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1. "Mississippi Trial, 1955": Tangling with Text through Reading, Discussion, and Writing (EJ776492)
Author(s):
Grierson, Sirpa; Thursby, Jacqueline S.; Dean, Deborah; Crowe, Chris
Source:
English Journal, v96 n3 p80-85 Jan 2007
Pub Date:
2007-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Internet; Picture Books; Critical Reading; Reading Strategies; Vocabulary Development; Discussion; Folk Culture; Writing (Composition); History; Fiction; African Americans; Teaching Methods
Abstract: The authors proffer practical critical-reading strategies for teaching "Mississippi Trial, 1955" to increase students' vocabulary, comprehension, and background knowledge of historical eras. They use nonfiction, a PBS documentary, the Web, folklore, and picture books among other tools for inciting thoughtful discussion and writing.
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2. Re-Envisioning Reading and Writing through Combined-Text Picture Books (EJ684313)
Dean, Deborah; Grierson, Sirpa
Journal of Adolescent and Adult Literacy, v48 n6 p456-468 Mar 2005
2005-03-00
Journal Articles; Reports - General
Descriptors: Picture Books; Childrens Literature; Reading Strategies; Printed Materials; Reader Text Relationship; Reading Instruction; Student Research; Pictorial Stimuli; Poetry; Creative Writing
Abstract: Combined-text picture books unite multiple genres, providing nuanced information on a single topic from the unique lens of each genre. By providing guided practice in reading and writing a combined-text picture book, teachers can help students develop sensitivity to different types of texts, to what they do and how they do it. Such sensitivity can give students a foundation for selecting appropriate strategies for reading and writing effectively in a wider variety of genres. This article describes the process of explicit instruction, discussion, and guided practice with one such text, "One Leaf Rides the Wind," that helped one class of seventh-grade students develop as strategic readers and writers when they created a class version of a combined-text picture book. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Exploring the Past through Multigenre Writing. (EJ651898)
Grierson, Sirpa T.; Anson, Amy; Baird, Jacoy
Language Arts, v80 n1 p51-59 Sep 2002
2002-00-00
Guides - Classroom - Teacher; Journal Articles
N/A
Descriptors: Class Activities; Grade 6; Information Literacy; Instructional Innovation; Intermediate Grades; Research Projects; Student Research; Writing Assignments; Writing Instruction
Abstract: Discusses how research comes alive when students explore a range of alternate genres instead of writing the traditional research report. Notes that multigenre writing helps most students grow as researchers, thinkers, and writers while they develop a fundamental understanding of the different purposes for which text can be used. (SG)
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4. Circling through Text: Teaching Research through Multigenre Writing. (EJ596819)
Grierson, Sirpa T.
English Journal, v89 n1 p51-55 Sep 1999
1999-00-00
Descriptors: English Instruction; Language Arts; Research Papers (Students); Secondary Education; Student Attitudes; Student Motivation; Student Research
Abstract: Describes how the author incorporated her requirements for a term research paper into multigenre writing. Discusses what multigenre is, how it can be taught and assessed, and what makes it such a rich, workable alternative to the traditional research assignment. (SR)
5. Understanding Attitudes of Educators toward Content Area Reading in the Early Elementary Grades. (ED393064)
Grierson, Sirpa T.; Daniel, Larry G.
1995-11-00
Speeches/Meeting Papers; Reports - Research
Descriptors: Content Area Reading; Conventional Instruction; Primary Education; Q Methodology; Reading Research; Student Attitudes; Teacher Attitudes; Whole Language Approach
Abstract: A study examined the attitudes of educators toward content area reading in the early elementary grades. A self-report survey instrument called the Attitudes Toward Content Area Reading (ATCAR) was developed to measure educators' attitudes and to ascertain whether there were different theoretical orientations of educators relative to content area reading theory. Q-technique factor analysis was used on an unstructured Q-sort to investigate whether respondents could be clustered into groups or prototypes from the data collected from the ATCAR. Three groups of respondents were surveyed including 15 content area experts, 15 inservice teachers, and 25 preservice teachers. Results indicated that identifiable clusters of prototypical individuals are apparent. These include those who appear to view content area reading ranging from a theoretical orientation closely allied with a skills approach of learning to read to those who indicate a tendency toward viewing content area reading as part of a whole language approach stressing reading-to-learn. (Contains 50 references, and 3 tables and 1 figure of data.) (Author/RS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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