readers and concluded that while teachers’ manuals for basal readers gave suggestions to teachers for instructing ELLs, this content was limited. This study replicates the research of Schumm, et al. with currently available basais and concludes that in the ten years since the original study, there has been significantly greater coverage of several themes, suggestions, and strategies for teaching ELLs; although, some areas are still lacking. Suggestions for further research conclude the study.
{"title":"Basal readers and english language learners: A content analysis study","authors":"M. Bello, W. Fajet, A. Shaver, A. K. Toombs, J. Schumm","doi":"10.1080/19388070309558383","DOIUrl":"https://doi.org/10.1080/19388070309558383","url":null,"abstract":"Abstract The population of English Language Learners (ELLs) in U.S. public schools has grown in the past decade. Despite this growth, most teachers are not adequately trained to teach these students. Because teachers rely on basal readers as the backbone for daily reading instruction, the inclusion of instruction strategies for ELLs in these series is imperative. In 1992, Schumm, Vaughn, Klingner, and Haager conducted a content analysis of basal readers and concluded that while teachers’ manuals for basal readers gave suggestions to teachers for instructing ELLs, this content was limited. This study replicates the research of Schumm, et al. with currently available basais and concludes that in the ten years since the original study, there has been significantly greater coverage of several themes, suggestions, and strategies for teaching ELLs; although, some areas are still lacking. Suggestions for further research conclude the study.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"1 - 15"},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989768","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 : 2002-12-01DOI: 10.1080/19388070309558384
Kathryn M. Edmunds, S. Tancock
Abstract The purpose of this study was to determine the effects of various incentives on the reading motivation of fourth‐grade students. The students involved in the study attended an elementary school in a mid‐size town in the South. Results were based on the participation of 28 students in the control group who received no incentives, 27 students in the treatment group who received books as incentives, and 36 students in the treatment group who received non‐reading related rewards as incentives. Each student's level of reading motivation was measured at the beginning and end of the study using the Reading Survey portion of the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996), which was completed by each student, and the Parent Survey, which was completed by the guardian of each student participating in the study. Book logs were also used in the study to measure the students’ motivation to read based on the number of books read. The findings of the study indicated that there were no significant differences in reading motivation between students who received incentives and those who did not as measured by the Motivation to Read Profile and the numbers of books read.
{"title":"Incentives: The effects on the reading motivation of fourth‐grade students","authors":"Kathryn M. Edmunds, S. Tancock","doi":"10.1080/19388070309558384","DOIUrl":"https://doi.org/10.1080/19388070309558384","url":null,"abstract":"Abstract The purpose of this study was to determine the effects of various incentives on the reading motivation of fourth‐grade students. The students involved in the study attended an elementary school in a mid‐size town in the South. Results were based on the participation of 28 students in the control group who received no incentives, 27 students in the treatment group who received books as incentives, and 36 students in the treatment group who received non‐reading related rewards as incentives. Each student's level of reading motivation was measured at the beginning and end of the study using the Reading Survey portion of the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996), which was completed by each student, and the Parent Survey, which was completed by the guardian of each student participating in the study. Book logs were also used in the study to measure the students’ motivation to read based on the number of books read. The findings of the study indicated that there were no significant differences in reading motivation between students who received incentives and those who did not as measured by the Motivation to Read Profile and the numbers of books read.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"17 - 37"},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989929","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 : 2002-12-01DOI: 10.1080/19388070309558385
C. White, E. Sturtevant, Kristy L. Dunlap
Abstract This longitudinal study examined preservice and beginning teachers’ perceptions of ways their literacy related instructional beliefs and decisions were affected by learning to teach in a high stakes testing environment. Data collection over a three‐year period included open‐ended survey responses from 64 teacher interns and individual interview responses from 8 former interns during the first and second years of teaching. Responses to the surveys and individual interviews were coded using themes that emerged from the data. Results of the study indicated that the preservice and beginning teachers varied in their perceptions of how high stakes tests influenced their literacy instruction. While many participants described strong influences of these tests on their instructional decisions, others reported only minimal effects. In addition, teachers frequently reported effects on their instructional decisions, but no effect on their instructional beliefs.
