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Language Arts, Vol. 80, No. 4, March 2003

Cover Art for Language Arts, Vol. 80, No. 4, March 2003

Table of Contents

Issue Theme: Learners Who Struggle with Reading and Writing

  • The Just So Story—Obvious but False

    Frank Smith

    Abstract: Considers how public opinion and entire theories of teaching reading are based in the false Just So story--Just Sound Out, and you can read. Explains why sounding out is a handicap. Suggests a better alternative, teaching by recognizing words.

    Keywords: Literacy, Pedagogy, Reading, Elementary

  • Al’s Story: Overcoming Beliefs That Inhibit Learning

    Janice Henson and Carol Gilles

    Abstract: Shares the author's minute-by-minute decisions in working with an alienated student whose beliefs about reading created a wall of resistance to learning. Notes the student's beliefs about his learning potential and his lack of strategies were at the root of his reading problems. Concludes that before alienated students can overcome the restrictive situations imposed by the present educational system,educators must learn to see struggling students in a new way.

    Keywords: Pedagogy, Reading, Elementary

  • But They Still Can’t (or Won’t) Read! Helping Overcome Roadblocks to Reading

    Janet Allen

    Abstract: Questions students on what gets in the way of reading for them and what advice they would give educators to help overcome those obstacles. Concludes that as a result of their words, educators now look at each classroom for common elements that support all readers: diverse resources, respected adults as readers, choice, time for reading, multiple levels of support, and demonstrations of reading in action.

    Keywords: Pedagogy, Reading, Elementary

  • Building on the Strengths of Families: The Promising Readers Program

    Devon Brenner, Teresa Jayroe, and Angela Boutwell

    Abstract: Describes one rural school's development of a literacy program in which family members collaborate with educators to provide literature-based experiences and tutoring for struggling readers. Concludes that family literacy programs are more successful when they involve family members in working with children as they learn the literary strategies to use in school.

    Keywords: Diversity, Pedagogy, Reading, Elementary, School-Community Relation

  • Revisiting and Rethinking the Reading Process

    Stephen B. Kucer and Jenny Tuten

    Abstract: Reports on the authors' revisiting of the reading process using proficient adult readers (advanced graduate students in a school of education) as their informants. Begins with a brief overview of the current debate concerning the nature of reading and explains how they went about investigating the issue. Discusses what they learned from their investigation and addresses what this means for classroom reading istruction.

    Keywords: Assessment, Literacy, Research, Reading, Elementary, Middle, Secondary, College

  • Four Ways to Work against Yourself When Conferencing with Struggling Writers

    Kathryn Glasswell, Judy M. Parr, and Stuart McNaughton

    Abstract: Examines the interactions that take place as nine exemplary teachers from New Zealand provide support for struggling writers in ways that inadvertently often turn out to be less effective than they hoped. Discusses four ways to produce unintended outcomes.Illustrates that even for exceptional teachers of writing, conducting effective conferences with struggling writers is a difficult and thought-provoking task.

    Keywords: Assessment, Pedagogy, Research, Writing, Elementary

  • Teaching Words That Students Misspell: Spelling Instruction and Young Children’s Writing

    Diane Beckham-Hungler and Cheri Williams

    Abstract: Considers if a spelling program that is based on explicitly teaching words from children's own writing makes a difference in their conventional use of these words in future writing.Concludes that the spelling list they generated from student writings were not much better at predicting the words students would need fortheir journal writing than prepackaged lists used in their original study.

    Keywords: Assessment, Pedagogy, Research, Writing, Elementary

  • Thoughts from the Editors

    Jean Schroeder, Kathy Short, Gloria Kauffman, Sandy Kaser

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • SUGGESTIONS FOR FURTHER READING: LEARNERS WHO STRUGGLE WITH READING AND WRITING

    Curt Dudley-Marling

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • READING CORNER FOR EDUCATORS: Learners Who Struggle with Reading and Writing

    Sonia Nieto with Michael Riendeau and Cynthia Rosenberger

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • READING CORNER FOR CHILDREN: 2002 Notable Children’s Books in the Language

    Patricia L. Scharer, Kathleen Armstrong, Diane Bushner, Pavonetti, Barbara Peterson, Junko Yokota, and Terrell Young

    Abstract: Presents annotations of 30 titles selected for the 2002 Notable Children's Books in the Language Arts. Notes that the works share one or more of the following characteristics: deals explicitly with language, such as play on words, word origins, or the history of language; demonstrates uniqueness in the usage of language or style; or invites child response or participation.

    Keywords: Elementary

  • PROFILE: Martha L. King: Language Arts Pioneer

    Evelyn B. Freeman

    Abstract: Introduces "Language Arts" readers to a remarkable and inspirational woman whose contributions over more than four decades added immeasurably to the understandings of children's oral language, critical reading, and writing. Lists multiple ways that Martha L. King's impact on the field of language arts is reflected.

    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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