State University of New York
College at Oneonta
Education 236 - 25 & 27
Reading and Literacy II
Fall 2002
Instructor: F. Z. Stayter E-Mail: staytefz@oneonta.edu
Office: 509 Fitzelle Hall Phone: 607-436-3514
Class: Block 25/Thurs. 9-11:50 Fitzelle 203
Block 27/Wed 9 - 11:50 Fitzelle 203
Office Hours: W/Th 1:30 - 3 (or whenever the door is open)
Website: http://www.oneonta.edu/faculty/staytefz
I. Course Description
EDUC 236: Reading and Literacy II 3 s.h.
This course is designed to formulate a theoretical basis for practical applications of reading and writing in the classroom to achieve New York State standards. We will be looking at the teacher's role in developing literacy, with an emphasis on a critical exploration of literature, technology, and other resources. Focus will be on instructional planning, classroom organization, and assessment. There will be opportunities for observation and application with attention to meeting the literacy needs of diverse learners. Examination of content area reading and professional development will also be explored. Much of our work will be informed by the work of the US Department of Education and the New York State Education Department.
As educators, we will be guided by the Code of Ethics (NY State Board of Regents, 6/02):
1. Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.
2. Educators create, support, and maintain challenging learning environments for all.
3. Educators commit to their own learning in order to develop their practice.
4. Educators collaborate with colleagues and other professionals in the interest of student learning.
5. Educators collaborate with parents and community, building trust and respecting confidentiality.
6. Educators advance the intellectual and ethical foundation of the learning community.
II. Rationale
With the foundation established in EDUC 235:Reading and Literacy I, this course will continue the development of the knowledge, skills, and dispositions important for effective literacy instruction and learning required for teaching success in the 21st century. The ever increasing literacy demands in our society require candidates to have an expertise in technology, and understanding of diversity, and a firm belief that all children and youth can learn at high levels of achievement. Effective literacy instruction and learning empowers future teachers to become more proactive members of our global society. Such practice will help to create an appreciation of the value of diversity as reflected in the changing demographics of the United States. As Sonia Nieto (1996) writes, "The world in which we find ourselves calls for adults who are critical thinkers because our student body is becoming more diverse than ever before." Therefore, teachers must not only understand these differences, but also learn to use these differences in constructive ways to support student learning. This complex understanding of culture, language, and learning is the essence of literacy instruction.
III. Course Objectives and Outcomes
This course is designed to refine and extend the knowledge in both theory and practice of the preservice teacher. It is hoped that the effortful candidates will grow as knowledgeable decision makers, competent managers, effective communicators, and reflective practitioners. The specific outcomes and objectives listed are listed below and reference the frameworks, standards, and guidelines of related professional organizations: the Association of Childhood Education International
(ACEI), Standards for Professionals by the International
Reading Association (IRA)(1992), Standards for the English
Language Arts by the International Reading Association and the National Council of Teachers of English (IRA/NCTE), the New York State English Language Arts Framework (NYS ELA), and the US Dept. of Education (DOE) Conceptual Framework.
At the completion of the course, candidates will be able to:
1. Demonstrate knowledge through study and experiences that
link child development and literacy development to the
home environment and the elementary school curriculum and
instruction (ACEI 1,2b,3a,4,5b; IRA 1.5,4.9,5.2,6.5,8.4,
9.1; IRA/NCTE 7,11; NYS ELA 1,3; DOE 2D,4A,4B,4C).
2. Experience focused inquiry through data collection and
systematic analysis: self-study of interaction with children, etc. (ACEI 2b,4,5b; IRA/NCTE 7,11; NYS ELA 1,3; DOE 2A-2E).
3. Demonstrate knowledge of assessment through selection of
assessment and flexible grouping appropriate to age,
development, and characteristics of children/youth, and interpretation and communication of assessment results (ACEI 1a,2b,3d,3e,3b,3c,3d,4,5b,5d; IRA 3.4,4.2,6.9,8.2,8.3,10.4; IRA/NCTE 7,8; NYS ELA 1,4; DOE 4A-4C).
