Download or read book Literacy Is Transformative The Thirty Fifth Yearbook A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers written by Association of Literacy Educators and Researchers and published by . This book was released on 2013 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: For their 56th annual meeting, the Association of Educators and Researchers (ALER) met in Grand Rapids, Michigan at the Amway Grand Hotel. This year's conference theme was Literacy Is Transformative, which was also used as the title for this year's Yearbook, Volume 35. Included are double-peer reviewed papers, the presidential address, and keynote addresses: (1) Teaching Annie to Read (John Smith); (2) Transformative Practices for Literacy Teaching and Learning: A Complicated Agenda for Literacy Researchers (Taffy E. Raphael); (3) The Transformative Power of ALER: Growing Professionally through Mentoring, Collegiality, and Friendship (Laurie Elish-Piper); (4) Transforming Students' Literacy Lives through Reading and Writing for Real-World Purposes (Nell Duke); (5) Tapping into the Common Core Standards (Robert Rickelman); (6) Transforming Literate Practice for Adolescents: Intersecting Disciplinary Literacy and New Literacies (Michael Manderino); (7) Albert J. Mazurkiewicz Special Services Award (Mary Beth Sampson); (8) Laureate Award (Judy Richardson); (9) Expanding the Learning Zone: Decisions That Transform the Practices of Two English Language Arts Teachers (Juan Araujo); (10) The Three C's of Professional Development: The Coach, the Content, and the Context (Susan Massey); (11) How Do Teachers Change Their Practice? Case Studies of Two Teachers in a Literacy Professional Development Initiative (Allison W. Parson, Leila N. Richey, Seth A. Parsons, Stephanie L. Dodman); (12) What Are We Asking Kids to Do? An Investigation of the Literacy Tasks Teachers Assign Students (Seth A. Parsons and Roya Q. Scales); (13) The Impact of Professional Development in Writing Instruction on the Implementation of Writing Strategies in the Classroom (Robin D. Johnson); (14) Developing Effective Family-School Partnerships: What Can We Learn from Parents of Children Who Struggle with Reading? (Kathleen McGrath); (15) Understanding Educators' Changing Perceptions of Job-Embedded Professional Development Following the Action Research Process (Aimee L. Morewood, Julie W. Ankrum, and Susan E. Taylor); (16) Constructing Voices through Lived-Experiences: A Phenomenological Study of Novice Reading Teachers' Personal Understanding of Pedagogical Ownership and Professional Identity (Patricia Durham); (17) Tablets in Tutoring: What Is the Research Saying? (Barbara McClanahan); (18) Teacher Inquiry Projects for Preservice Teachers (Susan Williams, Leslie Haas, and Susan Szabo); (19) Inquiry Can Be Transformative: From "I will make him write" to "He will learn to write" (Carol D. Wickstrom); (20) Secondary Preservice Teachers' Beliefs and Experiences Toward Sustained Silent Reading (SSR) in a Content Area Literacy Course (Peggy Daisey); (21) Perceptions of Writing Among Second Graders in an Exemplary School: Language and Gender Issues (Kathleen A. J. Mohr); (22) Self-Efficacy of Graduate-Level Reading Students: Does Program and Course Content Make a Difference? (Sara R. Helfrich); and (23) Korean University Students' Language Learning Strategy Use: EFL vs. ESL Contexts (Kyungsim Hong-Nam and Susan Szabo). Individual papers contain references. [For "The Joy of Teaching Literacy. The Thirty-Fourth Yearbook: A Double Peer Reviewed Publication of the Association of Literacy Educators and Researchers," see ED552831.].
