Contents: J. Flood, D. Lapp, J.R. Squire, J.M. Jensen, Preface. Part I:Historical and Theoretical Perspectives for English Language Arts Teaching Learning. The History of the Profession. Dixon, Historical Considerations: An International Perspective. P. Menyuk, Linguistics Arts. D.L. Schallert, D.B. Martin, A Psychological Analysis What Teachers Students Do in Classroom. M.M. Clay, Child Development. Bloome, Anthropology Research on L.M. Rosenblatt, Literary Theory. L. Baines, E.J. Farrell,...

Contents: Preface. Part I: Theoretical Bases for Communicative and Visual Arts Teaching. P. Messaris, Introduction. R. Hobbs, Literacy the Information Age. S.B. Neuman, Television as a Learning Environment: A Theory of Synergy. Desmond, TV Viewing, Reading, Media Literacy. M. Willmorth, Language Learning. Griffin, D. Schwartz, L. Labbo, Communication Skills Intelligence Analogical Thinking. G. Page, Spatial Aptitudes. J. Carey, Exploring Future Media. J.L. Wolf, Balancing Act: Using Drama to...

Read‐alouds are a common component of literacy instruction. However, research on the method for providing read‐alouds is limited. To determine if there was set implementation practices, authors examined read‐aloud practices 25 teachers who were nominated by their administrators as experts. From these data, identified several factors to read‐alouds. The then observed 100 additional how each in

A study of 25 expert teachers and their shared reading lessons in grades 3–8 suggests that focus modeling during four categories: comprehension, vocabulary, text structures, features.

Abstract In an effort to improve student achievement, a group of middle-school teachers at underperforming school developed schoolwide literacy plan. As part the plan, they agreed model their thinking while reading aloud. Eight were selected for coaching related think alouds in which exposed students comprehension strategies that used reading. The achievement was compared with whose participated ongoing professional development but who not coached. Results indicate coached changed...

Survey methods were employed to learn more about teachers’ attitudes toward graphic novels and how are used in their classrooms. Questions explored participants’ actual classroom use. The survey research sought determine if teachers open using the extent of willingness do so. Though report use other graphica, they limited attempts so by lack instructional models, classroom, own level comfort with genre.

Shared reading with think‐alouds provides adolescent students the modeling they need to become successful readers and writers. This article a sample of this type interactive comprehension instruction in science classroom. The authors then focus on dimensions effective shared readings that can be used across content areas develop students' texts.

Abstract What are new literacies and how do they mesh with core curriculum? Classroom teachers who find their students’ interests bases of knowledge about technologies expanding exponentially often ask this question. While broadening the definition beyond internet literacy article explores history offers an answer to question blend while not losing focus curriculum. An example one teacher remixed literacies, curriculum, intentional instruction support critical is shared illustrate reality...

(2012). Building and Activating Students’ Background Knowledge: It's What They Already Know That Counts. Middle School Journal: Vol. 43, Differentiating Instruction for Diverse Learners, pp. 22-31.

It is common for teachers in all districts across the United States to give homework their students. Given rising numbers of children from nondominant backgrounds 1 American schools, a question that merits consideration how backgrounds—particularly large urban centers—are impacted by teachers' practices. In this study we explored why one U.S. center assign homework, kinds assign, and beliefs about impact on students' success at school. We collected surveys 133 elementary school (grades K...

In this case study, we focus on 2 variables often neglected in conversations about closing the achievement gap. Most recommendations for gap center extending learning time, including afterschool programs, extended year and supplemental instruction. Our school focused attendance student engagement our effort to close By developing a schoolwide plan that ensured was noticed, corrected, celebrated, students at urban began attending par with their suburban counterparts. addition, once they were...

The purpose of these two studies was to redirect interest the Neurological Impress Method, a multisensory approach reading instruction that occurs between teacher and student, which has been largely forgotten in mainstream special education circles over past decades. In addition its emphasis on oral reading, we included comprehension component call plus (+) NIM Plus. our first study, third through sixth-grade below-level readers San Diego county school participated tutoring. On each three...

Abstract A question being asked by teachers across the country is, How can I teach students to acquire both skills and knowledge demanded Common Core State Standards (CCSS) while simultaneously guiding them read challenging texts such as those presented in Appendix B of CCSS? Answering this invites integration ideas innovation novel instructional plans. Illustrating close reading procedures two classrooms‐ one 1st grade 5th grade‐ article provides an answer detailing manner which a student...

EIGHT LEADING basal reading programs were analyzed to determine the types of writing included in each program from preprimers sixth-grade readers and array three standardized tests assessment which are programs. Teachers' manuals also examined whether provision was for teaching children how read a wide variety types. The preponderance selections all narrative (41 %); poems accounted 24% total selections, exposition 16%. A second measure examining page allocation indicated writings more than...

This formative experiment was designed to ensure that a group of high school students developed their literacy habits. The intervention consisted schoolwide approach using four instructional routines: think‐alouds, note‐taking writing learn, and dedicated reading time. As part the experiment, we document two‐and‐a‐half‐year process required for implement initiative as well outcomes effort. تم تصميم هذه التجربة التكوينية ليؤكد أن مجموعة من طلاب الثانوية العامة طوروا عاداتهم في معرفة القراءة...