4. Appropriately design, select, analyze, and adapt a variety
of materials and technology, instruction, and
assessment methods that reflect curriculum goals and
needs of children and youth (ACEI 1,2,2b,3a,3b,3c,3d,4,5a; IRA 3.4,4.2,8.2,10.1,
10.4; IRA/NCTE 3,8; NYS ELA 1,3; DOE 2A-2E).
5. Develop study skills and strategies for retrieving, analyzing, interpreting, organizing, evaluating, synthesizing, and communicating information and ideas (ACEI 2b,2i;
IRA 11.4; IRA/NCTE 7,8; NYS ELA 1,3; DOE 4A-4C).
6. Demonstrate knowledge in analyzing one's own practice and
monitoring one's own comprehension through a variety of
data collection techniques (ACEI 5a,5b; IRA 6.7,12.2;
IRA/NCTE 11; NYS ELA 1,3; DOE 1A,1B,4D,4E).
7. Demonstrate knowledge of the cognitive and linguistic
foundations of literacy development in children/youth (ACEI 1,2b,3c; IRA 5.2,6.8; IRA/NCTE 6; NYA ELA 1; DOE 4C).
8. Demonstrate ways of promoting vocabulary growth as well
as a variety of strategies for recognizing words in print
(ACEI 2b,3b,; IRA 6.6,12.5,12.6,12.7; IRA/
NCTE 3, NYS ELA 1; DOE 1C,2A,2E,3B,3C).
9. Demonstrate knowledge of the conventions of language and
language use which varies in form, subject, purpose,
audience, point of view, tone, and style (ACEI 2b;
IRA 6.4,7.8,12.4; IRA/NCTE 4,5,6,12; NYS ELA 1; DOE 1D,
4A,4B).
10. Demonstrate knowledge of strategies to derive meaning from print and to promote creative thinking and expression (ACEI 2b,3a,3b,3c,3d; IRA 6.6,7.10; IRA/NCTE 3,5; NYS ELA 1,2; DOE 3A,3B,4A,4B).
11. Demonstrate ways in which listening, speaking, reading,
and writing relate to each other and to the rest of the
elementary curriculum (ACEI 2b,2i,3a; IRA 1.4,4.7,7.1; IRA/
NCTE 12; NYS ELA 1,2; DOE 1D,3A,3B,4A-4C).
12. Identify and develop appropriate responses to differences
among language learners and developmentally appropriate
language experiences at home (ACEI 1,2b,3b; IRA 3.4)
13. Demonstrate strategies which motivate children/youth to read and write and help to create lifelong readers and writers
(ACEI 1,2b,3b,3d; IRA 3.1,7.3,7.4,7.5,11.3; IRA/NCTE 1; NYS
ELA 1,2,4; DOE 3A,3B,4A,4E).
14. Demonstrate knowledge of a wide range of children's literature, including literature for diverse populations, and its use in guiding children/youth to respond in a variety of ways (ACEI 2b,3b,3c,3d; IRA 1.2,5.5,6.9,7.6,7.7,7.10 ; IRA/NCTE 1,2,9,12;NYS ELA 1,2,3,4;DOE 1D,2A,2B,4A,4B,4E).
15. Demonstrate knowledge of various teacher roles, school
literacy programs, and the importance of professionalism
on the learning of children and youth (ACEI 2b,5a,5b;IRA 2.0,8.6,8.7; IRA/NCTE 7,11;
NYS ELA 1,3; DOE 1E,3E,4E).
16. Demonstrate knowledge in applying comprehension strategies in content areas (ACEI 2b, 2i, 3a,5a; IRA 12.1,
12.3; IRA/NCTE 3; NYS ELA 1,3; DOE 4A,4B).
17. Demonstrate knowledge of structure and content of
various texts and the what, when, and how of using reading strategies with these texts, including study skills and questioning strategies (ACEI 2b, 2i,, 3a, 5a; IRA 10.2,11.1,
11.2,11.4; IRA/NCTE 3,7; NYS ELA 1,3; DOE 4A,4B).
