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Direct linkWallach, Geraldine P.; Ocampo, Alaine – Language, Speech, and Hearing Services in Schools, 2017
Purpose: In this discussion as part of a response to Catts and Kamhi's "Prologue: Reading Comprehension Is Not a Single Activity" (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The…
Descriptors: Reading Comprehension, Reader Text Relationship, Grade 4, Grade 5
Download full textMyers, Joy – English in Texas, 2014
This study focused on understanding the impact of incorporating digital reader response into a middle school literature class. Through interviews and the use of artifacts, a classroom teacher documented how altering the way students wrote about their readings shaped the quality and quantity of their writing. Outcomes reveal that blogging during…
Descriptors: Reader Response, Technology Uses in Education, Middle School Students, English Instruction
Cox, Carole – SAGE Publications (CA), 2011
Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…
Descriptors: Fiction, Nonfiction, Books, Content Area Reading
Stokes, Laura – Inverness Research, 2009
In 2007, the United Animal Nations (UAN) launched the Humane Education Ambassador Readers (HEAR), an innovation that focused on mitigation of animal suffering through education. In the HEAR program, adult volunteers read carefully selected story books to children in grades 3-6 in schools or other educational settings, and hold discussions with the…
Descriptors: Program Effectiveness, Animals, Altruism, Empathy
Soter, Anna O.; Wilkinson, Ian A. G.; Connors, Sean P.; Murphy, P. Karen; Shen, Vincent Fu-Yuan – English Education, 2010
Through their study of classroom talk about and around literary text, the authors discovered that their application of Rosenblatt's (1938/1995, 1978) "aesthetic" stance to elementary (primarily Grades 4-6) students' affective responses to literary text uniformly lacked the simultaneous articulation of "the real impact between the…
Descriptors: Discussion (Teaching Technique), Classroom Communication, Reader Text Relationship, Grade 4
Applegate, Anthony J.; Applegate, Mary DeKonty – Reading Teacher, 2010
This study examined the motivation to read of children in grades two through six. All children in the study were strong in their literal comprehension of narrative text. Some were equally strong in their ability to respond thoughtfully to the text (Blue Group); others struggled to respond to questions requiring them to think about the implications…
Descriptors: Recall (Psychology), Thinking Skills, Age Differences, Reading Motivation