Download or read book Exploring the World of Literacy The Thirty Sixth Yearbook written by Association of Literacy Educators and Researchers and published by . This book was released on 2014 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: For their 57th annual conference, the Association of Literacy Educators and Researchers (ALER) met in Dallas, Texas at Addison Marriott Quorum by the Galleria. This year's conference theme was Exploring the World of Literacy, which was also used as the title for this year's Yearbook, Volume 36. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Infinite Hope: Leadership for a More Literate World (Robin W. Erwin, Jr.); (2) Literacy, Literature and Learning to Teach: An Oral History (Judy S. Richardson); (3) ALER Colleagues and Friends (D. Ray Reutzel); (4) Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-Efficacy (Amie Sarker); (5) Expanding the Circle: Collaborative Research to Create a Culturally Responsive Family Literacy Program (Alison Gear); (6) Analyzing and Comparing Struggling Readers' Personal Writing Quality in Two Formats: Traditional Response and E-response Journals (Sheri J. Tucker and Philip J. Tucker); (7) iPad Use in Elementary Literacy Tutoring Experiences (Susan L. Massey); (8) Coaching with CARE in a Preservice Literacy Teacher Education Program: A Design/Development Study (James V. Hoffman, Beth Maloch, Melissa Wetzel, Laura Taylor, Alina Pruitt, Erin Greeter and Saba Vlach); (9) Empower the Learner: Using Transformative Practices to Construct Critical Thinking Pathways to Disciplinary Reading (Tammy F. Donaldson, Roberta S. Pate, Deborah W. Addison and Tiana Z. McCoy); (10) Investigating Attitudes of Secondary Preservice Teachers Regarding Teaching Content Area Literacy Strategies (CALS) and their Attitude Differences by Academic Majors (Kay Hongnam and Susan Szabo); (11) College Students Motivation to Read (Catherin McGeehan and Martha Mercantini); (12) Moving the University Reading Clinic to an Online Setting (Linda K. Lilienthal); (13) Reading about Literacy: A Study Revisited (Daniel L. Pearce, Corinne M. Valadez and Tiana M. Pearce); and (14) Measuring the Lasting Effects of Dialogic Reading Training on English Language Learning Children and Families (Diana Brannon and Linda Dauksas). Individual papers contain references. [For "Literacy Is Transformative. The Thirty-Fifth Yearbook A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers," see ED552939.].
Download or read book Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.
Download or read book Literacy Promises written by Timothy G. Morrison and published by . This book was released on 2011 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Celebrating the Faces of Literacy written by College Reading Association and published by . This book was released on 2002 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The College Reading Association believes and values literacy education for all as one way to protect people's freedoms. This 24th Yearbook celebrates the varied "faces" of literacy. The yearbook contains the following special articles: (Presidential Address) "What Is Johnny Reading? A Research Update" (Maria Valerie Gold); (Keynote Addresses) "Effective Reading Instruction: What We Know, What We Need to Know, and What We Still Need to Do" (Timothy Rasinski); "Stories That Can Change the Way We Educate" (Patricia Edwards); (J. Estill Alexander Leaders' Forum Address) "What Research Reveals about Literacy Motivation" (Linda Gambrell); (Dissertation Award) "Effects of Three Organizational Structures on the Writing and Critical Thinking of Fifth Graders" (Suzanne A. Viscovich); and (Thesis Award) "Moving Adolescent Mothers and Their Children toward the Path of Educated Independence" (Joan Scott Curtis). "The Faces of Literacy Teachers" section contains these articles: "Comparing Career Choices and Expectations of Inservice and Preservice Teachers: A Case Survey" (Amy R. Hoffman and Evangeline V. Newton); "Learning to Use a Self-Assessment Instrument to Advance Reflection-Based Literacy Practice" (Linda S. Wold); "Preservice School Experiences Impact Literacy Staff Development of Inservice Teachers" (Jane Brady Matanzo and Eliah J. Watlington); and "Apples and Oranges: Teachers' Judgments of the Utility of Word Identification Software for Supporting Classroom Instruction" (Barbara J. Fox). "The Faces of Change" section contains these articles: "Literacy, Literature and Transdisciplinary Education: Collaborative Investigations in Apples, Bats, and the Democratic Process" (Mary Lou Morton and Nancy L. Williams); and "Implementing a Successful America Reads Challenge Tutoring Program: Lessons Learned" (Rita M. Bean; Katy Belski; Gregory H. Turner). "The Faces of Diverse Literacies" section contains these articles: "Literacy Possibilities and Concerns for Mexican-American Children's Literature: Readers, Writers, and Publishers Respond" (Janelle B. Mathis); "A Cultural Examination of the Functions of Literacy from a Contextual Setting in Western Ukraine" (I. La Verne Raine; Wayne M. Linek; Brenda Smith); and "Children's Literature as a Catalyst for an EFL/ESL Writing Class" (Sabiha T. Aydelott). "The Faces of Children and Families" section contains these articles: "Using Play as a Context for Children's Acquisition of Phonemic Awareness" (Nicole Regush; Jim Anderson; Elizabeth A. Lee); and "Family Stories in K-3 Classrooms: Promoting Culturally Responsive Instruction" (Julie K. Kidd; Eva K. Thorp; Sylvia K. Sanchez). (NKA).
