ethanporcaro/eric-fulltext-meta huggingface dataset:
The Value of Conversations for Language Development and Reading Comprehension
Author: Cazden, Courtney B.
Date: 2005-00-00
Type: Journal Articles
Subjects: Grade 1,Language Acquisition,Oral Language,Emergent Literacy,Experience,Interpersonal Communication,Young Children,Adults,Familiarity,Reading Comprehension,Teaching Methods,Picture Books,Discussion (Teaching Technique),Second Languages

For all first graders, "high level of functioning" includes both continuing oral language development and new competencies in reading and writing. With young children in their preschool years, conversations can happen easily and frequently with familiar adults. According to one recently-reprinted earlier study, British psychologist Barbara Tizard found that "familiarity" is an important facilitator of those conversations. The principle underlying the importance of familiarity is its role in helping child and adult achieve in their conversation a "Meeting of Minds"--the apt title of the 2002 book by New Zealander Stuart McNaughton (keynote speaker at the 2005 National Reading Recovery & Early Literacy Conference). In this article, the author talks about the value of conversations for language development and reading comprehension and offers some suggestions for Reading Recovery teachers.
Language and Literacy in Preschools: Current Issues and Concerns
Author: Morrow, Lesley M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Language Acquisition,Literacy,Early Experience,Outcomes of Education,At Risk Persons,Preservice Teacher Education,Preschool Teachers,Faculty Development,Family Involvement

The preschool years ages 3 and 4 are extremely important for social, emotional, physical, and cognitive development. The purpose of this article is to discuss the importance of preschool to heighten awareness and inform administrators, educators, families, and policymakers about the value of preschool and in particular preschool literacy development. In this paper evidence demonstrating the importance of language and literacy development is discussed based on research that has followed children who participated in preschool programs throughout the grades into adult life. The results show that children who attended high quality preschool were more likely to graduate from elementary and high school, live healthier lives, have fewer social problems, earn more money than those who had not attended preschool, and have children who are likely to succeed. The country is becoming aware of the importance of preschool with standards and content guidelines for language and literacy preschool programs. A section of this article is devoted to the importance of preschool for "at risk" children. In addition, the need for excellent teacher preparation and continued professional development is discussed. Family involvement is recognized as crucial in the preschool program. The article ends with recommendations for steps preschool teachers, early childhood and elementary educators, public school boards, teacher educators, parents, and policymakers can take to make universal preschool a reality.
"I'm the New Girl": The Meanings Positions Hold for Students
Author: Lassonde, Cynthia A.
Date: 2005-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Transfer Students,Classroom Environment,Student Role,Student Attitudes,Teacher Attitudes,Teacher Student Relationship,Teaching Experience,Literacy,Writing Instruction,Authors,Writing (Composition),Reflection,Self Concept,Emotional Response,Identification (Psychology),Teacher Researchers,Rural Environment,Evidence,Social Environment,Public Speaking,Anxiety,Peer Relationship

This study offers ways to understand how a fifth-grade student and her teacher co-constructed academic and social positions within classroom writing practices and how these positions constrained and enabled literacy learning. Positioning is viewed as central rather than optional to learning. Classroom writing practices enabled the case-study participant of this study, Lucy, to explore the possibilities of who she was as she determined what types of learning were socially available to her. For 9 months, the teacher researcher collected and analyzed data from her students. Students' writing samples and conversations around their writing were used as primary evidence. This article represents a case study of Lucy, who was determined to have used positional writing practices to position herself as she constructed identities. Results indicate that Lucy held meanings for certain positions. These meanings influenced her participation or lack thereof in various socially and culturally constructed communities and influenced her learning. Lucy engaged in positional writing practices to create spaces or possibilities for herself to influence and to examine her and others' positions. She attempted to connect, distinguish, protect, and enhance herself through writing practices. As Lucy's ways of using positional writing throughout the school year shifted, she explored opportunities for using writing in creative, academic, and personal ways. Lucy's case study provides insight for educators and researchers interested in learning about how relational identities influence students' literacy learning.
The Impact of an Early Literacy Intervention: Where Are the Children Now?
Author: Schmitt, Maribeth Cassidy
Date: 2005-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Failure,Prevention,Reading Programs,Grade 1,Grade 2,Grade 3,Grade 4,Reading Instruction,Reading Tests,Intervention,Program Effectiveness,Program Evaluation,Followup Studies

