As interest and concern rise in U.S. educational circles around the reading achievement of English language learners (ELLs) and struggling readers, researchers and practitioners alike are calling for the increased use of technology as a means to decrease achievement gaps in reading (Jimenez, 2003; Strangman & Dalton, 2005). In this article, we…

The purpose of this study was to examine a model of early reading acquisition that hinged on a phenomenon seldom explored in beginning reading research: a child's concept of word in text. Previous research in early literacy acquisition has centered on the role phonological awareness--the ability to consciously attend to and manipulate the sound…

The authors draw on Cognitive Flexibility Theory (Spiro, Coulson, Feltovich, & Anderson, 2004) as a lens to examine one seventh-grade English language arts teacher's pedagogical approach to using multiple text types to develop students' conceptual understandings about the 1957 integration of Little Rock's Central High School. Multiple text types…

The purpose of this study was to examine the effectiveness of a home repeated-reading intervention on the reading achievement of eight low-performing second-grade children in an urban school by taking into consideration their need to develop automaticity and the role their parents play in this process. Specifically we posed the following…

This study examined whether maternal evaluations of children's emergent literacy (EL) levels, maternal mediation during a book-reading activity with children, and the children's EL levels differ as a function of socioeconomic status (SES; low vs. high), and whether the relationships between these variables differ as a function of SES levels. Study…

To determine the conditions that would best encourage reflection in journal writing of preservice teachers in field-based reading internships, the degree of reflective content found in self-contained traditional journals was compared to the reflective content found in journal entries shared over e-mail list serves. Participants were 56 preservice…

Reading is complex and requires that individuals process many types of information concurrently. Contemporary perspectives on cognitive development focus on the ability to process cognitively complex stimuli, indicate cognitive development is domain-specific, and suggest cognitive development occurs across the lifespan. Yet little work has…

Historically, letter reading and writing have been pervasive across human societies, cultures, and communities (Barton & Hall, 2000). Like all literate activities, it derives its meaning and significance from how it is situated within cultural beliefs, values, and practices. Despite its prevalence, however, little is known about the meanings and…

Shop and cafe signs in multiple languages are familiar features of polyglot immigrant neighborhoods. This paper examines such signs, presenting photographic, observational, and interview data from a multisited ethnographic study of language contact in Ghent, an urban Belgian city. Drawing upon diverse ethnographic sources, especially the…

Recent involvement in teacher education policy around a proposed stand-alone phonics course in Mississippi revealed important guidelines for researchers aiming to influence policy, including (a) build relationships with policy makers; (b) help to define problems by framing issues and proactively put forth solutions rather than waiting to respond…

Research suggests that the World Wide Web (WWW) represents the intersection of at least two domains: content and technology. This investigation was designed to examine the relationship between prior knowledge and WWW browsing outcomes (i.e., navigation behavior and knowledge gain) within the context of a genetics Web site. Students randomly…

The purpose of this paper is to present a developmental model of reading that encompasses changes across the lifespan. The author contends that until we adopt this lifelong perspective, we continue to run the risk of turning out undeveloped, unmotivated, and uncritical readers unable to fulfill their responsibilities within a democratic society.…

This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a…

Using a framework for responsive teaching as the theoretical foundation, this study examines ways teacher educators mediate teachers' transfer of responsive teaching. Guided by Bransford & Schwartz (1999) in defining transfer as preparation for future learning, our research explored teachers' transfer of learning as the teachers developed…

This study investigated the relationship of student-generated questions and prior knowledge with reading comprehension. A questioning hierarchy was developed to describe the extent to which student-generated questions seek different levels of conceptual understanding. Third- and fourth-grade students (N = 360) posed questions that were related to…