{"title":"Preservice and beginning teachers’ perceptions of the influence of high stakes tests on their literacy‐related instructional beliefs and decisions","authors":"C. White, E. Sturtevant, Kristy L. Dunlap","doi":"10.1080/19388070309558385","DOIUrl":"https://doi.org/10.1080/19388070309558385","url":null,"abstract":"Abstract This longitudinal study examined preservice and beginning teachers’ perceptions of ways their literacy related instructional beliefs and decisions were affected by learning to teach in a high stakes testing environment. Data collection over a three‐year period included open‐ended survey responses from 64 teacher interns and individual interview responses from 8 former interns during the first and second years of teaching. Responses to the surveys and individual interviews were coded using themes that emerged from the data. Results of the study indicated that the preservice and beginning teachers varied in their perceptions of how high stakes tests influenced their literacy instruction. While many participants described strong influences of these tests on their instructional decisions, others reported only minimal effects. In addition, teachers frequently reported effects on their instructional decisions, but no effect on their instructional beliefs.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"39 - 62"},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989977","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 : 2002-09-01DOI: 10.1080/19388070209558380
Bob Schlagal
Abstract Currently there is no consensus on how best to teach spelling in a classroom setting. This article discusses three major positions regarding spelling instruction: the incidental, the developmental word study, and the basal speller approaches. Implications of these positions for classroom teaching are explored. The author presents an overview of nearly a century of research into spelling instruction. In addition, he reviews contemporary research on instructional level in spelling and on addressing the needs of low achieving spellers in a classroom setting. This research perspective helps to clarify and perhaps even to resolve some of the contentious issues and points of debate in contemporary discussion and practice. In light of this, the author argues that a modified basal speller approach can provide classroom teachers with an efficient and adaptable tool that can meet a variety of needs, provided that students are placed in spelling books based on an assessment of their prior knowledge and not simply on their current grade level.
{"title":"Classroom spelling instruction: History, research, and practice","authors":"Bob Schlagal","doi":"10.1080/19388070209558380","DOIUrl":"https://doi.org/10.1080/19388070209558380","url":null,"abstract":"Abstract Currently there is no consensus on how best to teach spelling in a classroom setting. This article discusses three major positions regarding spelling instruction: the incidental, the developmental word study, and the basal speller approaches. Implications of these positions for classroom teaching are explored. The author presents an overview of nearly a century of research into spelling instruction. In addition, he reviews contemporary research on instructional level in spelling and on addressing the needs of low achieving spellers in a classroom setting. This research perspective helps to clarify and perhaps even to resolve some of the contentious issues and points of debate in contemporary discussion and practice. In light of this, the author argues that a modified basal speller approach can provide classroom teachers with an efficient and adaptable tool that can meet a variety of needs, provided that students are placed in spelling books based on an assessment of their prior knowledge and not simply on their current grade level.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"44 - 57"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989396","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 : 2002-09-01DOI: 10.1080/19388070209558378
Linda G. Jobe, C. Pope
Abstract The primary question that guided this year‐long study was “To what degree do student teachers use principles and methods from their university‐based methods class in their student teaching experiences?” To respond to this question, the secondary English methods class was studied, and the prevailing theme and concepts were identified as points of emphasis. The student teaching experience in secondary English was explored through case studies of four students from the methods class. An analysis of the data revealed that the methods class and the methods professor matter, as do the student teachers’ own personal themes, which became their guiding teaching principles.