The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series of lessons had been successfully discontinued during their first-grade year at points 1, 2, and 3 years beyond receiving the intervention in Indiana--providing a picture in time for where the children are now. The participants included randomly selected children who had either successfully completed Reading Recovery or who had not participated in the intervention (i.e., cohort sample) from the three grade levels in 253 schools in Indiana. The two assessment instruments used to gauge literacy performance included the running record of oral text reading (Clay, 1993) and the comprehension and vocabulary subtests of the Gates-MacGinitie Reading Tests and the score for &quot;total test.&quot; The fourth-grade former Reading Recovery children's results on the state achievement test taken in third grade were collected from their school records to establish their achievement distribution 2 years beyond the intervention. Results indicate a considerable majority of the former successful Reading Recovery children were reading text at or above their grade level and that 1, 2, and 3 years beyond the intervention, Reading Recovery children were performing roughly as well as or better than their cohort sample peers on the task of oral text reading. Analysis of the Gates-MacGinitie Reading Test data indicated the vast majority of the previously successful Reading Recovery children performed within the calculated average bands of the cohort sample groups at each grade level, indicating the formerly struggling learners were continuing to progress with their peers in literacy. In addition, the former Reading Recovery fourth graders achieved a normal curve distribution with a mean of the 45th percentile on the Indiana State Test of Education Progress (ISTEP), a considerably different pattern from their first-grade 15-20% achievement range. (Contains 4 tables and 5 figures.)
Learning about Building Literacy Communities in Multicultural and Multilingual Classrooms from Effective Elementary Teachers
Author: Turner, Jennifer D.
Date: 2005-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Cultural Pluralism,Multilingualism,Literacy Education,Student Diversity,Case Studies,Teacher Effectiveness,Qualitative Research,Constructivism (Learning),Classroom Techniques,English (Second Language),Cooperative Learning,Second Language Learning,Teaching Methods

Over the past decade, the concept of "community" has been at the center of reform in literacy education. Most literacy educators agree that community-oriented environments are critical for students' literacy learning, yet many have difficulty building these communities in multicultural and multilingual classrooms. In this article we draw upon the expertise of successful community builders by highlighting the instructional and classroom practices of two literacy teachers who are effective with culturally and linguistically diverse students. Using qualitative case study methodologies we explore how these exemplary teachers created vibrant multicultural and multilingual literacy communities. Analyses revealed four practices both teachers used to build literacy communities: (a) building relationships amongst community members, (b) fostering collective responsibility within the community, (c) promoting ownership of literacy for all community members, and (d) reflecting on community learning. The findings demonstrate that while teachers used these four common practices to establish successful literacy communities, they also developed specific community-building strategies that were congruent with the strengths and needs of the culturally and linguistically diverse students in their classrooms. Implications for literacy educators are also discussed. (Contains 1 table.)
Nuances of Error: Considerations Relevant to African American Vernacular English and Learning to Read
Author: Compton-Lilly, Catherine
Date: 2005-00-00
Type: Journal Articles
Subjects: African American Students,Reading Failure,Native Language,Beginning Reading,Case Studies,Black Dialects,Reading Programs,Grade 1,Language Patterns,Books,Childrens Literature,Miscue Analysis,Language Usage,Elementary School Students

This paper explores the presence of African American Vernacular English patterns in the reading of one child over a 20-week period. In this paper, I present insights from linguists about African American Vernacular English, list linguistic patterns characteristic of African American Vernacular English speakers, examine the relationship between the African American Vernacular English and learning to read, and examine the particular demands of book language. A case study of an African American Vernacular English speaking Reading Recovery student is then presented. This case study explores this student's use of both African American Vernacular English patterns and the language of books.
Understanding the Home-School Interface in a Culturally Diverse Family
Author: Schulz, Melissa M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Working Hours,Middle Class,Parent Participation,Parent School Relationship,Family School Relationship,Ethnic Diversity,Racial Differences,White Students,Parent Role,Employment Level,Minority Groups,Family Literacy,Immigrants,Reading Skills

We present the cases of two families from the same middle-class community and conclude that home and school are more connected for some students and families than for others, even in the middle class where seamlessness is assumed. Home and school are more closely aligned for middle-class European-American students who read at home, engage in writing on the computer, and who have parents whose work schedules allow them to volunteer in their child's classroom to gain "hidden" knowledge of school-based practices. In contrast, students from cultural and linguistic backgrounds that differ from the "mainstream" participate in home literacy activities that do not match school experiences. We suggest that schools and communities support non-mainstream families who lack a high degree of sophisticated parental involvement required for children to be successful in schools today. We delineate some of the challenges that face teachers and schools who lack an understanding of how to create equitable spaces for all students and their families and how to provide educational experiences that are relevant to each student's culture and class-based patterns of living.
I Just Want to Be Like Everyone Else: Teaching Public Speaking to an Exceptional Student
Author: Carrish, Sharon A.
Date: 2004-09-00
Type: Journal Articles
Subjects: Public Speaking,Disabilities,Classroom Environment,Oral Communication Method,Communication Skills,Communication Strategies,Classroom Techniques,Academic Accommodations (Disabilities),Teaching Methods,Educational Practices,Instructional Effectiveness

