The Reading Teacher

Published by International Reading Association
Online ISSN: 1936-2714
Publications
Reading activities to do with the books your child brings home from school  
Article
As part of a larger study on developing children's reading fluency in the classroom, a program was introduced to help parents understand the importance of fluency and participate in fluency-related activities with children at home. The Family Fluency Program included activities similar to those that the children were doing in school, with some support for the initial reading of selections and then repeated reading of stories using echo reading, choral reading, and partner reading. The family program showed promise for enhancing the school program when parents implemented the activities at home.
 
Article
This column offers an overview of the requirements for including and accommodating English-language learners (ELLs) in content assessments and an explanation of how accommodations for ELLs work. It concludes with recommendations drawn from research and practice to ensure accommodations are assigned and implemented in ways that are likely to appropriately support ELLs during testing.ملخص البحث: يقدم هذا العمود خلاصة المتطلبات لتضمين دارسي اللغة الإنكليزية وتكييفهم في اختبارات المحتوى وشرحاً بالطريقة التي تعمل من خلالها المكيفات لدارسي اللغة الإنكليزية. وينتهي العمود باقراحات مأخوذة من الأبحاث والممارسات ليكفل تكلف المكيفات وتتنفذها في الطرق التي من الأرجح أن تدعم دارسي اللغة الإنكليزية في الامتحان بشكل فعال.本专栏概述在学科评话中包括英语英语学习者和为他们作调适的需要,并解释这些调适如何运作。本专栏以研究与实践所得的建议作为结语,以确保并解释这些调适的应用与实施的方式,如何能在测试中给予英语语言学习者恰当的支援。Cette rubrique présente une vue d'ensemble de ce qui est nécessaire pour inclure et adapter à des élèves d'anglais langue seconde des évaluations de disciplines, et une explication de l'adaptation des dispositifs destinés au travail des élèves d'anglais langue seconde. Elle conclut par des recommandations tirées de la recherche et de la pratique de façon à ce que les adaptations soient apportées et mises en ouvre de sorte à faciliter la passation des tests par des élèves d'anglais langue seconde.В этом выпуске рубрики приводится краткий обзор и обоснование требований, которые необходимо соблюдать, чтобы учащиеся, для которых английский язык не является родным (ELLs), могли участвовать в проверке знаний в различных предметных областях. Также предлагаются научно обоснованные и апробированные рекомендации, выполнение которых гарантирует оптимальную поддержку иноязычных школьников во время тестирования.Esta columna da una visión general de los requisitos para incluir y acomodar a los aprendices de inglés (ELLs) en las evaluaciones de contenido y una explicación de cómo funcionan las acomodaciones para los ELLs. Termina con recomendaciones sacadas de estudios y de la práctica para asegurar que las acomodaciones son asignadas e implementadas de tal manera que den el apoyo apropiado a los ELLs siendo examinados.
 
