Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies
Flanigan, K., & Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent and Adult Literacy, 51(3), 226-238.
Strategies for becoming involved in policy: What was learned when faculty opposed a stand-alone course in phonics
Brenner, Devon. (2007). Strategies for becoming involved in policy: What was learned when faculty opposed a stand-alone course in phonics. Journal of Literacy Research, 39(2), 163-171.
The wisdom of class-size reduction
Grave, E., Hatch, K., Pao, K., & Olm, D. (2007). The wisdom of class-size reduction. American Educational Research Journal 44(3), 670-700.
Critical inquiry and multi-literacies in a first-grade classroom
Crafton, L. K., Brennan, M., & Silvers, P. (2007). Critical inquiry and multi-literacies in a first-grade classroom. Language Arts, 84(6), 510-518.
Navigating a literacy landscape: Teaching conceptual understanding with multiple text types
Boyd, F. B., & Ikpeze, C. H. (2007). Navigating a literacy landscape: Teaching conceptual understanding with multiple text types. Journal of Literacy Research, 39(2), 217-248.
The end(s) of testing
Baker, E. L. (2007). The end(s) of testing. Educational Researcher, 36(6), 309-317.
Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools
Finnigan, K. S. & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools. American Educational Research Journal, 44(3), 594-629.
Race, school achievement, and educational inequality: Toward a student-based inquiry perspective
Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a student-based inquiry perspective. Review of Educational Research, 77(3), 310-333.
Real writers as aware readers: Writing creatively as a means to develop reading skills
Glenn, W.J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent and Adult Literacy, 51(1), 10-20.
Looking back and moving forward: Three tensions in the teacher dispositions discourse
Diaz, M.E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal of Teacher Education, 58(5), 388-396.
Dispositions and teacher assessment: The need for a more rigorous definition
Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365-369.
This brief article delineates some of the issues surrounding NCATE's revision of its standards to include teacher dispositions. Damon's main point is that there is as yet no consensus on an operational definition of "dispositions," which makes the construct difficult to assess. This leaves the door open for abuses that may verge upon "mind control" and indoctrination.
Damon states that both sides of the controversy at least agree that teachers need to believe that all children can learn, but I'm not so certain of that. That may be true in educational circles, but in the political world outside, which is trying to encroach upon education, there are conservative forces that deeply believe that some people are better than others, that certain groups' norms should define what all people should be, and that everyone has the same opportunity to "make good choices" (as they define them) and thus it's their own fault they didn't have the same privileges. No, I do not want people like that teaching children-the ones who focus on what's wrong with kids and who blame them, their families, and their cultures.
This brief article delineates some of the issues surrounding NCATE's revision of its standards to include teacher dispositions. Damon's main point is that there is as yet no consensus on an operational definition of "dispositions," which makes the construct difficult to assess. This leaves the door open for abuses that may verge upon "mind control" and indoctrination.
Damon states that both sides of the controversy at least agree that teachers need to believe that all children can learn, but I'm not so certain of that. That may be true in educational circles, but in the political world outside, which is trying to encroach upon education, there are conservative forces that deeply believe that some people are better than others, that certain groups' norms should define what all people should be, and that everyone has the same opportunity to "make good choices" (as they define them) and thus it's their own fault they didn't have the same privileges. No, I do not want people like that teaching children-the ones who focus on what's wrong with kids and who blame them, their families, and their cultures.
Spellings of words: A neglected facilitator of vocabulary learning
Ehri, L.C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389-404.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
The complexities of reading capital in two Puerto Rican families
Compton-Lilly, Catherine. (2007). The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly, 42(1),72-97.
Notable children’s books in the language arts
The Children’s Literature Assembly. (2007). Notable children’s books in the language arts. Journal of Children’s Literature,33(2), 13-23.
Developing a sense of place through books about New York
Bedford, A. W. (2007). Developing a sense of place through books about New York. Journal of Children's Literature, 33(2), 38-46.
When an article on children's books makes me want to order its bibliography, I count it a success. This one, a celebration of children's books about New York, did that. Bedford organizes her collection of children's books about New York into five categories: "books that lead readers on a tour of the city, books that focus on individual landmarks, poetry and alphabet books, books that describe specific historical events, and family stories"(p.39). Bedford weaves in ideas for teaching using these books. One can easily imagine a great reading-writing unit for kids that uses these books to help children understand a "sense of place."
All that being said, I'd like to see bibliographies of books about other places. Whatley, who is from New Orleans, suggests that a collection could be built from books about that city. I'd welcome that. I do not believe that New York is the epitome of American life, not even American urban life. Let's look at the totality of the American experience, though it could be good for a time to focus on one special place.
When an article on children's books makes me want to order its bibliography, I count it a success. This one, a celebration of children's books about New York, did that. Bedford organizes her collection of children's books about New York into five categories: "books that lead readers on a tour of the city, books that focus on individual landmarks, poetry and alphabet books, books that describe specific historical events, and family stories"(p.39). Bedford weaves in ideas for teaching using these books. One can easily imagine a great reading-writing unit for kids that uses these books to help children understand a "sense of place."
All that being said, I'd like to see bibliographies of books about other places. Whatley, who is from New Orleans, suggests that a collection could be built from books about that city. I'd welcome that. I do not believe that New York is the epitome of American life, not even American urban life. Let's look at the totality of the American experience, though it could be good for a time to focus on one special place.
The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students.
Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading Research Quarterly, 42(4), 546-567.
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