Teaching public speaking is often part of a junior high or senior high curriculum as well as a part of the college curriculum of many four-year public institutions whereby a student is expected to demonstrate performance skills to an audience. For the exceptional student with disabilities, this presents more than the usual anxieties that beset most students in typical oral communication classes. When those disabilities encompass both severe physical limitations and vocal mechanism problems, this presents an additional set of special challenges. The classroom situation described here took place in a required communication class where Oral Communication is a requirement for graduation. Because of this student's severe limitations with both restricted physical movements as well as vocal limitations, this student was given the opportunity to "opt out". He chose not to opt out; he did not want to be "different" from his peers. This is a true story of an exceptional student who arose to meet the challenge of wanting to be treated "just like everybody else". I believe it would be of benefit to any instructor, as well as any college student pursuing their teaching credentials, to read this story and regard the insights it contains.
Learning to Learn Despite LD: A Personal Story
Author: Koch, Kourtland R.
Date: 2004-09-00
Type: Journal Articles
Subjects: Expertise,Learning Disabilities,Learning Strategies,Special Education Teachers,Career Development,Personal Narratives,Accessibility (for Disabled),Transitional Programs,Developmental Studies Programs,Special Needs Students,Achievement Need,Barriers

This is the story of a college professor with learning disabilities that were undiagnosed until age 17. Failing school, he was excluded from a college bound academic track in junior and senior high school. He eventually went on to earn a doctoral degree after first becoming a special education teacher, certified reading teacher, and school psychologist. His personal story is given along with solutions based on his personal experience and expertise upon which parents, teachers, and service providers can draw to best meet the academic, social, and transition needs of students with learning disabilities.
They're Bright but Can't Write: Developmental Coordination Disorder in School Aged Children
Author: Missiuna, Cheryl
Date: 2004-09-00
Type: Journal Articles
Subjects: Handwriting,Disability Identification,Developmental Disabilities,Psychomotor Skills,Physical Disabilities,Teacher Role,Symptoms (Individual Disorders),Special Needs Students,Student Behavior

Handwriting problems are readily apparent to classroom teachers but may be only the tip of the iceberg for children who have significant coordination difficulties. School is a daily frustration for these children as their finished work does not reflect their abilities, they struggle with the simplest of tasks and are victimized by their peers. Strong evidence is now available indicating that children who appear to only have "mild" motor difficulties go on to experience serious secondary social and emotional problems. Educators have a pivotal role in early identification and in facilitating success using a strategy that will better M.A.T.C.H. each task to the child with coordination difficulties. In this article, the typical characteristics of these children are described, behavioral observations are explained, and practical suggestions are outlined. (Contains 2 tables.)
Developing a Balanced Reading Program for Teaching a Child with Williams Syndrome
Author: Boduch, Melissa L. O.
Date: 2004-09-00
Type: Journal Articles
Subjects: Cognitive Style,Reading,Reading Programs,Sight Vocabulary,Word Recognition,Reading Instruction,Teaching Methods,Individualized Education Programs,Special Needs Students,Achievement Gains,Genetic Disorders,Educational Strategies,Reading Strategies,Academic Accommodations (Disabilities),Instructional Design

This is the story of Lily, a 12-year-old girl with Williams Syndrome (WS). A reading program was developed to meet Lily's specific reading needs while addressing her individual learning style; this includes attending to the unique characteristics of Williams Syndrome. During this school year, Lily showed significant gains in sight word recognition and comprehension with the implementation of a personalized balanced reading program. (Contains 5 tables.)
Communication during Physical Activity for Youth Who Are Deafblind: Research to Practice
Author: Arndt, Katrina
Date: 2004-11-00
Type: Journal Articles
Subjects: Communication Strategies,Physical Activities,Physical Activity Level,Interpersonal Communication,Deaf Blind,Barriers,Observation,Youth Programs,Familiarity,Adolescents,Preadolescents,Athletics

