This manuscript documents a year-long descriptive case study of preservice teachers specializing in reading. The objectives of this study were to (a) better understand the development of literacy beliefs and change processes in preservice teachers with reading specializations engaged in the final year of their field-based teacher education…

This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T. Willingham are discussed. The…

During the spring of 2004, we conducted research exploring the emotions of struggling readers. Specifically we were interested in finding out how school contexts, curriculum, and relationships influence students' experiences of struggle. Students in this study were 14 first, second, and third graders identified for reading intervention at their…

Reviews recent research findings concerning the benefits of Readers Theater for building oral reading accuracy and fluency and identifies key guidelines for instructional implementation. Presents recommendations and conclusions that place the focus on guidelines for classroom teachers who might want to experiment with Readers Theater as they work…

Investigates how effectively third, fourth, and fifth grade students monitor their comprehension at two levels (reconstructive and constructive). Finds that students rated their performance higher than they actually performed on both levels of questions; and that there was almost no relationship between students' actual performance and…

Presents a study in which both fathers and mothers of four year olds were presented with 14 children's books representing various genres and were asked to select the five books they would read to their children. Gives reasons for their selections. Finds that there were some differences between mothers'/fathers' book selection and some differences…

Determines what elementary teachers' believe are the most effective assessment practices for gathering data about the reading performance of their students. Finds that teachers perceived all reading assessment as having some degree of merit. Examines the views of beginning and experienced teachers, as well as primary and intermediate teachers. (SG)

Engages students in critical thinking about what they read and involves students in authentic literacy activities by implementing a semester-long pen pal program. Examines the nature of the letters, categorizes the kinds of questions asked, and notes the patterns of communications between the pen pal pairs in order to glean the benefits to both…

Examines sibling position as an influence on reading perceptions. Finds that elementary and secondary preservice teachers from the "first born" group viewed themselves primarily as "high" proficiency readers (83%); those from the "youngest" group also perceived themselves as "high" proficiency readers (63%); and those from the "middle" sibling…

Examines the nature of engagement with informational text by exploring four gifted students' responses to children's information books and informational storybooks. Indicates that these children expressed a variety of reasons for reading non-fiction and held interesting perceptions and strong opinions about informational content. Finds that…

Examines four fifth-grade students' stances and their responses to a narrative text in three classroom activities--a peer-led discussion group, a story map activity, and written responses. Investigates issues regarding the accessibility of shifts in stance for the students. Calls into question L. Rosenblatt's construct of the aesthetic-efferent…

Presents a rationale and procedure for evaluating literature study guides based on J. Langer's model for literature study and B. Cambourne's conditions for learning. Compares three guides using the evaluation procedure. Shows great differences in treatments of the same books in five publishers' guides. (CR)

Examines how teachers allocate instructional time in reading classes. Indicates that teachers used 34% of time in reading and responding; 24.89% in listening and discussing; 8.36% waiting; 20.28% completing skill development; 7.52% in telling, writing, and narrating; 3.47% in other activities. Notes that the recommendation that time spent reading…

Describes strategies that research indicates caregivers use while reading books with young children: strategies that simplify or extend book language; prosody; and management strategies so the book reading event is meaningful for children. Suggests how teachers can use these same strategies in preschool settings to plan meaningful book sharing.…

Reports a one-year study in a fourth-grade classroom to help students become able readers and instill in them a desire to read. States that the reading program included silent reading, choices of reading materials, sharing of literature, and appropriate adult modeling. Reports increases in reading rates, comprehension, vocabulary, and amount of…