{"title":"The English Methods Class Matters: Professor D and the Student Teachers","authors":"Linda G. Jobe, C. Pope","doi":"10.1080/19388070209558378","DOIUrl":"https://doi.org/10.1080/19388070209558378","url":null,"abstract":"Abstract The primary question that guided this year‐long study was “To what degree do student teachers use principles and methods from their university‐based methods class in their student teaching experiences?” To respond to this question, the secondary English methods class was studied, and the prevailing theme and concepts were identified as points of emphasis. The student teaching experience in secondary English was explored through case studies of four students from the methods class. An analysis of the data revealed that the methods class and the methods professor matter, as do the student teachers’ own personal themes, which became their guiding teaching principles.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"1 - 29"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989606","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 : 2002-09-01DOI: 10.1080/19388070209558381
Fenice B. Boyd
Abstract This qualitative research stems from a larger study, and presents cases that focus on four ninth‐grade students’ responses to multicultural literature. I wanted to understand how these students constructed their own texts and meanings when they were required to read, interpret, and critique unfamiliar text written about underrepresented people. My analyses are moored in heuristic characteristics of case study methods (Merriam, 1998) I developed a conceptual framework that centered on the conditions under which students studied and how they conceded to present tangible objects (e.g., journal responses; answer essay test questions) for noticeable outcomes (e.g., grades), thus, revealing what was learned and how. Three broad queries guided my research: (a) What meanings might students construct about cultural diversity and oppression in other countries while studying multicultural literature? (b) What intertextual links might students make to their own ethnic, cultural and economic contexts? and (c) What texts do they create when responding to multicultural literature? I composed this paper drawing from several data sets including a student questionnaire, transcripts from audio taped interviews, answers to essay test questions, and response journals.
{"title":"Conditions, concessions, and the many tender mercies of learning through multicultural literature","authors":"Fenice B. Boyd","doi":"10.1080/19388070209558381","DOIUrl":"https://doi.org/10.1080/19388070209558381","url":null,"abstract":"Abstract This qualitative research stems from a larger study, and presents cases that focus on four ninth‐grade students’ responses to multicultural literature. I wanted to understand how these students constructed their own texts and meanings when they were required to read, interpret, and critique unfamiliar text written about underrepresented people. My analyses are moored in heuristic characteristics of case study methods (Merriam, 1998) I developed a conceptual framework that centered on the conditions under which students studied and how they conceded to present tangible objects (e.g., journal responses; answer essay test questions) for noticeable outcomes (e.g., grades), thus, revealing what was learned and how. Three broad queries guided my research: (a) What meanings might students construct about cultural diversity and oppression in other countries while studying multicultural literature? (b) What intertextual links might students make to their own ethnic, cultural and economic contexts? and (c) What texts do they create when responding to multicultural literature? I composed this paper drawing from several data sets including a student questionnaire, transcripts from audio taped interviews, answers to essay test questions, and response journals.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"58 - 92"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989735","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 : 2002-09-01DOI: 10.1080/19388070209558379
Janet W. Bloodgood
Abstract The impact of state‐mandated writing tests has altered process writing instruction practices in many elementary and middle school classrooms. Ancient Roman educational principles designed to produce the perfect orator and citizen have relevance to modern writing instruction and may cause us to rethink what is meant by “back to basics.” The views of Quintilian provide a new lens for examining the writing process and its components as advocated by Graves, Murray, and others. The Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers.
{"title":"Quintilian: A classical educator speaks to the writing process","authors":"Janet W. Bloodgood","doi":"10.1080/19388070209558379","DOIUrl":"https://doi.org/10.1080/19388070209558379","url":null,"abstract":"Abstract The impact of state‐mandated writing tests has altered process writing instruction practices in many elementary and middle school classrooms. Ancient Roman educational principles designed to produce the perfect orator and citizen have relevance to modern writing instruction and may cause us to rethink what is meant by “back to basics.” The views of Quintilian provide a new lens for examining the writing process and its components as advocated by Graves, Murray, and others. The Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"42 1","pages":"30 - 43"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989223","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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