Communication is a barrier to accessing physical activity and recreation for many people who are deafblind (Lieberman & MacVicar, 2003; Lieberman & Stuart, 2002). The purpose of this study was to observe effective communication strategies used during four physical activities for youth who are deafblind. Communication during physical activity was analyzed over two summers during a one-week sports camp with eight participants with four different modes of communication. Three themes emerged from the data collected: 1) the importance of allowing time for environmental exploration; 2) the individual and familiar people are essential resources; 3) conceptualizing activities as discrete or continuous emerged as a way of thinking about activity. (Contains 1 table and 1 note.)
Improve Reading Fluency with Parent Tutoring
Author: Erion, Joel
Date: 2004-11-00
Type: Journal Articles
Subjects: Reading Materials,Reading Fluency,Goal Orientation,School Personnel,Teaching Methods,Reading Instruction,Parents as Teachers,Oral Reading,Parent Teacher Cooperation,Training,Workshops,At Risk Students,Case Studies,Parent Child Relationship,Reading Improvement,Outcomes of Education,Dyslexia,Reading Difficulties,Elementary School Students

Reading fluency has been identified as one of the necessary components for becoming a strong reader. Instructional techniques designed to improve reading fluency are generally easy to implement. Many parents are eager to assist in the growth of their children's academic skills. This article describes a procedure for improving oral reading fluency that is easy for parents to learn and to carry out. Training parents is relatively simple and can be done by the classroom teacher or other school personnel. Parents in turn are asked to work with their children for 15 minutes a day. Reading material at the child's instructional level is used and recording procedures incorporate goal setting and progress monitoring. A training workshop utilizing modeling and supervised practice was held for 15 families with at-risk children. Case studies describing the successes of two particular children are included.
Inquiry for Everyone: Authentic Science Experiences for Students with Special Needs
Author: Melber, Leah
Date: 2004-11-00
Type: Journal Articles
Subjects: Science Teachers,Scientific Literacy,Science Instruction,Special Needs Students,Special Education,Educational Change,Educational Quality,Hands on Science,Inquiry,Teaching Methods,Knowledge Base for Teaching,Learning Motivation

The National Research Council (1996), the American Association for the Advancement of Science (1993) and the National Science Teachers Association (2004) all posit that quality science instruction for all students is imperative in promoting scientific literacy that extends into adulthood. Hands-on, inquiry based experiences are effective means of instruction for all students, but such experiences are critical in creating meaningful experiences in science for students with special learning needs. This article addresses common challenges to implementing quality science experiences within the special education classroom, together with methods for overcoming these challenges.
Read Two Books and Write Me in the Morning! Bibliotherapy for Social Emotional Intervention in the Inclusive Classroom
Author: Maich, Kimberly
Date: 2004-11-00
Type: Journal Articles
Subjects: Emotional Problems,Classroom Environment,Bibliotherapy,Teaching Methods,Social Development,Emotional Development,Lesson Plans,Inclusion,Teacher Role,Educational Benefits,Intervention

This article explains a practical strategy for dealing with social emotional problems in the inclusive classroom environment. The potential need for bibliotherapy is introduced by discussing how role boundaries of teachers are changing and how teachers may take on a range of roles in their classrooms. An example of a social emotional scenario where bibliotherapy might be used in a classroom is presented, and the practice of bibliotherapy is defined. The setting, needed resources, story choice selection, lesson planning and potential benefits of bibliotherapy are explained in detail. (Contains 5 tables.)
Infusing Tolerance, Diversity, and Social Personal Curriculum into Inclusive Social Studies Classes Using Family Portraits and Contextual Teaching and Learning
Author: Miller, Kevin J.
Date: 2005-01-00
Type: Journal Articles
Subjects: Curriculum Development,Middle Schools,Grade 7,Grade 8,Social Studies,Inclusion,Teaching Methods,Student Diversity,Lesson Plans,Discussion (Teaching Technique)

As our schools and classroom continue to become increasingly diverse, the task of teaching ALL students within inclusive settings continues to challenge educators. Developing a classroom that respects the diversity of ALL students and facilitates their success is critical, especially at the middle and high school levels. This article describes one successful approach implemented in an inclusive Social Studies class. A Contextual Teaching and Learning (CTL) approach was used to infuse tolerance and diversity education along with Social Personal curriculum into an inclusive Social Studies class in grades 7 and 8. A detailed description of steps for implementing the CTL approach is provided along with a sample lesson and additional resources. (Contains 6 tables.)
Inclusion: A Catalyst for School Reform
Author: Hyatt, Keith J.
Date: 2005-01-00
Type: Journal Articles
Subjects: School Restructuring,Inclusion,Educational Practices,Educational Change,Accountability,Elementary School Teachers,Educational Environment,Disabilities,Regular and Special Education Relationship,Educational Quality,Teamwork,Parent Participation,Resource Room Programs

This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education setting did not negatively impact the accountability measures for the school; in fact, the school received a U.S. Department of Education Blue Ribbon Award. This article briefly describes the process and challenges faced by the faculty, parents, and students as the school began a restructuring plan focused on the inclusion of all students in a supportive school setting. (Contains 5 resources.)