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1. Reading for Meaning: Questioning (EJ820269)
Author(s):
Trinkle, Catherine
Source:
School Library Media Activities Monthly, v25 n5 p48-50 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Reading Comprehension; Reading Strategies; School Libraries; Media Specialists; Reading Teachers; Writing Skills; Literacy; Library Services; Inferences; Research Projects
Abstract: An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the library media center helps students become better readers. Library media specialists can help students create good questions and read for meaning, thus making the reading and research connection clear and strong to the school community. In this way, library media specialists can become both a vital teaching partner and a valuable resource for students and teachers. In the library media center, reading strategies and writing skills are embedded in the research process and reading comprehension strategies taught by language arts teachers. These strategies can also be applied in other areas of the curriculum thus providing a way for students to use them in a different setting. In this article, the author presents reading comprehension strategies that are taken from Ellin Keene's "Mosaic of Thought, The Report of the National Reading Panel: Teaching Children to Read" (2000) and Robert Marzano's "Classroom Instruction that Works" (2001). They are also each deeply embedded in the new "AASL 21st-Century Standards" (2007). The author also presents information from "AASL Standards for the 21st-Century Learner" which supports the importance of questioning during any research process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Online Learning and Quality Assurance (EJ820821)
Zygouris-Coe, Vicky; Swan, Bonnie; Ireland, Janine
International Journal on E-Learning, v8 n1 p127-146 Jan 2009
Journal Articles; Reports - Research
Yes
Descriptors: Online Courses; Quality Control; Teaching Methods; Inservice Teacher Education; Faculty Development; Reading Teachers; Program Effectiveness; Teacher Improvement; Computer Uses in Education; Federal Legislation; Reading Instruction; Reading Achievement; Models
Abstract: More and more we are seeing the online medium being used to deliver teacher training, and the need for effective evaluation strategies for these programs is crucial. This study investigated the impact of instituting a well-structured quality-assurance process for monitoring a large-scale, statewide online professional development model: "Florida Online Reading Professional Development" (FOR-PD). FOR-PD is Florida's first large-scale online reading professional development project, and has served 37,000 educators since 2003. Findings from the implementation of this situated model suggest that, although implementing an effective system of "quality assurance checks" (QACs) in an online professional development program can be expensive and time consuming, it can be well worth the effort. Not only can QACs help to reaffirm project goals and keep major roles and responsibilities intact, they also provide a mechanism for measuring and communicating student progress on a broad-to-narrow scale. Other benefits include improved online teaching methods and learning; a significant increase in course-completion rates; and better communications among and between the project's staff, facilitators, and students. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Developing Students' Literacy Skills Using High-Tech Speech-Generating Augmentative and Alternative Communication Devices (EJ822561)
Wilkins, Julia; Ratajczak, Amy
Intervention in School and Clinic, v44 n3 p167-172 2009
2009-00-00
Descriptors: Augmentative and Alternative Communication; Assistive Technology; Literacy; Intermode Differences; Media Adaptation; Literacy Education; Reading Instruction; Reading Teachers; Phonemic Awareness; Vocabulary Development
Abstract: This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices participate in grade-level instruction. Strategies based on the National Reading Panel's research-based findings for effective reading instruction are used as guidelines for adapting instruction to incorporate users of AAC. Techniques for teaching phonemic awareness, phonics, vocabulary development, and text comprehension are provided. Because of the emphasis placed on oral reading in developing fluency, this skill area is not directly addressed. Rather, this article provides strategies for developing a skill more directly relevant to AAC users--multimodal meaning making. In using the strategies outlined in this article, classroom teachers will be able to increase the literacy skills of all students with very little adaptation to instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. "I'm Prepared for Anything Now": Student Teacher and Cooperating Teacher Interaction as a Critical Factor in Determining the Preparation of "Quality" Elementary Reading Teachers (EJ823624)
Lesley, Mellinee K.; Hamman, Doug; Olivarez, Arturo; Button, Kathryn; Griffith, Robin
Teacher Educator, v44 n1 p40-55 Jan 2009
Descriptors: Student Teachers; Behavior Patterns; Discourse Analysis; Interaction; Content Analysis; Reading Teachers; Grade 1; Cooperating Teachers; Reading Instruction; Teacher Collaboration; Interviews; Teacher Behavior; Student Teacher Attitudes; Teacher Attitudes; Collegiality; Scaffolding (Teaching Technique); Teacher Competencies; Imitation; Guidance; Elementary School Teachers; Grouping (Instructional Purposes)
Abstract: This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis (Gee, 2005) over semi-structured interviews (Seidman, 2006) focused around learning to teach reading. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed the interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers. The authors also conducted a cross-comparison analysis of the similarity in reporting between each partner to examine the extent to which the pairs corroborated one another's perceptions. Findings for the study include high levels of imitative interaction between cooperating teachers and student teachers in areas of reading assessment and grouping children for reading instruction. Interaction deemed to be guided and scaffolded in nature occurred less frequently overall. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Can We Really Teach Reading? (EJ824751)
Robinson, Richard D.
