READING
Visual Imagery
12775044 (pdf)
Stahl, K., Dougherty A. April 2004. Proof, practice, and promise: Comprehension
strategy instruction in the primary grades. Reading Teacher. 57(7):
598-609.
Abstract: Reviews research on comprehension strategy instruction in the primary
grades (K-2) and makes recommendations for teachers. Reason comprehension strategies
can be important to a reader; Four general categories of comprehension strategy
instruction in the primary grades; Information on Transactional Strategy Instruction;
Overview of the visual imagery instruction.
9639195 (pdf)
Hibbing A, Rankin-Erickson J. May 2003. A picture is worth a thousand words:
Using visual images to improve comprehension for middle school struggling readers.
Reading Teacher. 56(8): 758.
Abstract: Discusses instructional tools appropriate for middle-level students
regarding the use of external visual images to build comprehension. Discussion
of mental imagery; Use of television programs; Student drawings in the classroom.
1000 (pdf)
Gambrell L, Bales R. 1986. Mental Imagery and the Comprehension-Monitoring Performance
of Fourth- and Fifth-Grade Poor Readers. Reading Research Quarterly.
21(4):454-464.
Abstract:
The purpose of this study was to investigate the effects of mental imagery upon
the comprehension-monitoring performance of poor readers. Sixty-two fourth-grade
and 62 fifth-grade poor readers were randomly assigned to two treatments: imagery
instructions or general instructions. Subjects read two passages, one containing
an explicit inconsistency and one containing an implicit inconsistency. Following
silent reading of each passage, the subjects responded to a 10-item instrument
designed to elicit information concerning their awareness of the inconsistency
embedded in the text. The subjects who received instructions to induce mental
imagery identified both explicit and implicit inconsistencies in text significantly
more often than did the subjects in the control group. The results are interpreted
as support of the use of mental imagery as a comprehension-monitoring strategy.
Nonfiction
1001 (abstract only)
Palmer R, Stewart R. February 2005. Models for Using Nonfiction in the Primary
Grades. Reading Teacher. 58(5): 426-434.
Abstract:
Practitioners and scholars today are calling for the inclusion of nonfiction
in primary-grade classrooms where in the past fiction has dominated. With the
increasing availability of age-appropriate nonfiction texts, this request can
now become a reality, and youngsters can read nonfiction books on their independent
or instructional reading levels. To use nonfiction effectively, young readers
must be taught the necessary skills. Three models show primary-grade teachers
how to scaffold instruction. Using the gradual release of responsibility, the
models represent a series of stages with the end product being independent student
use of informational books. The three models are (1) teacher-directed instruction,
(2) scaffolded student investigation, and (3) independent student investigation.
Demands on both students and teachers increase as teachers scaffold students
through each model. The article illustrates the models with the topics of frogs,
life cycles, and animals, and suggests additional strategies, teaching ideas,
and nonfiction books.
1002 (abstract only)
Kurkjian C, Livingston N. March 2005. Learning to read and reading to learn:
Informational series books. Reading Teacher. 58(6): 592-600.
Abstract:
This article presents well-written and visually exciting informational series
books on a range of topics. As children progress through a series, the predictability
of the external and the internal characteristics allows them to learn to negotiate
various aspects of nonfiction while delighting in the content and deepening
conceptual understanding. After learning how to navigate one book within a collection,
readers have a chance to deepen their understanding of concepts as they move
on to the other books in the series. Comments and contributions from authors
Brian B. Cleary and Judith Herbst also appear.
12420502 (pdf)
Stien D, Beed P. March 2004. Bridging the gap between fiction and nonfiction
in the literature circle setting. Reading Teacher. 57(6): 510-518.
Abstract: Explores the use of literature circles as an instructional approach
for engaging students with nonfiction texts. Classroom goals and purpose of
literature circles; Discussion roles for nonfiction; Children's responses to
the experience.
Science
11301297 (pdf)
Collard S. November 2003. Using Science Books to Teach Literacy - And Save the
Planet. Reading Teacher. 57(3): 280-283.
