The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

The Common Core State Standards have cast a renewed light on reading instruction, presenting teachers with the new requirements to teach close reading of complex texts. Teachers and administrators should consider a number of essential features of close reading: They are short, complex texts; rich discussions based on worthy questions; revisiting…

This interview was conducted with Professor Keith Allan with the aim of providing a brief but informative summary of the state of the art of pragmatics. In providing answers to the interview questions, Professor Allan begins with a definition of pragmatics as it is practiced today, i.e., the study of the meanings of utterances with attention to…

Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001-2002 and 2011-2012. The current study explored instructional…

This investigation focused on elementary-aged (first and fourth grade) children's individual preferences for narrative and expository text and perceptions of what their same-aged peers would like to read. Preferences and perceptions of text were examined through the lenses of social constructivist and engaged reading theories. The overall purpose…

This study investigated a new writing task that utilizes drawing to elicit students' language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new,…

Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and…

Notwithstanding the complex and dynamic nature of teaching and learning in schools, over four decades of research findings have consistently revealed a correlation between teacher expectations and student achievement. Focusing on teacher expectations for the narrative structures created by young children, this article features a discussion of data…

In this article, "havruta," the dominant strategy for textual higher learning where pairs pour over texts slowly to decipher and argue about the meaning with each other, is explored as an appropriate pedagogy. The author describes how to facilitate interpersonal and textual skills in the middle school and high school classrooms. Texts…

This article offers a way to show students how authors play a significant role in shaping nonfiction information to achieve clarity and coherence.

What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the…

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…

Despite a plethora of research on the utility of drama in the foreign language classroom (e.g., Boudreault, 2010; Gorjian, Moosavinia, & Jabripour, 2010; Zafeiriadou, 2009; Ziltener, 2011), less research addresses its effect on skill development (e.g., Al-Rabadi & Bataineh, 2015; Bataineh, Al-Rabadi, & Smadi, 2013). This study examines…

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…