Article
This article uses fibbin (Fibonacci poems) as an instructional strategy to teaching reading and writing across the curriculum. It describes fibbin from a historical and mathematical perspective and discusses it as an adaptation of the famous Fibonacci sequence to teaching content area material (e.g. science, math, and social studies). This instructional strategy is described and samples of student work that resulted from these strategies are presented and discussed. Variations to this strategy and lessons learned from the whole experience are included.تستخدم هذه المقالة فيبن (الأشعار الفيبنية) كإستراتيجية تعليمية لتعليم القراءة والكتابة عبر المنهاج الدراسي. لذا تصف فبين من منظر تاريخي ورياضياتي وتناقشه من حيث أنه متكيف من السلسلة الفيبينية المشهورة المتعلقة بتعليم مواد مجال المحتوى (على سبيل المثال العلوم والرياضيات والدراسات الاجتماعية). وقد تمت وصفة هذه الإستراتيجية التعليمية وباتالي تم تقديم نماذج أعمال الطلاب التي نتجت عن هذه الإستراتيجيات ونقاشها. وانضمت في هذه المقالة تنوعات هذه الإستراتيجية والدروس المأخوذة من التجربة بأكملها.本文使用fibbin (斐波那契数列式诗歌)作为教学策略,教授跨学科课程的阅读与写作。文章从历史及数学的角度介绍这种斐波那契数列式诗歌,并详述fibbin如何改编自著名的斐波那契数列,用以教授学科内容知识(例如科学科、数学科、社会科)。本文加以说明这教学策略,并介绍及讨论以这教学策略施教所得出的学生习作样本。文中亦讨论这策略的一些变异及作者从整个教学经验所得的启示。Cet article utilise les fibbin (poèmes de Fibonacci) comme stratégie pédagogique pour enseigner la lecture et l'écriture selon le programme. Il présente les fibbin dans une perspective historique et mathématique et en débat en tant qu'adaptation de la célèbre suite de Fibonacci pour enseigner un contenu pédagogique (sciences, maths, histoire et géographie par exemple). On décrit cette stratégie pédagogique puis on présente et discute des exemples de travaux d'étudiants résultant de cette stratégie. On inclut des variantes de cette stratégie et on tire des leçons de l'expérience dans son ensemble.В статье описано, как применять “фибин” – стихотворение, построенное на числах Фибоначчи или, иными словами, на золотом сечении, – при обучении чтению и письму в контексте различных предметов (естественнонаучного и общественно-социального циклов). Фибин рассматривается с исторической и математической точек зрения; подробно – с примерами из работ школьников – разбирается его обучающий потенциал. В статье также представлены разновидности предложенного метода и выводы, к которым авторы пришли после его применения на практике.Este artículo usa poemas de Fibonacci como una estrategia para enseñar a escribir en todas las materias. Describe el proceso desde perspectivas históricas y matemáticas, y lo presenta como una adaptación de la famosa secuencia Fibonacci para enseñar materias de contenido (por ejemplo, las ciencias, la matemática y las ciencias sociales). Se describe esta estrategia y se dan y discuten muestras de lo que hicieron los estudiantes. Se incluyen variaciones de esta estrategia y las lecciones aprendidas.
 
Article
The purpose of this article is to assert that there are classic African American children's books and to identify a sampling of them. The author presents multiple definitions of the term classic based on the responses of children's literature experts and relevant scholarship. Next, the manner in which data were collected and analyzed in regard to classic African American children's books is explained. Then, three categories are elaborated—universal experiences from an African American perspective, breakthrough books, and literary innovations—in which the African American children's books identified as classics were placed. The article concludes with pedagogical implications and conclusions.
 
Article
This article addresses a critical question for reading coaches: How should they spend their instructional time in schools? Three big ideas are presented:First, effective reading coaches focus their attention on a set of primary goals—the teachers to whom they are assigned, the reading instruction taking place, and the student learning in the classroom. They should not focus on administrative tasks or meetings.Second, effective reading coaches ensure that they are in classrooms every day. They should spend most of their time in classrooms rather than in their offices.Third, effective reading coaches establish themselves as individuals who can help teachers with reading instruction. They become part of the teaching and learning community in the school—not separate from it.
 
Article
The following material, adapted from the new IRA book Getting Beyond “I Like the Book” (second edition), highlights how podcasting specifically and technology in general can be used as tools for thinking about the world and for learning and communicating.
 
Article
Constrained skills theory is a reconceptualization of reading development that suggests a continuum of skills, with some, such as letter knowledge and decoding abilities, more tightly constrained than others, such as phonological awareness and oral reading fluency. The most constrained skills consist of a limited number of items and thus can be mastered universally within a relatively short time frame. The least constrained skills, vocabulary and comprehension, are learned across a lifetime, broad in scope, variable among people, and may influence many other skills. This article addresses the important implications of this theory for classroom practice, curricula, and assessment. Finally, cautions are issued regarding the potential to overemphasize the assessment and instruction of constrained abilities in an effort to enhance the likelihood of the successful long-term acquisition of unconstrained abilities.
 