18. Demonstrate knowledge and understanding of new instructional technologies to enhance literacy skills (ACEI 2b,3c,3e; IRA 10.3; IRA/NCTE 1,8; NYS ELA 1; DOE 1B,4C,4D).
19. Demonstrate an understanding of the relationship among
reader's and writer's self-concept, attitudes, and
learning (ACEI 1,4; IRA 7.4,9.3; IRA/NCTE 1,11; NYS ELA 1,2,3;
DOE 1C,2A,3A).
20. Demonstrate knowledge of the interactive nature of multiple causes of reading difficulties (ACEI 2b, 4,5b; IRA 9.4; IRA/NCTE 9; NYS ELA 1,4; DOE 4A).
IV. Course Topics/Key Concepts
The major topics to be considered in this course are the
applications of information based upon the theoretical background of literacy education, and include technology, the physical aspects of reading and writing, planning for instruction, content area reading, assessment, evaluation and adaptation of materials for children/youth with special needs, best practices, reflection, and professional development. The course goals, methods, and materials are aligned to the Division of Education's four supporting themes: Academic and Professional Excellence, Best Teaching Practices, Respect for Diversity, and Empowerment as described in the remaining sections of this course syllabus.
V. Instructional Methods and Activities
The methods and activities for instruction include: 1) lecture
and demonstration; 2) multimedia presentations; 3) written
inquiry papers; 4) independent inquiry and library study; 5) collaborative paired and small group inquiry, research, discussion, demonstration, and evaluation (performance assessment), 6) guided field and observation experiences, and 7) field assessment project.
VI. Evaluation and Grade Assignment
The methods of evaluation include quality engagement in class discussions, written papers, oral presentations, exams, quizzes, and performance assessments (i.e. lesson planning ability).
Grading Scale:
A 95-100 C 73-76
A- 90-94 C- 70-72
B+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 F Below 60
Course Requirements:
1. Professionalism and Best Teaching Practices (Objectives 4, 15):
B) Standards - Candidates will become familiar with the related language arts and the state and national standards. Candidates will be able to identify those related standards on the literacy lesson plans created for this course, especially those standards published by the New York State Education Department, the US Department of Education, the International Reading Association, National Council of Teachers of English and those standards related to second language learners.
C) Professional Behavior - Professional, courteous behavior is a requirement for working in the teaching profession. As future educational leaders, candidates are expected to conduct themselves as models for interpersonal communications and be willing to be coached. Unprofessional, disruptive, and uncooperative behavior may result in a letter placed in the student file, reduced grade, and/or removal from the class or the field experience (If you have any questions about student's responsibilities, please see the College Senate's statement on "Academic Responsibilities of Candidates at SUNY Oneonta (1993)" distributed to all faculty. The NYS Board of Regents Code of Conduct is included at the beginning of this syllabus. In addition, a rubric describing professional behavior is attached to this syllabus.
2. Technology and Integration of Computer Skills(Objectives 4,13,18):
Word Processing – The use of a word processor is required for all outside of class assignments. Format a computer disk that may be used for this class. All lessons presented in the public schools are to be word processed and given to the cooperating teacher in advance of teaching.
Internet – Candidates will be required to use the Internet for professional research, as well as for finding on-line resources to use with your lessons. The Internet will also be used for e-mail to instructor and classmates. .
Software and Website – these will be used as resources for your lessons. Students will be expected to know and use word processing and Power Point software.
3. Group and Individual Presentations(Objectives 1,3-6,8-16,18,20):
As future teachers, the candidates must learn to teach one another and to become "reflective practitioners."
Oral Presentations: In small groups and individually, candidates will present a variety of lessons including skills lessons, several forms of guided reading lessons, and content area reading strategies. Lesson plans and appropriate materials will be a part of the group presentation
4. Children's Literature Projects (Objectives 3,4,6,8-10, 12-14,17,18,20):
Building on the base established in EDUC 235 of using a wide range of children's literature, candidates would have the opportunity to plan further specific literacy strategies and lessons using narrative and expository text reading. Candidates will explore the use of expository material.