Download or read book Literacy and Learning Reflections on Writing Reading and Society written by Deborah Brandt and published by John Wiley & Sons. This book was released on 2009-05-26 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deborah Brandt, a recipient of the Grawemeyer Award, is one of the most influential figures in literacy and education. Brandt has dedicated her career to the status of reading and writing in the United States. Her literacy research is renowned and widely studied. Literacy and Learning is an important collection of Brandt’s work that includes a combination of previously published essays, previously unpublished talks, and new work.
Download or read book Research based Principles for Adult Basic Education Reading Instruction written by John Kruidenier and published by DIANE Publishing. This book was released on 2002 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a research report on the findings of the Partnership in Reading project. Its aim was to identify and evaluate existing research in adult literacy reading instruction and provide a summary if scientifically based principles and practices. Topics covered include: * Emerging principles, trends, ideas and comments * Reading assessment profiles * Phonemic awareness and word analysis * Fluency * Vocabulary * Reading comprehension * Computer technology and ABE reading instruction.
Download or read book Navigating the Literacy Waters written by and published by . This book was released on 2008 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents a selection of the research presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pa., Oct. 2006.
Download or read book Literacy and Community written by Elizabeth G. Sturtevant and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 20th Yearbook of the College Reading Association reflects the theme of "community" again and again, in diverse ways. First in the yearbook are the Presidential Address by Marino C. Alvarez, "Adolescent Literacy: Are We in Contact?" and the three Keynote Addresses: "My Life in Reading" (J. Chall); "A Social-Constructivist View of Family Literacy" (S.B. Neuman); and "Finding Common Ground: A Review of the Expert Study" (R.F. Flippo). Other papers in the yearbook are: "Reflections on the Early Years of CRA and the Focus of Reading in the 1950s and 1960s" (R.C. Aukerman); "First and Second Graders Construct Literary Understanding during Readalouds of Picture Storybooks" (L.R. Sipe); "The Enhancement of Literacy Development in an Adult Beginning Reader through Creating Texts to Accompany Wordless Books" (M. Brock); "A Literature Based E-Mail Collaborative" (C.A. McKeon and L.C. Burkey); "Students' Perceptions of Literacy Learning in a Project-Based Curriculum" (J.K. Peck; W. Peck; J. Sentz; R. Zasa); "A Study of the Reading/Writing Connection in a University Writing Program" (S.T. Aydelott); "Historical and Philosophical Antecedents of Structural Knowledge: Implications for Assessment" (J.M. Pickle; L.Tao; M. Lively; T. Montgomery); "Synthesizing Authentic Assessment Information in Reading and Writing: The Potential of Curriculum Profiles" (G. Shiel; R. Murphy; M. O'Leary); "Assessing Oracy and Literacy in Bilingual Students: Getting the Whole Picture" (L. Lewis-White); "Mentoring Teachers in Professional Development School Learn from Student Interns" (S.D. Lenski); "Improving Elementary Teachers' Ability to Implement Reading Strategies in Their Teaching of Science Content" (W.D. Nichols; W.H. Rupley; S.L. Mergen); "Multiple Views of Case Teaching: Teacher Educators Reflect on Their Teaching Practices" (V. Risko; K. Camperell; L. Degler; M. Eanet; J. Richards); "When Teachers Change Alone: Case Studies of Literacy Teachers in a Non-Supportive School Environment" (P. Bloem; J. Peck; E. Newton; A.L. Williams; V.P. Duling); "Portfolios, Learning Logs, and Eulogies: Using Expressive Writing in a Science Methods Class" (D. Deal); "The Multicultural Fair: A Celebration of Diversity An Innovative Approach to Teacher Education" (D. Stuart; M.G. Pershey; L.D. Hayes); "Insights in Implementing Family Literacy Programs" (J. Anderson; W.T. Fagan; M. Cronin); "Collegiality in Higher Education: Taking the Risk and Making It Work" (S. Popplewell; L. Martin; S. Kragler; V. Hall); "The Influence of Portfolio Selection on Reflective Thinking" (D. Truscott and B.J. Walker); and "It Takes an Informed Village to Make Positive Changes" (S. Kragler; V. Hall; C. Walker; M. Craig; B. Goerss; R. Murry). Individual papers contain references. (NKA)