Content Instruction in Two Classrooms
Resources for Designing and Implementing Authentic Instruction
Article
Motivation, academic vocabulary, and the role of teachers have been themes of previous Content Literacy columns. In this installment, we suggest that the tasks, or assignments, students complete are an important aspect of content literacy because they influence students' understandings of content and reading. Additionally, we demonstrate how well-designed tasks are closely associated with increasing student engagement and expanding word knowledge.
 
Article
The authors suggest using scripting as a strategy to mentor and enhance author's voice in writing. Through gradual release, students use authentic literature as a model for writing with voice. The authors also propose possible extensions for independent practice, integration across content areas, and tips for evaluation.
 
Article
Based on recent research in fluency instruction, the authors present a scenario in which a teacher focuses her fluency instruction on authentic fluency tasks based in performance. Beginning with establishing a student-friendly definition of fluency and culminating with student engagement in fun fluency activities, this article explores the possibilities for bringing joy back into repeated reading practice. Directions for creating a fun fluency kit for classroom use are included.
 
Article
In this article, the authors offer small changes in home–school relationships that can make a big difference in family involvement in schools.
 
Article
The No Child Left Behind Act of 2001 holds U.S. schools accountable for the yearly assessment of all students as they progress toward meeting state educational goals. Students with disabilities continue to be a focal point for improving student achievement at the school and district levels. Creating teacher-made electronic books is an effective method of using technology to support students with disabilities. In the elementary classroom, assistive technologies such as electronic books can capture student responses and enhance student retellings of engaging children's literature. This article provides a brief overview of the use of electronic books to improve students' retellings, and specific instructions for creating electronic books that support struggling readers.
 
Article
As the texts readers encounter in and out of school grow in complexity, the strategies that teachers demonstrate and encourage students to employ need to expand to accommodate the changing nature of these texts. In this article, the authors present a three-part framework for utilizing historical fiction picturebooks as instructional resources. First they share various strategies for previewing a text, and calling students’ attention to the visual, textual and design elements of historical fiction picturebooks. Second, various strategies are presented for moving beyond noticing to strategies for interpreting what has been presented in the visual and verbal text. Third, they suggest several strategies for moving beyond interpretation to develop readers’ ability to critically analyze the historical perspectives and contexts of these texts. In this article, the authors guide readers through the reading of two historical fiction picturebooks while modeling how to employ strategies for reading multimodal texts.
 
Article
This Teaching Tip article explores the importance of phrasing while reading. It also presents an instructional intervention strategy for helping students develop greater proficiency in reading with phrases that reflect the meaning of the text.
 
Article
Almost 50 million American adults do not have adequate reading skills to fill out a job application, read a food label, or read a story to a child. These individuals often lack the literacy skills needed to find and keep decent jobs, support their children's education, or participate actively in civic life. In this column, the author offers some research-proven answers to a very basic question facing many urban reading teachers: What can a mother with limited literacy skills do to support and enhance the literacy development of her children? The author reviews recent research on the causes of intergenerational illiteracy and explores several promising evidence-based practices.
 
Article
The classroom environment is uppermost in teachers' minds at the start of each school year. Designing an effective classroom environment for learning to read and reading is both an art and a science. Aligning physical space with instructional goals involves the flexible use of space that is adapted to instructional needs. A well-designed classroom environment is the first step in providing a literate environment that fosters reading and writing to learn.
 
Article
Teachers can use the rich linguistic backgrounds Latino English learners (ELs) bring to their classes to scaffold the learning of using-the-context strategies. Teachers can show their Latino ELs to use English–Spanish cognates to guess at the meanings of unknown words, thereby increasing both comprehension and vocabulary knowledge.
 