5. Assessment Project - Fieldwork related performance assessments (Objectives 1,3,7,11,12,19): Candidates are required to complete the following informal assessments with children/youth.
A) Interest Inventory (done with QRI)
B) Informal Reading Inventory (QRI)- During the last two weeks in the field or alternate placement, complete an Informal Reading Inventory (QRI) with audio tape on a student in the third grade or up and complete a written report of the results of your experience. Written parent permission MUST be secured.
C) ) Phonological Assessment of a primary grade student. (We will all go to one school together.)
D) Parental Progress Report (simulation)
* Candidates will need to make alternate arrangements if not placed in a grade 3 – 8 placements.
6. Examinations (Objectives 1,4,6,7,9-14,17): There will be two exams in this course. The purpose of the exams is to see how well you understand and can assimilate/apply the course materials, lectures, and activities.
Candidates will develop a resource collection of lessons, materials, and texts. These materials are to be collected in a portfolio throughout the semester. This collection will include:
Storymap with appropriate book
Cinquain (poem + illustration)
Decoding/spelling lessons with resources
Best Practices
DL-TA + video
Literature Group Materials
Book Share Sequence
Guided Reading Lessons
This will include quizzes, class assignments, and readiness for class. The quizzes and on/demand tasks will be both announced and unannounced. The purpose is to see how well prepared you are for class. These provide timely safety nets to ensure that you remain current with the content of the course. This is based on a 10 year study conducted R. Light at Harvard.
Professionalism: Professionalism is demonstrated both in class and in the field. Some of the attributes that constitute professionalism and readiness include:
a. reading and other preparation is done for class
b. books and materials are brought to class
c. active participation in class (candidate is prepared, attentive, actively and positively engaged in class activities)
d. candidate is professional in speech (oral and written) and demeanor in class and in the field
e. professional demeanor includes:
speaking in professional language in class and field
evincing a professional attitude (I am here to learn)
professional dress when doing demonstrations and fieldwork (no jeans, bare midriffs, t-shirts).
courteous responses
positive attitude towards learning and growth (see NYS Code of Conduct)
f. no baseball hats worn in class or fieldwork
g. candidate is punctual for class and remains attentive until class is dismissed
h. candidate participates in out-of-class group work
i. all attributes described in Theme I of the Conceptual Framework: Educational Professional Committed to Excellence
a rubric for professional demeanor is included
GRADING
The grading scale is based upon the following:
Resource Collection with reflection 10 points
Instructional Approaches
Skills, Guided reading, Lit Group, reflections 15 points
Best Teaching Practices
Demonstration/reflection/critique 10 points
Field Experience
QRI 5 points
PALs 5
DLTA with video 5 points
Learning logs/Journal reviews 5 points
On-demand and Professionalism 15
Examinations & Quizzes 30 points
100 points
VII.Course Policies
Course Policies
ADA: If there is a candidate who has special needs, please inform the instructor to help plan accommodations. This is the student's responsibility.
ATTENDANCE:
Attendance is expected of any student who expects to successfully pass this course. You are expected to attend class and to be present when it begins and remain until it ends. You cannot have active participation if you are not here or not here on time. Excused absences include religious observance, professionally documented by the administration of illness, death in immediate family, or campus sponsored activity. The written documentation must be turned in at the time you return to class. A call from you does not constitute documentation. The instructor must be notified and presented with documentation in advance in the event of absence based on college-sponsored events, and arrangements for make-up must be made prior to the absence. In-class assignments will be given points and may not be made up in the case of undocumented absences. No exam or demonstration will be given as a make-up without professional documentation.
Regular and prompt attendance is essential to successful completion of this course. It is assumed that candidates will come to class and so will receive handouts when they are distributed. Candidates are responsible for obtaining copies of handouts either by attending class, or by asking a fellow candidate to take extra copies when materials are distributed should you be absent. I will not bring additional copies for distribution to class after that. If absent, it is the student's responsibility to obtain notes and handouts of what they have missed. It is advised that you make connections with several classmates for this purpose.