Download or read book Transforming Literacy Changing Lives Through Reading and Writing written by Robert P. Waxler and published by Emerald Group Publishing. This book was released on 2011-05-11 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is interdisciplinary in focus and centers on enlarging teachers understanding of how reading and writing can change lives and how the language arts can contribute significantly to and change educational processes in the twenty-first century. Implicit in its argument is that although the emphasis on science and math is crucial to education in the digital edge, it remains vitally important to keep reading and writing, language and story, at the heart of the educational process. This is particularly true in a democratic society because shaping stories through human language can enhance the quality of our lives, and teach us something important about what it means to be human and vulnerable. In this sense, stories allow for self-reflection and an increased opportunity to enhance and understand emotional intelligence and human community.
Download or read book Celebrating the Freedom of Literacy written by and published by . This book was released on 2003 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Literacy Issues During Changing Times written by College Reading Association and published by . This book was released on 2009 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Yearbook begins with the article representing Ellen Jampole's presentation to the CRA membership. In her presidential address, Ellen had the audience alternately laughing, considering, and reminiscing about how she and other academics understand and develop the knowledge they carry. She shares these same themes in her narrative, "Traditions, Storying, and Crossroads" that follows the conference theme and introduces the "Issues in Changing Times" that organizes this edition. The papers comprising this Yearbook that follow Jampole's presidential address are: (1) Getting the Facts Right in Books for Young Readers: Researching "Mailing May" (Michael Tunnel); (2) Teachers of English Learners: Issues of Preparation and Professional Development (MaryEllen Vogt); (3) Teacher Knowledge and Teaching Reading (Mia Callahan, Vicki B. Griffo, and P. David Pearson); (4) Contextualizing Reading Courses Within Political and Policy Realities: A Challenge to Teacher Educators (Jerry Johns); (5) The Lost Art of Teaching Reading (Tim Rasinski); (6) Critical Inquiries in Oral Language Production: Preservice Teachers' Responses to Students' Linguistic Diversity (Donna Glenn Wake); (7) Case Study of a Middle School Student Attending a Separate Reading Class (Amy Alexandra Wilson); (8) Collaboration and Discovery: A Pilot Study of Leveling Criteria for Books Written in Spanish for K-3rd Grade (Mayra Daniels and Verna Rentsch); (9) Teachers' Talk: Teachers' Beliefs About Factors Affecting Their Classrooms (Merry Boggs and Susan Szabo); (10) "Most of the Focus Was on Reading": A Comparison of Elementary Teachers' Preparation in Reading and Writing (Brandi Gribble Mathers, Carolyn Shea, and Sara Steigerwald); (11) Teaching Expository Text Structures: Using Digital Storytelling Techniques to Make Learning Explicit (Donna Glenn Wake); (12) The Strategy Debate: How Teacher Educators and Textbooks May Contribute to Confusing Terminology (Margieren Larmon Whalen); (13) Investigating Alternative-Certification