Abstract: Notes that whole volumes have been written on how to use nonfiction
literature to teach reading and writing. Emphasizes three areas where science
books especially shine: storytelling, organization, and voice. Discusses advantages
of science books.
Question Answering
12775044 (pdf)
Stahl, K., Dougherty A. April 2004. Proof, practice, and promise: Comprehension
strategy instruction in the primary grades. Reading Teacher. 57(7):
598-609.
Abstract: Reviews research on comprehension strategy instruction in the primary
grades (K-2) and makes recommendations for teachers. Reason comprehension strategies
can be important to a reader; Four general categories of comprehension strategy
instruction in the primary grades; Information on Transactional Strategy Instruction;
Overview of the visual imagery instruction.
Variety of Texts
11578549 (pdf)
Barton J, Sawyer D. December 2003/January 2004. Our students are ready for this:
Comprehension instruction in the elementary school. Reading Teacher.
57(4): 334-347.
Abstract: Offers instructional methods to help elementary students deepen
their understanding of the comprehension process. Instructional methods used
for comprehension instruction; Discussion of some visual comprehension options
and strategies; Recommendations to elementary teachers.
Visual Structures/Graphic Organizers
11578549 (pdf)
Barton J, Sawyer D. December 2003/January 2004. Our students are ready for this:
Comprehension instruction in the elementary school. Reading Teacher.
57(4): 334-347.
Abstract: Offers instructional methods to help elementary students deepen
their understanding of the comprehension process. Instructional methods used
for comprehension instruction; Discussion of some visual comprehension options
and strategies; Recommendations to elementary teachers.
1003 (pdf)
Levin J, Shriberg L, Berry J. 1983. A Concrete Strategy for Remembering Abstract
Prose. American Educational Research Journal. 20(2): 277-290.
Abstract:
In four experiments, eighth-grade students were given short prose passages that
described the distinguishing attributes of fictitious towns. Illustrations were
devised to represent the designated attributes, either separately, thematically,
or thematically in conjunction with the mnemonic keyword method. Keyword illustrations
proved to be highly effective facilitators of students' memory for and organization
of the critical passage information. This was true with respect to both students'
ability to match the towns and their attributes and their ability to recall
either the corresponding verbatim or essential attribute information. Implications
of the findings and suggestions for future research are included.
High-Interest
Reading
2004 (abstract only)
Guthrie, John T. May 1981. Research Views: Reading Interests.
Reading Teacher. 34(8): 984-986.
Abstract: Concludes that high-interest reading materials
should be included in the reading curriculum since they may allow students to
attain higher comprehension levels.
Reading Skills
2009 (abstract only)
Paris, Scott. April 2005. Reinterpreting the Development
of Reading Skills. Reading Research Quarterly. 40(2): 184-202.
Abstract: Theories about reading have neglected basic
differences in the developmental trajectories of skills related to reading.
This essay proposes that some reading skills, such as learning the letters of
the alphabet, are constrained to small sets of knowledge that are mastered in
relatively brief periods of development. In contrast, other skills, such as
vocabulary, are unconstrained by the knowledge to be acquired or the duration
of learning. The conceptual, developmental, and methodological constraints on
different reading skills are described in this essay that identifies various
types of constraints on reading constructs and measures. Examples of reading
research and assessment are discussed to illustrate (a) how the constraints
can help to explain transitory correlational patterns among reading data, (b)
how proxy effects surrounding constrained skills influence interpretations of
reading development, (c) how prescriptions to teach constrained skills are causal
misinterpretations of longitudinal correlations, and (d) why interventions on
constrained skills usually lead only to temporary gains on skills aligned with
the constrained skill. Because constrained skills are not normally distributed
conceptually or empirically, except on special occasions, analyses based on
parametric statistics are inappropriate. This essay describes implications for
theories of reading development, research methods, and educational policies;
the extra commentary linked to the online version of the article expands on
this latter theme.
|
