Literacy Promises. The Thirty-Third Yearbook: A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Morrison, Timothy, Ed.
Date: 2011-00-00
Type: Books
Subjects: Expertise,Conferences (Gatherings),Undergraduate Study,Reading Comprehension,Video Games,Second Language Learning,Literacy,Limited English Speaking,Curriculum Design,Teacher Attitudes,Preservice Teachers,Alternative Teacher Certification,Student Motivation,Tutoring,Mentors,Reading Achievement,Coaching (Performance),Reading Difficulties,Reading Instruction,Elementary School Students,Secondary School Students,Reading Research

For its 54th annual meeting, the Association of Educators and Researchers met in Omaha, Nebraska at the Hilton Omaha. This year's conference theme was "Literacy Promises", which was also used as the title for this year's Yearbook, Volume 33. This organization has long been the home of some of the nation's most notable literacy experts. At the Omaha conference, these literacy professionals once again engaged participants in dialogue of the utmost importance through their presentations and informal conversations throughout the conference. The articles included in this volume are representative of these dialogues that can lead to transformation, possibilities, and risk. The articles included in this yearbook are: (1) Literacy Lessons for a Lifetime (Laurie Elish-Piper); (2) Literacy Promises and Making Curriculum Together (Brian Schultz); (3) Working ALER (Mary Beth Sampson); (4) "New Rules" for Literacy Learning (Nancy Padak); (5) Talk Opportunities Around Text and the Responses They Elicit from Middle Level English Language Learners (Jennifer Anne Cowgill); (6) Examining Reliability of Reading Comprehension Ratings of Fifth-Grade Students' Oral Retellings (L. Elizabeth Shirley Bernfeld); (7) Instruction and Physical Environments that Support Process Writing in Elementary Classrooms (Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson and Linda E. Pierce); (8) Literacy Coaching Across the Content Areas: Current Context and Emerging Roles (Maryann Mraz and Elizabeth G. Sturtevant); (9) Teachers' Perceptions, Beliefs, and Attitudes about English Language Learners: The Impact of a Revised Graduate Course in Content Literacy (Wayne M. Linek, Leslie Haas and Susan Glaeser); (10) Online Class versus Face-to-Face Class: How do Undergraduate Education Students Perform? (LaVerne Raine, Mark Reid, Agnes Styker, Rhonda Clark, Luisa Frias and Susan Szabo); (11) Text Format, Text Comprehension, and Related Reader Variables (Jodi Nichols, Allison Swan Dagen and Steve Rinehart); (12) The Promise of an Alternate Perspective: Viewing "Struggling Readers" through a Socio-Cultural Research Lens (Victoria J. Risko, Doris Walker-Dalhouse and Aileen Arragones); (13) Tutoring and Mentoring: The Results of an "America Reads" Program on Struggling Readers' Motivation and Achievement (Elizabeth M. Hughes, Heather Brooker, Linda B. Gambrell and Victoria Foster); (14) Unpacking Adolescent Literacy Skills in a High-Poverty, Urban High School: A Study of Ninth-Grade Literacy Skills (David D. Paige and Theresa Magpuri-Lavell); and (15) Video Games: The Motivational Value for Literacy in English Language Learners (Leslie Haas, Wayne M. Linek, Carrie Manning and Susan Williams). Individual papers contain tables, figures, references and appendices. [For "The Thirty-Second Yearbook: A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers", see ED514888.]