Teacher Candidates' Self-Efficacy and Outcome-Expectancy Beliefs Toward the Teaching of Reading (Agnes Stryker and Susan Szabo); (14) Consensus Building Through the Lens of Q Methodology: Defining Profiles for Effective Models of Professional Development (Kristin Lynn Still and Jaclyn Prizant Gordon); (15) School Reform: An Inside View of Professional Development (Linda E. Martin and Sherry Kragler); (16) Teachers' Perceptions of Effective Professional Development Activities in a Case Study School (Aimee I. Morewood and Rita M. Bean); (17) Free Book Programs from Birth to Five: A Preliminary Look at the Data Regarding Preschool Reading Readiness (Ronald S. Reigner); (18) The Tale of Three States' Reading Tests: Commonalities, Differences, and Implications (Mary F. Roe, Jane Ellen Brady, and Kara Riebold); (19) Guided Reading: It's for Primary Teachers? (Jackie Fergeson and Jenny Wilson); (20) English Language Learning and Reading Comprehension: What We Know and What We Need to Know (Ana Toboada); and (21) The Bookstore Project: How One ELL Teacher Used Project Work to Promote Reading (Jennifer Pool Cheatham and Martha M. Foote). (Individual papers contains tables, figures, and references.).
Download or read book Content Area Reading written by Richard T. Vacca and published by Pearson. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Long respected as the market-leading text in content area literacy, this book gives pre- and in-service teachers an ambitious, coherent, and workable exploration of content literacy to take into their classrooms to improve reading and writing for all students. Comprehensible and accessible, Content Area Reading: Literacy and Learning Across the Curriculum, 11/e shows teachers how to use literacy-related instructional strategies to help students think and learn with both print and digital texts. The new Eleventh Edition emphasizes the comprehensive content focus of previous editions, including an ever-expanding knowledge base in the areas of literacy, cognition and learning, educational policy, new literacies and technologies, and student diversity. Chapter content has been upgraded to reflect current theory, research, and practice related to content literacy and learning in disciplines.
Download or read book Celebrating the Faces of Literacy written by and published by . This book was released on 2002 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Practice Makes Practice written by Deborah P. Britzman and published by SUNY Press. This book was released on 2012-02-16 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This revised edition of the classic text explores the complexity of what learning to teach means. While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline’s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might return to a study of teaching and learning. Also included in this updated edition is an insightful “hidden chapter” that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession. Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press.
Download or read book Celebrating the Power of Literacy written by College Reading Association and published by . This book was released on 2004 with total page 479 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Yearbook begins with Robert J. Rickelman's presidential speech, "Predicting the Whether: Lessons Learned from the Past," which focused on looking at the "History of the College Reading Association" in order to predict some possible (the "whether") courses for the future of the organization. The author relied extensively on the "History of the College Reading Association: 1958-1998" (Alexander & Strode, 1999) as well as his own personal experiences from the past 25 years as a member and leader within the organization. The papers comprising this Yearbook that follow Rickelman's presidential address are: (1) Fast Start: Successful Literacy Instruction That Connects Schools and Homes (Nancy Padak and Tim