International Reading Association

Summary of Investigations Relating to Reading

Bernice E. Cullinan

This book presents practical, theoretically sound guidance about using literature to develop literacy. The prologue to the book describes some aspects of whole language programs at work, relates research findings that underlie the whole language philosophy, and presents scenes of teachers actively using literature in their classrooms. The book is organized into three major sections on genre studies, thematic units, and putting it all together. Chapters in the book are: (1) "Books for Emergent Readers" (Charlotte S. Huck); (2) "Act It Out: Making Poetry Come Alive" (Brod Bagert); (3) "Realistic Fiction and the Real World" (Dianne L. Monson); (4) "Interacting with Informational Books" (M. Jean Greenlaw); (5) "Enriching the Arts and Humanities" (Sam Leaton Sebesta); (6) "An Author Study: Tomie dePaola" (Joanne Lionetti); (7) "The Magic of Martin" (Deborah A. Wooten); (8) "Extending Multicultural Understanding" (Rudine Sims Bishop); (9) "Award Winners from Five English-Speaking Countries" (Sylvia M. Hutchinson and Ira E. Aaron); (10) "Organizing a Literature-Based Reading Program" (Dorothy S. Strickland); (11) "Responding to Literature: Activities for Exploring Books" (Linda DeGroff and Lee Galda); (12) "Using Literature with Readers at Risk" (Roselmina Indrisano and Jeanne R. Paratore); (13) "Resources to Identify Children's Books" (Arlene M. Pillar); and (14) "The Censorship Challenge" (Francie Alexander). Indexes of children's book authors and illustrators, and of children's book titles are attached. (RS)

More Children's Literature in the Reading Program

Invitation to Read

Leslie Patterson

This book, which focuses on the language arts teacher/researcher, is offered as a testament to teachers' expanding participation in collecting data and building theories about teaching, learning, curriculum, and assessment. The book's 24 chapters are grouped into four parts. The first part addresses general issues about teacher research: its definition, its historical foundations; its challenges and rewards. The second section presents the work of teacher researchers in elementary classrooms. The third section presents studies by secondary teacher researchers; and the final section presents reports by teacher researchers who are working in teacher preparation programs. Chapter titles are: "Reflection, Inquiry, Action" (Leslie Patterson and Patrick Shannon); "Historical Perspectives" (Katherine P. McFarland and John C. Stansell); "Finding and Framing a Research Question" (Ruth Shagoury Hubbard and Brenda Miller Power); "Hard Questions about Teacher Research" (Marne B. Isakson and Robert M. Boody); "Meeting the Challenge of Research in the Elementary Classroom" (Karen Smith); "Learning through Whole Language: Exploring Book Selection and Use with Preschoolers" (Jean Anne Clyde and others); "Living through War Vicariously with Literature" (Caryl G. Crowell); "Talking and Thinking: Making What We Read Ours" (Adele Fiderer); "Sow a Thought, Reap an Action" (Jan Hancock); "A Look at the Process" (Mary Ann Nocerino); "Renewing Inspiration through Research" (Carol Minnick Santa); "Finding a Voice: One Girl's Journey" (Phillis E. Whitin); "A Case Study of a Writer" (Katie Wood); "A Year with Reading Workshop" (Dawn M. Cline); "What Students' Written Reflections Reveal about Literacy" (Kathleen Stumpf Jongsma); "Into the Woods: The Impact of Prereading Activities" (Lee Patton); "Connecting to the Classics" (Jeanine S. Hirtle); "Teacher and Student Perceptions of the Value of the Computer for Writing" (Mari M. McLean and Christine M. Gibson); "Teacher Research for Teacher Educators" (Kathy G. Short); "Explorations in Reflective Practice" (Diane Stephens and Kathryn Meyer Reimer); "The Importance of Reflection in Decision-Making" (Laura G. Heichel and Tristan M. Miller); "Promoting Reflection through Dialogue Journals" (Sharon Lee and Nancy T. Zuercher); "Collaboration and Inquiry in a Teacher-Education Classroom" (Kathryn Mitchell Pierce); and"Passing on the Joy of Literacy: Students Become Writing Teachers" (Ellen H. Brinkley). (SAM)

Reflection and Action

Teachers are Researchers

Unesco

A Collection

The Teaching of Reading

Conference Proceedings - International Reading Association

National Council of Teachers of English

IRA/NCTE Joint Task Force on Assessment

With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.

Standards for the Assessment of Reading and Writing

With the intention of illuminating the many obstacles involved with literacy promotion in the developing nations of Africa, Asia, and South America, the authors of the 10 articles in this collection share their knowledge and experience of literacy promotion in the developing world--including the unique challenges faced by those who publish, print, and distribute reading materials with limited support and resources. The articles also offer suggestions and solutions for increasing the developing world's access to quality indigenous reading materials. Following an introduction, the articles and their authors are: (1) "Reading in Developing Countries: Problems and Issues" (Vincent Greaney); (2) "Lifting Literacy Levels in Developing Countries: Some Implications from an IEA Study" (Warwick B. Elley); (3) "Research Foundations to Support Wide Reading" (Richard C. Anderson); (4) "Textbooks in Developing Countries" (Joao Oliveira); (5) "Developing Local Publishing Capacity for Children's Literature" (Tony Read); (6) "Promoting Independent Reading: Venezuelan and Colombian Experience" (Nelson Rodriguez-Trujillo); (7) "Promoting Children's Book Publishing in Anglophone Africa" (Scott Walter); (8) "Using Book Floods to Raise Literacy Levels in Developing Countries" (Warwick B. Elley); (9) "Donated Book Programs: An Interim Measure" (Rosamaria Durand and Suzanne M. Deehy); and (10) "Libraries and Literacy in Developing Countries" (Rebecca Knuth and others). (NKA)

Promoting Reading in Developing Countries

Proceedings of the Annual Convention

What Teachers Should Know about Language

Language and Learning to Read

Proceedings

Theoretical Models and Processes of Reading

Donald R. Stoll

Educational Press Association of America

This publication lists 123 current magazines for children, arranged in alphabetical order. A concise description of each magazine is provided, along with information on target audience, subject, distribution method, editor, publisher, editorial address, ordering address, and how to obtain a sample issue. The publication also contains an explanatory essay, a subject index, and an age/grade index. (NKA)

Magazines for Children

IRA Desktop Reference

International Reading Association

Books

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