Article
Spanish–English cognates have been used for decades to facilitate the acquisition of English by Latino English learners (ELs). Using the online program, WordSift, in tandem with the online Find-a-Cognate database, teachers can identify important Spanish–English cognates and noncognate words in text. With this information, teachers can plan and devise vocabulary lessons that benefit ELs and native English speakers.
 
Article
In this article, the authors make a case for teaching vocabulary in the elementary grades through a focus on the morphological structure of words, in particular English words that are derived through Latin and Greek roots and affixes. The authors present a set of engaging instructional ideas for the use of Latin and Greek derivations to teach vocabulary and provide classroom-based examples of how a morphological-based vocabulary program can be implemented and its impact on students and teachers.
 
Article
It is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instruction for students with developmental disabilities who may be long-term emergent readers. Structured shared reading offers a way for teachers to provide systematic instruction that allows students to experience success as readers while developing a strong foundation of critical behaviors and skills for independent reading.
 
Savannah's profile page 
Choosing a Webpage template The teacher gave students step-by-step instructions for creating their personal websites, frequently asking the students to predict where to locate some This teaching cycle can occur several times within a lesson. In the first lesson, the media arts teacher researcher showed students a variety of examples of personal webpages, including how the text features (e.g., content, images, backgrounds, navigational tools) differed according to the intended audience and purpose. The students completed a matrix comparing the features of different websites. In the next lesson, she then taught the students how to create their first webpage with Apple iWeb software. She used her laptop and a data projector to show the whole class the software interface. The students were seated in front of their own computers while able to view the teacher's screen (see Figure 4). The teacher gave students step-by-step instructions for creating their personal websites, frequently asking the students to predict where to locate some of the icons to achieve their intentions. After each manageable set of instructions, she provided time for the students to follow the same steps on their own computers. Teacher: Begin by finding the iWeb icon or picture on the sidebar or in the applications folder. Mine is on the sidebar. Click on it. Now you try. [The students work in pairs at computers to locate the iWeb icon, and the teachers assist.] Teacher: When I go to "File," where do you think I need to click to create a new website? Student: "New Site." Teacher: That's right-click on "New Site." A box pops up that allows me to choose a template and color scheme for my personal website. Once I have decided that I like this one because it suits my interests, I highlight the "Welcome" page. Now, where will I click to choose? Student: "Choose." Teacher: Well done. I click on "Choose." Now you try. [The students work in pairs to go to "File," "New Site," the "Welcome" page, and "Choose." Teachers assist pairs.] Teacher: Congratulations! You have started your website! 
Article
Reading and writing are being transformed by global changes in communication practices using new media technologies. This article introduces iPed, a research-based pedagogy that enables teachers to navigate innovative digital text production in the literacy classroom. The pedagogy was generated in the context of a longitudinal digital literacy intervention in a school that services low-socioeconomic and ethnically diverse students. The iPed pedagogy synthesizes four key pedagogies that were salient in the analysis of over 180 hours of lesson observations: link, challenge, cocreate, and share. The strengths of iPed include connecting to students' home cultures, critical media literacy, collaborative and creative digital text production, and gaining cosmopolitan recognition within global communities.
 
Article
Educational policies designed to promote literacy achievement in U.S. schools over the past decade have failed to deliver the anticipated outcomes. These disappointing outcomes can be attributed to the implementation of evidence-free policies. In particular, policymakers have ignored the fact that underachievement is concentrated in schools serving low-income and racially/culturally marginalized students, many of whom are also English learners (EL). The research evidence implies that policies designed to ensure that low-income and EL students have access to a rich print environment and become actively engaged with literacy are more likely to close the achievement gap than current policies which fail to address these issues.
 