Reading Psychology, v30 n1 p17-19 Jan 2009
Journal Articles; Opinion Papers
Descriptors: Reading Instruction; Reading Teachers; Reading Programs; Reading Materials; Emergent Literacy; Reading
Abstract: Can you teach another person to read? For readers, this may seem a redundant and unnecessary question. However, it is a perfectly logical query and one that is much more profound than one might imagine. Most reading teachers have had the experience of nurturing and guiding a young person from infancy as a reader through maturity with the printed page. Yet, they also in the deepest part of their being as a teacher wonder just exactly what part did they really have in this wonderful transformation from a nonreader to a reader. For a student, the classroom reading program of a gifted teacher can be of immense help. Ample reading materials in both the classroom and the library are also useful. The support of fellow students in a caring classroom community provides the nurture and support needed for successful reading, but none of these teach us to be readers. Teachers might keep these thoughts in mind as they work with students in their teaching of reading. Becoming a reader, like all learning, is a personal experience for which teachers can only be at best caring, passionate observers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. You Want "Me" to Teach Reading? Confessions of a Secondary Literature Teacher (EJ804626)
Monahan, Pat
English Journal, v97 n6 p98-104 Jul 2008
2008-07-00
Descriptors: Advanced Placement; Reading Teachers; Secondary School Teachers; Administrators; Critical Reading; Literary Criticism; Independent Reading; Homework; Reading Assignments; Reading Strategies
Abstract: School administrators across the U.S. are asking literature teachers to become reading teachers, and not surprisingly, many secondary teachers are having difficulty with this transition. The author's transition to reading teacher was hurried by her dissatisfaction with lessons that featured question-answer discussions. Curious about how students best engage with and understand texts, the author undertook a teacher-research investigation in advanced placement English. Here, the author reveals how he became a reading teacher who promotes student independence and control through a variety of rereading strategies. He offers a few tips for teachers on how to design lessons that support students in their development as critical readers. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Pre-Service Reading Teacher Efficacy and Tutoring: A Review (EJ804185)
Haverback, Heather R.; Parault, Susan J.
Educational Psychology Review, v20 n3 p237-255 Sep 2008
2008-09-00
Information Analyses; Journal Articles; Reports - Research
Descriptors: Preservice Teacher Education; Teacher Effectiveness; Reading; Self Efficacy; Field Experience Programs; Reading Teachers; Researchers; Reading Instruction; Tutoring; Academic Achievement; Inservice Teacher Education
Abstract: Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Phonemic Awareness Skill of Speech-Language Pathologists and Other Educators (EJ812584)
Spencer, Elizabeth J.; Schuele, C. Melanie; Guillot, Kathryn M.; Lee, Marvin W.