Rasinski); (2) Preparing Elementary Teachers in Reading: Will University-Based Programs Move Forward or be "Left Behind" (James V. Hoffman); (3) Latino Children's Literature Is Mainstream (Becky Chavarria-Chairez); (4) Reflections, Remembrances and Resonances (Albert J. Mazurkiewicz); (5) Sharing Storybooks: A Study with Families from Diverse Cultural Backgrounds (Jacqueline Lynch); (6) The Effects of Visualization Instruction on First Graders' Story Retelling (Tracy Zimmerman); (7) Tuning into the Sounds of Language: Teaching Phonemic Awareness through Rhymes, Songs, Poetry and Children's Literature (JoAnn R. Dugan, Barrie A. Brancato, and Jocelynn L. Smrekar); (8) Teaching Fluently: Exploring Teaching Practices in Divergent Certification Programs (Catherine Zeek and Carole Walker); (9) Reading and Auditory Processing: A Collaborative Project (Daniel H. Sisterhen, Martha J. Larkin, Cathleen Doheny, and Donna M. Harkins); (10) Learner-Centered Teachers' Approaches to Literacy Instruction: Are They "Best Practice?" (Barbara Combs); (11) Author Study Inquiry Promotes "Theory into Practice" for Teaching Literacies (Linda S. Wold); (12) The Value of Interactive Writing as an Intervention for the Literacy Acquisition of Struggling First-Grade Students (Barbara K. O'Connor); (13) Engaging Preservice Teachers in Reading, "Sticky Note" Style: An Analysis and Practical Implications (Christene A. McKeon, Michelle L. Lenarz, and Linda C. Burkey); (14) Impacting Literacy Politics, Policies, and Legislation: Moving from Inactive Idlers and Reactive Regretters to Proactive Professionals (Francine Falk-Ross, Mona W. Matthews, Mary Beth Sampson, Barbara J. Fox, Jill Lewis, Maryann Mraz, Jill Reddish, D. Ray Reutzel, and Loraine T. Pace); (15) An Intervention Program for Helping Pre-Certified Teachers Succeed on the Teacher Licensing Exams (Agnes Marie Imburgin Stryker); (16) Preparing Preservice Teachers to Show Evidence of P-12 Pupil Learning (Jane F. Rudden and Lillie S. West); (17) How Preservice Teachers Score an Informal Reading Inventory: Strengths and Weaknesses (Jerry L. Johns and Susan K. L'Allier); (18) Becoming Teachers of Writing: A Model of Professional Development for Primary Teachers (Ruth A. Oswald and Kristine Lynn Still); (19) Early Childhood Teachers' Beliefs and Practices Toward Children's Subvocalizations During Reading (Carla Baker Deniz); (20) Someplace Special: Images of the Library Experience in Children's Literature (Suzanne S. Monroe); (21) SOLVE: An Innovative Assessment Tool for Facilitating Mathematics and Reading Literacy Among Diverse Learners (Rosalind Duplechain, Jill Reddish, and Elaine Roberts); (22) Student Led Literature Discussion Groups With High School ESL Students in Korea: The Journey (Donald D. Pottorff); (23) Dialogue with Caregivers: Perceptions of a Reading Clinic (Donna M. Harkins, Ronald S. Reigner, John M. Ponder, and Gary O. Gregg); (24) Follow the Reader: What Happens to Students Who Have Been Tutored in a University Reading Clinic? (Nancy G. Kennedy and Rita M. Bean); (25) Reading Between the Lines: Middle School Readers Uncover Messages in Magazine Advertisements (Roberta Linder and Francine Falk-Ross); (26) Recommended Procedures for Reading Mathematics in Current and Past Content/Secondary Reading Textbooks (Daniel L. Pearce and Nancy G. Reynolds); (27) Struggling Adolescent Readers: Just Because They're in a Developmental Reading Class Doesn't Mean They Need Phonics (Carol D. Wickstrom); (28) Summer Reading Programs: Perceptions of a University Freshman Reading Experience (Staci Stone, Bonnie Higginson, and Laura Liljequist); (29) Reading Professionals Learn On-Line: Using Threaded Discussions to Learn about Threaded Discussions (Judy S. Richardson, Charlene Fleener, and Linda Thistlewaite); and (30) Using Assistive Technology to Teach Content Area Literacy Strategies to Students with Disabilities (Kathleen Puckett and William Brozo). (Individual papers contain tables, figures, references, and appendices.).