Article
Vocabulary knowledge, which is key to the reading comprehension of English learners (ELs), must be a focus for every teacher in today's increasingly diverse schools, including those in the mainstream classroom. This article strives to increase awareness of the five characteristics of effective vocabulary instruction as well as demonstrate how such characteristics can be variously emphasized in the before-, during-, and after-reading phases of the instructional process. Research-based strategies can provide teachers and ELs with a gateway to increased vocabulary learning. One such strategy, the Vocabulary Quilt, is explored in depth to illustrate how teachers can use a single strategy throughout the lesson to access students' background knowledge, support students in making critical content connections, and guide students to higher levels of word knowledge.
 
Article
A reading specialist who worked in a high-poverty urban elementary school that initially did not have an exemplary reading program provides seven lessons that can serve as a guidepost for other reading specialists. Several approaches that led to improved reading achievement of upper elementary school children are described. The seven lessons, when combined with lessons from reading specialists who work in schools with exemplary programs, have implications for current and future reading specialists. There are also implications for those responsible for preparing reading specialists. The focus is on increasing reading achievement schoolwide.
 
Recording Process
School Demographics
Struggling Student Demographics
Struggling Student Grade-Level Comprehension Pretest and Posttest  
Article
The struggling second and third graders in this mixed methods study increased their reading comprehension after a 10-week Readers Theatre podcasting project. Podcasting made the students aware of a wider audience, which enhanced the authenticity and social nature of the strategy, and made their performances permanent so they could be stored and conveniently retrieved for later listening and evaluation. Finally, students discussed their podcasts using visual vocabulary such as “watch,” “show,” “look good,” and “show my voice,” uncovering the concept of audio as a visual medium. Since visualization is a critical strategy used by skilled readers, podcasting has the potential to strengthen this aspect of Readers Theatre.
 
Common Ground Between Reading and Writing
Teaching for Reciprocal Processing in Reading and Writing
Article
Connecting reading and writing has important implications for all readers, but particularly for those who struggle in learning to read and write. Reading and writing is discussed from the perspective of strategic processing and reciprocity and explicit language for teachers to help children build common ground between reading and writing is described.
 
Demographics of Teachers Who Participated in This Study
A Student How-To Checklist for Writing a Manual q I described the audience (who will need this manual?). q I have included a list of all materials needed. q I have described the rules that the reader needs to know. q I told the reader the mistakes to avoid. q My steps are in order and numbered. q Each step includes directions. q Each step includes a labeled illustration. q I have a Troubleshooting section for common problems.  
Types of Questions to Determine Student Knowledge
Article
This study examined teachers' actions during small-group guided instruction as they scaffolded students' understanding. The data suggest that expert teachers use a process that has four components: questions to check for understanding, prompts for cognitive and metacognitive work, cues to alter the learners' attention, and direct explanations. As part of a gradual release of responsibility framework, this system serves as the scaffolds that students need to successfully accomplish tasks alongside the teacher.
 
Article
This article introduces a framework designed to improve students' awareness of the need to critically evaluate websites as sources of information and to improve their skill at doing so. The framework, called the WWWDOTframework, encourages students to think about at least six dimensions when evaluating a website: (1) Who wrote this and what credentials do they have? (2) Why was it written? (3) When was it written and updated? (4) Does this help meet my needs? (5) Organization of website; (6) To do list for the future. In an experimental study, fourth- and fifth-grade students who were taught this framework became more aware than control group students of the need to evaluate information on the Internet for credibility and were better able to evaluate the trustworthiness of websites on multiple dimensions. This article describes the framework and how it can be taught through a series of four 30-minute lessons. Suggestions and materials for teaching are provided.
 
Article
This article reports on one instructional lesson that integrates literacy and mathematics. Specifically, it describes a lesson conducted in a fourth-grade classroom that integrates reading, writing, drawing, and literature to teach linear measurement to the inch and fractional measurement. The article begins with a rationale for integrating literacy and mathematics and shares a collection of literature that is based on major mathematical content strands according to the National Council of Teachers of Mathematics. Then, the authors describe research that supports using literature to teach measurement and identify mathematics and literacy standards that are embedded in this lesson, describe materials and procedures used, and share samples of student work that resulted. The article ends with lessons learned from the experience.
 
