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Descriptors:
Picture Books; Independent Reading; Illustrations; Inquiry; Visual Stimuli; Prompting; Reading Aloud to Others; Questioning Techniques; Cooperative Learning; Elementary School Teachers; Critical Thinking

Abstract:
This teaching tip manuscript demonstrates how picture book illustrations can be used as an inquiry tool that facilitates one's connecting of visual investigations in a picture to the process of generating self-questions. Techniques suggested to promote self-questioning are (1) introducing young readers to an interactive picture book read aloud with prompts, such as, "What do you notice?" and "What questions do you have?" instead of teacher-driven prompts that result in student statements, (2) using selected perplexing picture book illustrations as a medium for fostering and modeling the self-questioning process, (3) partnering readers together so that they investigate picture book illustrations, determine questions, and search for answers collaboratively, and (4) encouraging independent reading of self-selected picture books to apply self-questioning techniques. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pretests Posttests; Comparative Analysis; Student Attitudes; Concept Formation; Psychological Patterns; Attitude Change; Discussion Groups; Elementary School Students; Grade 6; Negative Attitudes; Positive Attitudes; Emotional Response; Grade 5; Science Instruction; Astronomy; Controversial Issues (Course Content); Independent Reading; Reading Assignments

Abstract:
Learning about certain scientific topics has potential to spark strong emotions among students. We investigated whether emotions predicted students' attitudes after engaging in independent rereading and/or rereading plus discussion about Pluto's reclassification. Fifth and sixth grade students read a refutation text on Pluto's reclassification. Participants were randomly assigned to either the reread independently or the reread plus discussion group. Results showed that students in both groups experienced attitude change and that change was sustained over time. Students reported experiencing more negative than positive emotions at pretest. Emotions, which became more positive after intervention, were predictive of students' attitudes and attitude change. Implications for the role of emotions when learning about controversial topics are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Single Sex Schools; Reputation; Males; Adolescents; Reading Habits; Social Networks; English (Second Language); Language Role; Cultural Capital; Neoliberalism; Economic Impact; Family Influence; Recreational Reading; Independent Reading; Self Concept

Abstract:
This article examines how three Singaporean boys constructed their identities as global literate citizens through their reading practices in and out of school. An invisible network of resources contributed to their construction of a global literate identity relevant for local-global markets. The acquisition of a global literate identity as a form of intercultural capital is an unequal game in a neoliberal education system and social networks must be recognized as key nodes for literacy re-vision. (Contains 2 tables, 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Concept Formation; Self Efficacy; Literacy; Novels; Independent Reading; Culturally Relevant Education; Educational Strategies; Reading Strategies; Reading Aloud to Others; Learner Engagement; Social History; Teaching Methods; Vocabulary Development; English Language Learners; English (Second Language)

Abstract:
This article discusses an exemplary EL program grounded in research-based literacy strategies. World War II and the Holocaust served as the backdrop for a program that stressed vocabulary and concept development, and then connected that understanding to reading and writing. The "five streams" used to address literacy competencies included reading aloud fictional novels, guided reading of short informational texts, supported independent reading of picture storybooks, guided viewing of films, and guided writing. The roles of engagement, the development of self-efficacy, and the affirmation of students were contributing factors to the program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Periodicals; Reading Habits; Independent Reading; Middle Schools; Reading Interests; Middle School Students; Reading; Vocabulary; Interviews; Surveys; Longitudinal Studies; Recreational Reading; Adolescents; Early Adolescents

Abstract:
Can students read difficult but self-selected texts--and if so, how? In this article we describe what we learned about middle school students' use of background knowledge and specific vocabulary from interviews and surveys in our longitudinal study of magazine reading habits. Then we discuss the implications of these findings for structuring independent reading opportunities and facilitating connections between students' in- and out-of-school literacies. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Student Needs; Literacy; Teaching Methods; Independent Reading; Best Practices; Educational Practices; Teacher Attitudes; Learning Processes; Beliefs; Classroom Techniques; Educational Strategies; Reading Strategies; Effective Schools Research; Elementary School Teachers