LATE WORK: Assignments are due at the beginning of class time on the due date. Part of your professional training is to plan well ahead so that your students will not be negatively impacted by either your personal problems or unexpected happenings. Be sure to save your work to disk and to make an extra copy of each assignment for yourself before turning it in so as to guard against its possible loss. Make up work for excused absences is the candidate's responsibility and must be completed within one week of the return from excused absence for full credit.
As professionals in training, it is expected that you will allow time for computer and/or printer problems. Difficulties with computers and printers will not be considered an acceptable reason for not turning in work on time. Work handed in late will receive one full letter grade lower for each day passed since the due date. A paper received after class on the day it is due will also receive a one-letter grade reduction. Papers will receive a 0 if they are more than 5 days past the due date unless there is documented proof from the administration of illness or family tragedy. A phone call or a message from you does not constitute documented proof. We all make choices in our lives and we need to accept responsibilities for the choices we make.
PARTICIPATION: Participation is an integral part of this course. Therefore, your participation is essential and expected. Candidates are expected to arrive at class punctually and be ready for the session. Candidates are expected to have done the reading assigned before the class session and contribute to the class procedures. This is a professional education course and candidates are expected to be prepared and actively engaged. Candidates who engage in unrelated activities will be asked to leave the class. Your participation and readiness directly impact on-demand assignments and quiz grades.
Your class participation and quiz performances will require that you keep current with the reading assignments and that you spend considerable time outside of class reviewing notes, working on assignments, and doing the assigned readings. The college recommends that the candidate spend 2-3 hours out of class for every hour in class. I will be calling on candidates in class to respond to the readings, course materials, and other assignments. Candidates who participate in an active, positive, and informed manner will earn higher grades for professionalism.
WRITTEN WORK: All written work done outside of class must be word processed in a standard 12 point font and double-spaced following the "Criteria for Excellence for Writing Standards" based on the National Assessment Standards from the National Council of Teachers of English. You will be graded on the following: Quality of the Content, Organization, Presentation (conventions) and References. NB: All written assignments that do not meet minimum length and font specifications will not be accepted and will receive late penalties.
Candidates are expected to have mastered the basic Word Processing skills required to produce papers that will meet the criteria outlined. The instructor will return, ungraded, any papers not meeting those criteria. Papers will receive a full letter grade reduction for each day it takes you to complete the paper as directed. It is expected that you will run your paper through a spell- checking program as well as self-edit. Papers containing significant spelling, mechanical, and/or grammatical errors will receive a full letter grade reduction. At the instructor’s discretion, a paper that is seriously deficient may be returned for revision and a reduced grade. The Writing Center offers assistance in both writing improvement and word processing. It is the student's responsibility to utilize that assistance, if necessary.
Unless otherwise noted, all papers are to be word-processed. Papers should be
RESPONSE JOURNALS: Candidates are to write a factual summary of the article, then reflect on the content in relationship to what you have learned in class. It is also expected that you will make connections to the information and how it relates to the College of Education's Conceptual Framework, and State, National Standards.
SYLLABUS: The instructor reserves the right to change the syllabus and agenda/schedule as needed to better accomplish stated course/field experience goals. The related fieldwork is designed to allow candidates the opportunity to understand the content of the course through working with a young child.
Copies of this course syllabus, agenda, and many handouts will be posted at my website, therefore, you may not cite loss of syllabus as a reason for not doing the assigned work. This syllabus is subject to change at any time during the term should it be deemed necessary. Candidates will be responsible for keeping their copies of the syllabus/agenda updated. I may be assigning additional readings or altering the sequence of readings and/or assignments as the semester progresses. Teaching and learning transact with one another; a course may be fully planned in advance, but good education requires adjustments informed by student learning in order to reach desired outcomes. Candidates who miss class are responsible for keeping track of these assignments either by contacting other candidates or by contacting the instructor during office hours.
ACADEMIC HONESTY: The instructor of the course expects and will enforce a strict policy of academic honesty. Cheating, plagiarism, or knowingly furnishing false information to the college are examples of dishonesty and can result in failure in this course. Please do not compromise yourself.