Article
The authors conducted an informal survey to assess the current state of reading professionals in the United States. They wanted to find outThe different job titles used for reading professionals across the statesThe requirements for becoming a reading professionalThe typical roles and duties of these reading professionalsThe findings of the survey suggest that reading professionals may not be adequately prepared for their specific jobs. This situation is particularly reflected in the lack of information at the state department level regarding reading coaches.
 
Article
Storybook reading offers an ideal context for teaching young children new words. Text Talk is one method designed for teaching elementary students new words after reading. However, using the Text Talk vocabulary procedures with young children, the authors observed several challenges both for teachers' implementation and children's learning. Therefore, the authors adapted and expanded the components of Text Talk to meet the specific needs of young children in a two-day repeated reading sequence called Word Walk. Word Walk combines research-based strategies in a before-, during-, and after-reading structure in order to teach one to two new vocabulary words. The Word Walk procedure is described along with a concrete example of teacher talk during classroom implementation. Word Walk provides the steps teachers can use to lead young children in a journey of learning new words in the context of storybook reading.
 
Tomás's Flip Book, Produced Using Comic Creator 
Key Questions to Consider When Selecting Websites/Webtools
Jesús's Hand Drawn Monsters, Inserted Into a Comic Creator Frame Using Image Composer 
Websites and Online References for Web 1.0 and Web 2.0 Tools
Esteban's Comic Creator Frame With Surrounding Artwork 
Article
Although wired classrooms are now commonplace, the online tools available to teachers and students are changing more rapidly than ever. However, not all online tools are alike. With the proliferation of the World Wide Web and the advent of Web 2.0, which unlike Web 1.0 enables collaboration and manipulation of online texts, teachers must critically weigh the purposes, affordances, and limitations of online tools for literacy instruction. Using sociocultural theories of literacy and data from a research study on multimodal literacies, the authors describe the use of a Web 1.0 tool (ReadWriteThink.org's Comic Creator) and a Web 2.0 tool (a class blog) during literacy instruction in one fourth-grade classroom. Affordances and limitations of these tools are identified, including how these tools positioned by the teacher and her students, and how they negotiated these limitations. Suggestions are offered for integrating online tools into literacy instruction. (Contains 3 figures and 2 tables.)
 
Article
A school-wide reading campaign emphasized the joy of reading. (MKM)
 
Article
More than one metaphor can be used in reflecting on and guiding literacy teaching and learning in the early years. The currently popular metaphor of "scaffolding" alone cannot capture the challenge of responding to the diversity of young children's intentions in literacy activities. An additional metaphor of "weaving" may enrich the ability to make sense of and respond to, in sensible ways, the often puzzling behavior of young children. While the scaffolding metaphor refers to the interactional support that adults and more skillful peers offer learners, weaving imagery suggests how children's progress in any one activity is supported by their experiences in varied activities. To truly scaffold or assist children in weaving the literacy web, educators must appreciate the complex intellectual and social history of children's stories, designs, pictures, and letters. These works provide insight into friendships, curiosities, and significant themes. The conversations of two students in their first 4 months of school illustrate the possibilities of metaphors. (Five figures of children's drawings are included; 26 references are attached.) (SG)
 
Article
Reviews picture books on the family-of-many-cultures theme, which can be used in primary and intermediate grades. Reviews books about the explorations of Christopher Columbus (appropriate for intermediate- and upper-level students) and books of poetry. (PRA)
 
Article
Relates a conversation with Paul O. Zelinsky, winner of the 1998 Caldecott Medal for his elegant Italianate "Rapunzel" in Renaissance style. Describes the challenges and pleasure of using a historical setting to tell a good story and delight the viewers' eyes. (SR)
 
