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Language Arts, Vol. 77, No. 6, July 2000

Cover Art for Language Arts, Vol. 77, No. 6, July 2000

Table of Contents

Issue Theme: The Making of a Reader

  • Beyond Words: The Relational Dimensions of Learning to Read and Write

    Judith Lysaker

    Abstract: The making of a reader emerges in the relationship between a supportive adult and an emergent reader. Judy Lysaker explores the nature of scaffolding in a tutoring relationship with a first-grade child learning to read and write; she provides an analysis and description of the interpersonal relationship that contributed to the child's successful learning.

    Keywords: Elementary, Literacy, Pedagogy

  • "I Read for Facts": Reading Nonfiction in a Fictional World

    Myrna Hynes

    Abstract: The key to helping one adolescent make the transition from non-reader to reader was changing his self-image as a non-reader. This article shows how he became actively engaged in reading and writing when he felt valued, took risks, and developed his own ideas—more closely aligning his life within school and outside school.

    Keywords: Elementary, Assessment, Pedagogy, Writing, Reading

  • The Construction of Literacy and Literacy Learners

    Trevor H. Cairney

    Abstract: Examines the real-world literacy contexts in which children find themselves. Discusses research at multiple sites over five years looking at how teachers struggle day by day to work out how to acknowledge and build on the language and cultural diversity of the students in their schools. Explores and illustrates four distinct "constructions" of literacy.

    Keywords: Elementary, Literacy, Pedagogy, Research

  • The (Un)Making of a Reader

    Margaret M. Foley

    Abstract: Through looking critically at the underpinnings of "story mapping, a teacher uncovers a contradiction between the author's definition of reading as a constructive process and the reductionist nature of story mapping, which she shows inhibits students' potential to explore a diverse range of personal responses by promoting comprehension over response, uniformity over diversity, and control over freedom.

    Keywords: Elementary, Reading

  • Rejoining the Literacy Club: Valuing Middle-Grade Readers

    Carol Gilles and Jean Dickinson

    Abstract: Carol Gilles and Jean Dickinson use the metaphor of the "literacy club" to illustrate the re-making of three fifth-grade readers in jeopardy of being excluded from the "club." They started with the students’ strengths, used a variety of assessment measures, and offered supportive texts and teaching.

    Keywords: Elementary, Middle, Assessment, Pedagogy, Writing, Reading

  • Escapists, Butterflies, and Experts: Stance Alignment in Literacy Texts

    Amy Seely Flint

    Abstract: Examines the discrepancies in engagement that arose when the teachers' instructional and the students' personal stances (regarding the intents and purposes of literacy) are misaligned during literacy events. Discusses the ways in which instructional and personal stances encourage and/or discourage engagement. Considers the opportunity to construct interpretations of texts while discussing literature and other related literacy events in class.

    Keywords: Elementary, Literacy

  • Following a Child's Lead toward Literacy

    Cynthia S. Merrill

    Abstract: For struggling third-grade reader Maddie, her own writing prompted her journey to become a reader. Her teacher built on Maddie's strengths and focused on meaningful activities in order to promote a positive attitude toward reading—a focus that became the foundation for her acquisition of reading skills.

    Keywords: Assessment, Pedagogy, Writing, Reading

  • Shifting Perspectives on Struggling Readers

    Joan Primeaux

    Abstract: A responsive literacy environment, explicit comprehension-strategy instruction, and time spent engaged with connected text using authentic materials all contribute to the increased learning of struggling readers.

    Keywords: Pedagogy, Reading

  • "Direct, Explicit, and Systematic"--Bad Reading Science

    Gerald Coles

    Abstract: Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research, teaching, learning, and children.

    Keywords: Elementary, Research, Reading

  • Historical Fiction: Teaching tool or Literary Experience?

    Cathy Beck, Shari Nelson-Faulkner and Kathryn Mitchell Pierce

    Abstract: Looks at the characteristics of outstanding historical fiction including its literary qualities and criteria associated with authenticity. Discusses how teachers invite readers to approach their experiences with these novels. Looks at the role of historical fiction in today's classrooms. Presents brief annotations of 25 outstanding works of children's historical fiction. Notes other outstanding books.

    Keywords: Elementary, Literature, Reading

  • Editors’ Pages

    Sharon Murphy and Curt Dudley-Marling

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Index for Volume 77

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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