COURSE MATERIALS: It is EXPECTED that candidates seriously intending to complete this course will purchase the required texts and materials and that these will be brought with you to class unless you are notified otherwise. You may not cite difficulties associated with sharing texts as a reason for not having done the reading, or as an explanation for delays in submitting written work. Texts are available at Damascene Booksellers and the College Bookstore. Other materials can be purchased at local dollar stores or educational supply stores. The purchase of guided reading materials** will be explained in class.
FIELD WORK: Candidates must successfully complete the fieldwork component as a requirement of this course.
ON-DEMAND/PROFESSIONALISM: Quizzes and on-demand responses will make up a portion of your course grade. These will be both announced and unannounced. The content of the quizzes will be cumulative. That is, you may be tested on information from earlier quizzes. While each quiz will focus mainly on the material covered in the reading and class work since the previous quiz, some questions, including terminology, will pertain to earlier material. The quiz grades will be averaged together. All people have off days. Each candidate will be allowed to drop the lowest quiz grade. If a candidate is absent when a quiz is given, unless there is documented proof from the administration of serious illness, family tragedy, or excused college event which would permit a make up, that missing quiz will be counted as the dropped grade.
Required Textbooks **
Cunningham, P.M. & Allington, R.L. (2003). Classrooms that work:
They can all read and write (3rd ed.). Boston, MA: Allyn & Bacon.
Leslie, L, & Caldwell, J. (2001). Qualitative reading inventory.
New York: Longman.
McLaughlin, M. & Allen, M. (2002). Guided comprehension: A teaching model for grades 3-8.
Newark, DE: International Reading Association.
New York State Education Department. (1998). English language arts core curriculum.
Albany, NY: New York State Education Department.
New York State United Teachers. (2002). New York State standards and assessment: A resource guide. Albany, NY: NYSUT.
**You will also be required to have/purchase the following:
Recommended Materials
Clay, M.M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
Tompkins, G.E. (1998) Fifty literacy strategies. Upper Saddle
River, NJ: Prentice Hall.
Tompkins, G.E. (1998). Language arts: Content and teaching. (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Newbridge Guided Reading Materials from 235/284
Contemporary References
Alvermann,D.E.,&Phelps,S.F.(1998). Content reading and literacy: Succeeding in today's diverse classrooms. Needham Heights, MA:Allyn&Bacon.
Brozo,W.G.,&Simpson,M.L.(1999). Readers,teachers,learners: Expanding literacy across the content areas(3rd ed.)Upper Saddle River,NJ:Merrill.
Burns,P.C.,Roe,B.D.,& Ross,E.P.(1999). Teaching reading in today's elementary schools. New York,NY:Houghton Mifflin.
Calkins,L.M.(1994). The art of teaching writing. Portsmouth,NH: Heinemann.
Clay,M.(1998). By different paths to common outcomes. York,ME: Stenhouse Publishers.
Clay,M.(2000). Running records for classroom teachers. Portsmouth NH:Heinemann.
Cunningham,P.M.,Moore,S.A.,Cunningham,J.W.,&Moore,D.W.(1995).
Reading and writing in elementary classrooms. NY:Longman.
Cox,C.,&Boyd-Batston,P.(1997). Crossroads:Literature and language
in culturally and linguistically diverse classrooms. Upper
Saddle River,NJ:Prentice-Hall.
Daniels,H.(1994). Literature circles:Voice and choice in the student-centered classroom. York:ME:Stenhouse Publishers.
Day,F.A.(1999). Multicultural voices in contemporary literature:A
resource for teachers. Portsmouth,NH:Heinemann.
Diamond,B.J.,&Moore,M.A.(1995). Multicultural literacy:Mirroring
the reality of the classroom. White Plains,NY:Longmann.
Forcier,R.C.(1999). The computer as an educational tool: Productivity and Problem Solving (2nd ed.). Upper Saddle River,NJ:Merrill.
Graves,M.F.,Juel,C.,&Graves,B.B.(1998). Teaching reading in the 21st century. Boston:Allyn&Bacon.
IRA(1995). Reading assessment in practice. Newark,DE:IRA.
