Search results for: Reading
Page 2/2 20 items
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.
Updated: Jan. 31, 2010
This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception.It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).
Updated: Dec. 21, 2009
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language
This meta-analysis investigates to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors addressed three research questions. The authors quantitatively reviewed 31 (quasi) experiments in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important.
Updated: Jul. 02, 2009
The article examines the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. A body of 45 studies was identified, considering reader characteristics of ability, experience, knowledge, and interest.
Updated: May. 18, 2009
The article examines student and teachers expectations and experiences in a reading undergraduate teacher education course. Students in the course were middle-school education majors and speech pathology majors; the educational backgrounds and identities of these students presented lack of fit with each other and, for some, with the inquiry-based nature of the course pedagogy.
Updated: Nov. 26, 2008
The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers : Results of a Questionnaire Survey
The article examined a survey of 747 students, regarding literacy habits of teachers or prospective teacher. Findings suggest high literacy, the ability to read out, but no interest in personal reading.
Updated: Oct. 29, 2008
Language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.
Updated: Oct. 05, 2008
The article explores the common concerns about education and neuroscience, and the scientific neuroscience. It examines in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timing, locus of control, and likely payoffs.
Updated: Sep. 18, 2008
When I started a PhD on the representation of blind men, I believed that what was required was the production of something that proclaimed my knowledge and my expertise - to get the reader to see what I mean. This essay explores the fragmentary and blurry fragments and with blurred edges to investigate the possibility that knowledge is not the same as clarity, and that reading and writing are as much about the spaces between words as the words themselves.
Updated: Jul. 02, 2008
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school.
Updated: Jun. 25, 2008