Journal of Research in Innovative Teaching - National University

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Conclusion As teachers work to improve the literacy experiences their students encounter in class, they must increasingly attend to the formats they choose for instruction. While a format, such as smallgroup oral reading, may be beneficial in one context, other formats may be more useful for different instructional purposes. The results of this study indicate that the elementary teachers in the metropolitan area are using a variety of approaches and relying more heavily on the promising formats of small-group work, partner or dyad work, and independent reading activities more frequently than the less useful activities of whole-class oral reading or assigning reading as homework. Andreas, the third-grade student described at the beginning of this article, experiences a wide range of reading formats planned to help him improve as a reader. How he navigates small groups, partner reading, read-aloud experiences, and other literacy activities is crucial to his success as a literate individual in the 21st century. References Allington, R. L. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83, 740–747. Anderson, R. C., Wilson, P. T., and Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303. Austin, M. C. & Morrison, C. (1963). The first R: the Harvard report on reading in elementary schools. New York: The Macmillan Company. Beach, S. A. (1993). Oral reading instruction: Retiring the bird in the round. Reading Psychology, 14, 333–338. Betts, E. A. (1946). Foundations of reading instruction with emphasis on differentiated guidance. New York: American Book Company. Caldwell, J. S., & Ford, M. P. (2002). Where have all the bluebirds gone How to soar with flexible grouping. Portsmouth, NH: Heinemann. Cassidy, J., & Cassidy, D. (2008, February). What’s hot for 2008. Reading Today, 25(4), 1, 10, 11. Cunningham, P. M., Hall, D. P., & Defee, M. (1991). Non-ability-grouped, multilevel instruction: A year in a firstgrade classroom. The Reading Teacher, 44(8), 566–571. Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. York, ME: Stenhouse. Elbaum, B. E., Schumm, J. S., & Vaugh, S. (1997). Elementary students’ perceptions of grouping formats for reading instruction. The Elementary School Journal, 97(5), 475–500. Fader, D. (1976). The new hooked on books: How to learn and how to teach reading and writing with pleasure. New York: Berkley Books. Fisher, D. (2004). Setting the “opportunity to read” standard: Resuscitating the SSR standard in an urban high school. The Journal of Adolescent and Adult Literacy, 48(2), 138–150. Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group Using flexible patterns for effective instruction. The Reading Teacher, 45(8), 608–616. Juel, C. (1990). Effects of reading group assignment on reading development in first and second grade. Journal of Reading Behavior, 22(3), 233–254. Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458–492. Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates. Lapp, D., Fisher, D., & Wolsey, T. D. (2009). Literacy growth for every child: Differentiated small-group instruction K–6. New York: Guilford Publishers. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1), 60–92. 111
Paratore, J. R., & Indrisano, R. (2003). Grouping for instruction in literacy. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of Research on Teaching the English Language Arts (2nd ed.) (pp. 566–572). Mahwah, NJ: Lawrence Erlbaum Associates. Paugh, P., Carey, J., King-Jackson, V., & Russell, S. (2007). Negotiating the literacy block: Constructing spaces for critical literacy in a high-stakes setting. Language Arts, 85(1), 31–42. Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510–522. Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD. Sadoski, M., & Willson, V. L. (2006). Effects of a theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal 43, 137–154. Tompkins, G. (2003). Literacy for the 21st century (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Trelease, J. (2006). The read-aloud handbook (6th ed.). New York: Penguin. Treptow, M. A., Burns, M. K. & McComas, J.J. (2007). Reading at the frustration, instructional, and independent levels: The effects on students' reading comprehension and time on task. School Psychology Review, 36(1), 159–166. Wolsey, T. D., Lapp, D., & Fisher, D. (2010). Innovations in secondary literacy: Creating a culture of Literacy. In A.Honigsfeld & A. Cohan (Eds)., Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (pp. 9-15). Lanham, MD: Rowman and Littlefield. About the Authors Bruce Dow PhD, Specialization coordinator Richard W. Riley College of Education Walden University Minneapolis, MN bruce.dow@waldenu.edu Major research interests: elementary reading, technology in education Diane Lapp EdD, Distinguished Professor of Education School of Teacher Education San Diego State University San Diego, CA lapp@mail.sdsu.edu Major research interests: adolescent literacy, early literacy, English language learners Thomas DeVere Wolsey EdD, Adjunct Faculty School of Education National University La Jolla, CA tom.wolsey@natuniv.edu Major research interests: adolescent literacy, English language learners, technology, learning environments 112
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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