Jacobson,J.M.(1998). Content area reading:Integration with the
language arts. Albany,NY:Delmar Publishing.
Morrison,G.R.,Lowther,D.L.,&DeMeulle,L.(1999). Integrating
computer technology into the classroom. Upper Saddle River, NJ:Prentice Hall.
Norton,D.E.(1999). Through the eyes of a child:An introduction
to children's literature,(5th ed.). Upper Saddle River,NJ: Prentice Hall.
Rinsky,L.A.(1997). Teaching word recognition skills(6th ed.).
Upper Saddle River,NJ:Prentice Hall/
Routman,R.(1994). Invitations:Changing as teachers and learners
K-12. Portsmouth,NH:Heinemann.
Routman,R.(1996). Literacy at the crossroads. Portsmouth,NH: Heinemann.
Tompkins,G.A.(1998). Language arts:Content and teaching strategies. Upper Saddle River,NJ:Simon and Schuster.
Tompkins,G.A.(1998). Fifty literacy strategies. Upper Saddle
River,NJ:Merrill.
Tompkins,G.A.(1997). Literacy for the 21st century:A balanced
approach. Columbus,OH:Prentice Hall.
Vacca,R.T.,&Vacca,J.A.L.(1999). Content area reading:Literacy
and learning across the curriculum. New York,NY:Longman.
Winograd,P.(1992). Exemplary practices in literacy development
and instruction. The Reading Teacher.
Yopp,H.K.(1995). A test for assessing phonemic awareness in
young children. The Reading Teacher,49(1),20-29.
Classic References
Anderson,R.C.,Heibert,E.H.,Scott,J.A.,&Wilkinson,I.A.(1985).
Becoming a nation of readers:The report of the Commission
on Reading. Washington, D.C.: National Institute of Education.
Atwell,N.Editor.(1990).Coming to know:Writing to learn in the
intermediate grades. Portsmouth,NH:Heinemann.
Beck,I.L.&McKeown,M.G.(1991).Conditions of vocabulary development
In R.Barr,M.L.Kamil,P.Mosenthal,&P.D.Pearson.(Eds.). Handbook of Reading Research. (Vol.II,pp.789-814). White Plains,NY:Longman.
Cambourne,B.(1988). The whole story: Natural learning and the
acquistion of literacy. NY: Scholastic.
Chall,J.(1967). Learning to read: The great debate. NY: McGraw-
Hill.
Durkin,D.(1978/79). What classroom observations reveal about
reading comprehension instruction. Reading Research Quarterly.(14)481-533.
Holdway,D.(1982).Shared book experience: Teaching reading by
using favorite books. Theory to Practice,(21)293-300.
Palincar,A.S.&Brown,A.L.(1985). Reciprocal teaching:Activities to
promote "reading with you mind." In T.L.Harries&E.J.Cooper
(Eds.).Reading,thinking, and concept development. pp.147-
158. New York:College Board Publications.
Palincar,A.S.&BrownA.L.(1986). Interactive teaching to promote
independent learning from text. The Reading Teacher, 39(8),
771-777.
Strickland,D.*Morrow,L.M.(1989). Emerging literacy: Young
children learn to read and write. Newark, DE: IRA.
Vygotsky,L.S.(1962). Thought and Language. Cambridge, MA: MIT
Press.
Web Sites
Center for Early Reading Improvement:
Curry School of Education: www.curry.edschool.virginia.edu
Houghton-Mifflin: www.eduplace.com
International Reading Association: Reading Online (an electronic journal of the IRA) www.readingonline.org
International Reading Association: www.reading.org
New York State Education Department: www.nysed.gov
National Council of Teachers of English www.ncte.org.
International Society of Technology of Education www.iste.org/
The Council for Exceptional Children www.cec.org/
United States Department of Education: www.ed.gov
Journals for Article Reviews:
Journal of Reading Disabilities, Teaching Exceptional Children, The Reading Teacher, Journal of Reading, Journal of Literacy Research, Journal of Special Education, Multicultural Education, Reading Research Quarterly, Reading Improvement, Reading Horizons.