Article
Offers an interview with teacher and author Sharon Draper (winner of the 1998 Coretta Scott King Award), describing her life as a high school educator and as an author of novels, chapter books, and poetry for a wide range of readers. (SR)
 
Article
Presents an interview with 2000 Newbery Medal winner Christopher Paul Curtis. Reveals the author's journey as a reader and a writer, offers glimpses into the humor and upbeat attitude of Bud (the main character in Curtis' s award-winning book "Bud, Not Buddy"), and gives a peek into what readers can expect next from this award-winning author. (SR)
 
Article
Reports on a study which examined students' attitudes toward reading basals as opposed to children's novels. Notes that children overwhelmingly preferred novels over the basal series. (MM)
 
Article
Finds the most effective schools and teachers to be distinguished from moderately and less effective schools by the following: time spent in small-group reading instruction, with much teacher collaboration; coaching children in strategies to figure out unknown words as part of phonics instruction; higher-level comprehension questions; more communication with parents; and making reading a priority. (SR)
 
Article
The effect of the Feingold diet (elimination of artificial colors, flavors, or foods with natural salicylates to reduce hyperactivity) on the reading achievement scores, behavior, and impulsivity/reflectivity of 13 children (ages 6 to 12 years) was evaluated. Six months after the experimental group adopted the Feingold diet there were no significant differences between the experimental and control groups on the standardized reading tests or on any of the five factors of the Conners Teacher Rating Scale (a measure of classroom behavior). Results on the Matching Familiar Figures Test showed possible changes in the impulsivity/reflectivity dimension as a function of the diet. Eight mothers reported marked behavioral improvement, six of the Ss followed the diet for at least 5 months, but seven mothers claimed the diet was too difficult to implement and had discontinued it after 1 or 2 months. (DB)
 
Article
Provides a sample whole language matrix that systematically organizes the multitude of activities and strategies of an integrated curriculum. Discusses how this matrix may be helpful for teacher planning and documentation for administrators and parents. (MG)
 
Article
Describes 21 activities for a unit on tall tales intended for use with young children in seven content areas: language arts, social studies, science, math, block activities, creative movement/dramatics, and art. (SR)
 
Article
The purpose of this article is to provide guidance on the implementation of the Common Core State Standards for English language arts (CCSS-ELA). Toward this end, suggestions and cautions are provided that focus on understanding the vision, understanding the anchor and grade-level standards, and understanding the implications for instruction. In general, this article stresses the importance of attending to the various “parts” of the standards within the context of the larger vision as a means of avoiding missteps in implementation.
 
Article
This article describes a take-home literacy project in which kindergartners took home books, a stuffed animal, a camera, and a shared writing activity to complete with their families. The children later shared their writing and experiences in school. The resulting written responses and photographs depicted a level of involvement with the families that was not expected. At the end of the year, the writings and photographs were collected and each child was given a book that included all of children's writings and photographs. These books became treasured keepsakes of their year in kindergarten and a wonderful artifact not only of reading and writing for relevant purposes but also of a meaningful home activity that became a community-building project as well.
 
Article
Proposes that the best reading advice to give parents is this: parents should read to their children. Explains the reason why this is the best advice, and offers tips for successful read-alouds. (MG)
 
Article
Advocates adding to the "KWL" instructional strategy chart a fourth column signifying children's affective responses, thus expanding the chart to "KWLA" as students assign their own relevance and personal value to their learning experiences. (SR)
 
Article
The authors discuss a paired reading program taking place in South Africa and the literacy standards and programs being used in Australia. Despite being 7,500 miles apart and having very different educational resources, the two countries share some of the same concerns in their educational initiatives: the gap between rich and poor, the importance of open-minded and high-quality teaching, and the power of connecting communities.
 
Top-cited authors
Timothy Rasinski
  • Kent State University
Linda Gambrell
  • Clemson University
Peter Afflerbach
  • University of Maryland, College Park
Douglas Fisher
  • San Diego State University
David J Chard
  • Southern Methodist University