NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20190
Since 20180
Since 2015 (last 5 years)0
Since 2010 (last 10 years)12
Since 2000 (last 20 years)70
Audience
Teachers1
Location
Pennsylvania2
Laws, Policies, & Programs
No Child Left Behind Act 20012
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 76 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ranck-Buhr, Wendy, Ed. – Voices from the Middle, 2013
The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…
Descriptors: Reading Instruction, Childrens Literature, Picture Books, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Barone, Diane; Barone, Rebecca – Voices from the Middle, 2012
The authors examined the strength of literature circles in developing background knowledge--an acknowledged sticking point in the development of understanding for middle graders--with a special focus on the literature circle role of "investigator," where it is student initiative and not teacher direction that guides comprehension. Observing…
Descriptors: Childrens Literature, Novels, Reading Instruction, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Fingon, Joan C. – Voices from the Middle, 2012
This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance students' vocabulary development and reading comprehension. The article…
Descriptors: Reading Comprehension, Reading Interests, Reading Processes, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Allington, Richard L. – Voices from the Middle, 2011
At the minimum, one of every four middle school students will struggle to cope with the grade-level textbooks they are typically assigned to read. Few reading programs used in middle schools have any research evidence that they actually improve student reading proficiencies. Only three programs had even modest evidence of a positive effect, and…
Descriptors: Middle Schools, Textbooks, Reading Difficulties, Reading Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Wozniak, Cheryl L. – Voices from the Middle, 2011
Reluctant and struggling readers, many of whom are boys, are placed in reading intervention classes; however, often the environmental conditions of these intervention classrooms are not conducive for fostering a student's love for reading. This article describes Cambourne's optimal conditions for literacy learning and the results from implementing…
Descriptors: Educational Strategies, Intervention, Reading Aloud to Others, Independent Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Annamma, Subini; Eppolito, Amy; Klingner, Janette; Boele, Amy; Boardman, Alison; Stillman-Spisak, Stephanie J. – Voices from the Middle, 2011
The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits…
Descriptors: Learner Engagement, Evidence, Middle Schools, Oral Language
Peer reviewed Peer reviewed
Direct linkDirect link
Schmitt, Maribeth Cassidy – Voices from the Middle, 2011
Clay's work regarding how learners develop independent, strategic control over the process of constructing meaning from written texts indicates that all learners need a flexible repertoire of strategies as a network for: (a) "problem solving" or working on text on the run, (b) "self-monitoring" of the message for clarity and coherence, and (c)…
Descriptors: Scoring Rubrics, Problem Solving, Rhetoric, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Roser, Nancy; Martinez, Miriam; Fowler-Amato, Michelle – Voices from the Middle, 2011
This piece explores the instructional possibilities of picturebooks in middle grade classrooms, illustrating the central tenets of how to effectively introduce these resources to middle grade students. Through today's multiplicity of illustrated texts, students can discover the finest uses of language, as well as encounter images that inform,…
Descriptors: Reading Instruction, Picture Books, Middle School Students, Language Usage
Peer reviewed Peer reviewed
Direct linkDirect link
Rose, Suzanne M. – Voices from the Middle, 2011
When asked to discuss their middle school language arts classes, talented eighth graders identified concerns and made suggestions for their teachers. Students voiced desire for choices in selecting reading materials, writing topics and genre. They preferred having extended periods of time to engage in reading and writing activities, rather than…
Descriptors: Language Arts, Grade 8, Middle Schools, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Wilhelm, Jeffrey D. – Voices from the Middle, 2010
Wilhelm is a vocal advocate for the substantive integration of technology into language arts classes in ways that support the "critical" use of technologies and the learning of new concepts and procedures for reading and composing. He makes the case that no one can be considered fully literate without a familiarity with and appreciation for our…
Descriptors: Educational Technology, Computer Uses in Education, Cost Effectiveness, Technology Integration
Peer reviewed Peer reviewed
Direct linkDirect link
Sharp, Claudia; Martinez, Miriam – Voices from the Middle, 2010
An instructional framework that included the use of a touchstone text, literature circles, and independent reading and writing created a rich context for the study of mysteries in a fifth-grade classroom. Key points include a) the complexity of the touchstone text as a key factor in shaping the instructional goals in this genre study, and b) the…
Descriptors: Grade 5, Reading Instruction, Elementary School Students, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Weber, Christine – Voices from the Middle, 2010
Weber issues a challenge to teachers grappling with the demands (and failures) of NCLB, and asks them to make certain that advanced and gifted readers are not left behind. To that end, she shares characteristics of gifted readers, ways to support them, and tips for teaching that will result in doing "a much better job of providing appropriate…
Descriptors: Academically Gifted, Reading Skills, Teaching Methods, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Hedrick, Wanda B. – Voices from the Middle, 2009
If reading teachers are letting struggling readers do minimal writing in reading classes, then this practice falls under iatrogenic teaching practices, i.e., practices based on good intentions that produce unintended negative consequences. The problem arises when reading teachers believe their students' writing should take place under the purview…
Descriptors: Reading Teachers, Reading Instruction, Teaching Methods, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kittle, Penny, Ed. – Voices from the Middle, 2009
As teachers, our most important mission is to turn our students into readers. It sounds so simple, but it's hard work, and we're all on a deadline. Kittle describes a class in which her own expectations that students would become readers combined with a few impassioned strategies succeeded ... at least with a young man named Alan.
Descriptors: Reading Instruction, Recreational Reading, Educational Strategies, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Chant, Richard H. – Voices from the Middle, 2009
The role of content-area teachers in reading instruction has long been a subject of debate. Chant, a social studies teacher educator, reasons through the argument that content-area teachers should also be reading teachers while balancing that with the demands on content-area teachers and the complex training required to be a skilled reading…
Descriptors: Content Area Reading, Reading Teachers, Reading Instruction, Teacher Educators
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6