Language, Speech, and Hearing Services in Schools, v39 n4 p512-520 Oct 2008
2008-10-00
Descriptors: Phonemic Awareness; Speech Language Pathology; Allied Health Personnel; Special Education Teachers; Elementary School Teachers; Preschool Teachers; Reading Teachers; Teacher Characteristics
Abstract: Purpose: Educators rely on sufficient knowledge and skill to provide effective phonemic awareness instruction, an important component of early literacy instruction, particularly for children who experience difficulty learning to read. The purpose of this study was to evaluate and compare the phonemic awareness skill of several groups of educators, including speech-language pathologists (SLPs; n = 160), kindergarten teachers (n = 109), first-grade teachers (n = 112), reading teachers (n = 100), and special education teachers (n = 60). Method: Participants completed a paper-pencil measure of phonemic awareness skill that included 3 tasks. The measure was designed to assess sophisticated explicit phonemic awareness skill within a print context, representing an advanced skill level that has been deemed critical to teaching. Results: SLPs demonstrated superior performance on the measure of phonemic awareness skill when compared to other educators (d = 1.54). The performance of reading and special education teachers was comparable to that of kindergarten and first-grade teachers. Orthographic knowledge had an adverse impact on the performance of all groups. However, SLPs were far more proficient than other educators at segmenting words that had a complex relationship between speech and print (e.g., "box," "use"). Clinical Implications: SLPs have relative expertise in phonemic awareness, yet their performance may not be proficient. Three recommendations are discussed: (a) Increase the phonemic awareness skill of all educators, (b) revise instructional materials to enhance educators' efforts to provide accurate and effective phonemic awareness instruction, and (c) include SLPs as members of the team responsible for phonemic awareness instruction and intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. WWC Quick Review of the Report "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches" (ED503730)
N/A
What Works Clearinghouse
2008-12-00
Reports - Evaluative
Descriptors: Coaching (Performance); Reading; Reading Achievement; Reading Teachers; Middle School Teachers; Achievement Gains; Scores; Comparative Analysis; Educational Research; Professional Development; Program Effectiveness
Abstract: "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches" examined the effects on student test scores of hiring reading coaches to work with middle school teachers. The program was funded through the statewide "Just Read, Florida!" ("JRF") literacy initiative. The study included 987 Florida schools serving sixth- through eighth-graders. The authors analyzed school-level student reading and mathematics test score data from 1998 to 2006 drawn from statewide databases. Effects were measured by comparing school-level test score gains for several years before and after the reading coaches were hired and by comparing gains in schools that implemented the program to gains in schools that had not yet implemented it. The study examined effects separately for four cohorts of schools, based on the year the schools implemented the program. The authors reported higher reading and mathematics test score gains for the earliest cohort and higher reading score gains for the third cohort. What Works Clearinghouse (WWC) did not find the described research consistent with WWC evidence standards. Because the groups of schools compared in the analysis were not initially equivalent, WWC does not consider the reported results as conclusive. Although the authors control for these differences in their analysis, there could be other differences between the schools that could influence test score gains. [The following report was the focus of this "Quick Review": "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches." Julie A. Marsh, Jennifer Sloan McCombs, J. R. Lockwood, Francisco Martorell, Daniel Gershwin, Scott Naftel, Vi-Nhuan Le, Molly Shea, Heather Barney, and Al Crego. The RAND Corporation, 2008 (ED502636).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. What Reading Teachers Say about Vocabulary Instruction: Voices from the Classroom (EJ820657)
Berne, Jennifer I.; Blachowicz, Camille L. Z.
Reading Teacher, v62 n4 p314-323 Dec 2008
Descriptors: Reading Consultants; Vocabulary Development; Teacher Attitudes; Teaching Methods; Literacy Education; Cooperative Planning; Teacher Collaboration; Faculty Development; Specialists; Reading Teachers; Student Motivation; Creative Teaching
Abstract: Survey data gathered from a group of reading specialists and classroom teachers participating in a regional IRA conference focused on vocabulary instruction were analyzed for this article. The survey inquired into their classroom and building practices relative to the teaching of vocabulary. The results indicate that the major concern is not what materials to use or what practices to select--as one might expect--but how to develop a coherent building or district-wide program. These literacy educators spoke most clearly about a need for planning together, opening the doors to dialogue, and using limited professional development resources to work together to make decisions. What began as a questionnaire about literacy practice turned into answers about how the field of professional development best attends to desires for change. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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