The Reading Teacher最新文献

{"title":"“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts","authors":"Patrick Burke, Eithne Kennedy","doi":"10.1002/trtr.2283","DOIUrl":"https://doi.org/10.1002/trtr.2283","url":null,"abstract":"Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"456 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language","authors":"Brittany Adams, Gillian E. Mertens, Zhihui Fang, Marissa Baugh","doi":"10.1002/trtr.2286","DOIUrl":"https://doi.org/10.1002/trtr.2286","url":null,"abstract":"Informational texts present complex content using language that is simultaneously technical, abstract, dense, and authoritative. This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline‐specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"99 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know","authors":"Adrea J. Truckenmiller","doi":"10.1002/trtr.2280","DOIUrl":"https://doi.org/10.1002/trtr.2280","url":null,"abstract":"Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In This Issue 77:4","authors":"Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2279","DOIUrl":"https://doi.org/10.1002/trtr.2279","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"56 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139632785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING WORDS FOR LIFE: Promoting Vocabulary in Dual Language Learners.","authors":"Cristina Gillanders,&nbsp;Dina C Castro,&nbsp;Ximena Franco","doi":"10.1002/trtr.1291","DOIUrl":"https://doi.org/10.1002/trtr.1291","url":null,"abstract":"<p><p>Teaching vocabulary to young dual language learners is critical for their learning in school. This article presents recommendations for promoting vocabulary during reading aloud and conversations in early childhood.</p>","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"68 3","pages":"213-221"},"PeriodicalIF":1.3,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/trtr.1291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34115068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Family Fluency Program.","authors":"Lesley Mandel Morrow,&nbsp;Melanie R Kuhn,&nbsp;Paula J Schwanenflugel","doi":"10.1598/RT.60.4.2","DOIUrl":"https://doi.org/10.1598/RT.60.4.2","url":null,"abstract":"One goal of reading instruction is to help children become fluent readers. When children are fluent they read automatically, decoding words quickly and accurately (Kuhn & Stahl, 2003). Fluent readers read with prosody— that is, they use the appropriate pitch, pace, phrasing, and expression (Schreiber, 1987, 1991). Fluent reading aids comprehension. According to the report of the U.S. National Reading Panel (National Institute of Child Health and Human Development [NICHD], 2000), fluency is a predictor of reading success. Although it has been found that fluency is a major goal in reading instruction, teachers are not as familiar as they should be with fluency strategies, and they are not using them regularly (Rasinski, 1989). It is often assumed that if students can decode they will become fluent. Research has indicated that this is not necessarily so, and therefore students need training in fluency strategies (Allington, 1983; Reutzel, 1996). \u0000 \u0000The success of a literacy program, to a certain extent, depends on the literacy environment at home. Successful family literacy programs promote parent-child interaction with many types of literacy events (Wasik, 2004). Involving parents as an integral part of literacy instruction is crucial. Letting parents know how they can help to support the school program at home is important, but home–school programs need to be easy to use. Materials sent home should be introduced to children in school first. The content should be non-threatening and the activities need to be enjoyable (Morrow, Scoblionko, & Shafer, 1995; Morrow & Young, 1997). In a meta-analysis of 20 interventions involving 1,583 families (Senechal, 2003), results clearly showed that parent involvement had a positive effect on children’s reading acquisition. The most effective form of parent involvement, producing the best results, was training parents to use a specific reading strategy that their children were working on in school (Darling & Westberg, 2004). While reviewing literature about family literacy we found many programs that dealt with very young children (e.g., Even Start and Head Start for preschoolers and their parents), but few that dealt with children in the primary grades and beyond (Wasik, 2004). \u0000 \u0000Teachers, other school personnel, and parents must communicate and collaborate with one another to contribute to children’s literacy growth. This is particularly important in schools with diverse populations (Casanova, 1987; Chavkin & Gonzalez, 1995). In the Family Fluency Program our goal was to heighten the awareness of parents, children, and teachers concerning the important roles they collectively play in the literacy development of children. \u0000 \u0000The Family Fluency Program introduced parents whose children were in a fluency program at school to strategies for use at home that would engage their children in fluency development experiences. We wanted to find out if the parents involved in the fluency workshop sessions did the followin","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"60 4","pages":"322-333"},"PeriodicalIF":1.3,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1598/RT.60.4.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28751586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}