Abstract:
This article summarizes conclusions reached regarding the independent reading perspectives and practices of eight elementary teachers, acknowledging the significant role teacher understandings and practices play on the literacy learning process and specifically on classroom independent reading. The commonalities in beliefs and practices regarding independent reading of these eight highly effective elementary teachers may lead to better insight for other teachers regarding the use of independent reading as a component of literacy learning. Included are practical outcomes of these findings, including independent reading events that incorporate teacher guidance, focus on student learning, and privilege student needs. Classroom implications of these findings might allow other teachers to more confidently embed independent reading in their literacy programs. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Education; Reading Instruction; Difficulty Level; Reading Research; Decoding (Reading); Reading Comprehension; Independent Reading; Oral Reading; Silent Reading; Psychological Patterns

Abstract:
Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key assumptions upon which the reading levels are based: (1) decoding accuracy and reading comprehension are closely linked; (2) independent reading requires nearly perfect oral reading accuracy; (3) oral reading performance is a reasonable proxy for silent reading behaviors; and (4) certain levels of decoding and comprehension difficulty cause frustration. For each of these assumptions, the relevant research base are summarized and implications for classroom practice are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Textbooks; Reading Improvement; Reading Achievement; Apprenticeships; Two Year College Students; Secondary School Students; Community Colleges; Educational Strategies; Content Area Reading; Reading Research; Special Needs Students; English Language Learners; Advanced Placement Programs; Honors Curriculum; Classroom Techniques; Core Curriculum; Standards; Literacy; Learner Engagement; Metacognition; Silent Reading; Intellectual Disciplines; Guides; Independent Reading; Student Evaluation; Interest Inventories; Surveys; Educational Assessment; Educational Resources; Internet; Educational Objectives

Abstract:
Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement; (2) Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses; (3) Provides concrete tools for classroom use and examples from a range of classrooms; and (4) Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards. "Reading for Understanding" proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement. The following chapters are contained in the book: (1) Engaged Academic Literacy for All; (2) The Reading Apprenticeship Framework; (3) The Social and Personal Dimensions: Building a Foundation for Engaged Learning; (4) Metacognitive Conversation: Making Thinking Visible; (5) Extensive Academic Reading: Extending Opportunities and Support; (6) Sustained Silent Reading+: Dedicating Time for Independent Reading; (7) The Cognitive Dimension: Assembling a Reading Toolbox; and (8) The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines. [The foreword was written by P. David Pearson. For the previous edition, "Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. The Jossey-Bass Education Series," see ED437618.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; High School Students; Females; Study Habits; Reading Achievement; Reading Attitudes; Reading Fluency; Reading Habits; Reading Motivation; Recreational Reading; Reading Strategies; Reader Text Relationship; Reading Comprehension; Qualitative Research; Reading Skills; High Achievement; Relationship; Independent Reading

Abstract:
This article is based on a qualitative study that explored the impact reading had on the lives of two female students who attained exemplary results in their final year of high school. The reading practices of these two high achieving students provided data rich information. Both students were academically successful in completing their Victorian Certificate of Education. One of the participants was awarded Dux of the school while the other participant was the second highest achieving student in the VCE cohort. The focus of the study was to explore how reading linked to academic success, how students perceived reading in helping them achieve academic success and what other factors related to reading can be associated with students' performance. Reading was at the nucleus of both students' lives and the study explored how it interconnected and assisted them to weave their journeys of academic success. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Habits; Independent Reading; Student Interests; Reading Motivation; Periodicals; Reading Instruction; Middle School Students; Recreational Reading; Rural Areas; Student Surveys; Interviews; Grade 6; Grade 7; Grade 8; Reading Ability; Reading Fluency

Abstract:
Teachers, parents, and librarians are constantly looking for methods and materials that engage students as readers and motivate them to increase the time they spend reading. In this article we describe findings from a study of middle schoolers' magazine reading habits that gave us a close look at the power of magazines as supplemental supports for struggling and reluctant readers as well as the specific reasons students gravitate toward magazines for leisure reading. We provide suggestions for the ways in which classroom teachers can leverage student interest in magazine reading to increase independent reading in school, and validate students' out of school literacies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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