ERIC ED401523: Growing Literacy. Eighteenth Yearbook of the College Reading Association.

294 Pages·1996·3.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 401 523
CS 012 645
AUTHOR
Sturtevant, Elizabeth G., Ed.; Linek, Wayne M.,
Ed
TITLE
Growing Literacy. Eighteenth Yearbook of the College
Reading Association.
INSTITUTION
College Reading Association.
REPORT NO
ISBN-1-883604-02-8
PUB DATE
96
NOTE
293p.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MFO1 /PC12 Plus Postage.
DESCRIPTORS
Adults; Bibliotherapy; Computer Uses in Education;
Early Intervention; Educational Change; Elementary
Secondary Education; Higher Education; Holistic
Approach; Home Schooling; *Literacy; Play; Portfolios
(Background Materials); Qualitative Reseafch;
*Reading Instruction; Reading Material Selection;
*Recreational Reading; *Teacher Attitudes; *Teacher
Education
ABSTRACT
Focusing on the theme of what literacy is and how it
grows, this book presents 25 essays and studies that explore literacy
growth in young children, teens, college students, and adults. Essays
and studies in the book are (1) "Kindergarten Children's Uses of Oral
Language and Social Interaction in Literacy Activities during
Unstructured Play" (J.K. Bryan);
(2) "Influences on Grade-Five
Students' Decision to Read: An Exploratory Study of Leisure Reading
Behavior" (P. Whitney); (3) "The Influence of Developmentally
Appropriate Spelling Instruction on the Achievement of First Grade
Students" (L.B. Hunter);
(4) "A Psychologist-Educator's Journey
through the Reading World" (J.C. Abrams);
(5) "From Metronoscopes to
Megabytes" (R.L. Carner);
(6) "A Genuine Legacy" (M.J. Weiss); (7)
"Constructing Teacher-Generated 'Authentic' Reading Assessments"
(8) "Teachers' Personal Comfort with Reading and
(E.V. Newton);
Writing: Divergent Profiles in Planning Instruction" (D.L. Bailey);
(9) "Living in the 'Real World' of Instructional Change in Literacy:
One Fourth Grade Teacher and Educational Reform" (A.L. Williams);
(10) "Conceptual Changes: Preservice Teachers' Pathways to Providing
Literacy Instruction" (V.J. Risko and others); (11) "Using Reflective
Portfolios in Preservice Teacher Education Programs" (K. Oropallo and
S. Gomez); (12) "The Annotation Exchange System: A Way for Schools
and Universities to Connect Using Children's Literature" (S.L.
Strode); (13) "The Bibliotherapeutic Effects of Ludic Reading" (M.A.
Duchein and others); (14) "The Relationship between Writing Form and
Emergent Reading Behavior: Patterns across 3-, 4-, and 5-Year Olds"
(J.E. Barnhart); (15) "Reading Workshop: An Early Reading
Intervention Approach for At-Risk Students" (B. Zimmerman and
others); (16) "Writing Changes and Young Children: A Study of
Self-Assessment" (J.C. Miels);
(17) "Replaying Their Own Lives:
Children's Choices for Dramatic Play in One Head Start Classroom"
(18) "Preliminary Validation of the 'Writer
(C.A. Walker);
Self-Perception Scale'" (W.A. Henk and others); (19) "Finding Books
for Adult New Readers" (P.L. Bloem and N.D. Padak); (20) "A Case
Study in Reading Using Holistic Intervention with an Undergraduate
University Student" (K.E. Mayo); (21) "Analyzing Qualitative Data
Using the Trifold" (D.E. Alvermann and others); (22) "Is Fluency Yet
a Goal of the Reading Curriculum?" (T.V. Rasinski and J.B. Zutell);
(23) "Changing Themes for Preparing Teachers to Use Computers and
Multimedia for Literacy Learning" (E. Balajthy); (24) "A Qualitative
Study of the Literacy Environment in One Home School Setting" (V.G.
Hall); and (25) "Teachers Helping Teachers: Ohio's Even Start Peer
Assistance Team Project" (N.D. Padak and others). (RS)
Growing
Literacy
.
..
U.S. DEPARTMENT 15-F-ECTUGTiON
1
Office of Educational Research and Improvement
E UCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
i
This document has been reproduced as I
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received from the person or organization
originating it
,
I
;0 Minor changes have been made to improve ;
reproduction quality.
Elizabeth G. Sturtevant
Wayne M. Linek
Editors
this docul
Points of view or opinions stated in
0.01111
ment do not necessarily rePresent
OEFII position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
Idj.c_I&A,
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
BEST COPY AVAILABLE
GROWING LITERACY
The Eighteenth Yearbook
A Peer Reviewed Publication of
The College Reading Association
1996
Editors
Elizabeth G. Sturtevant
Wayne M. Linek
George Mason University
Texas A&M University-Commerce
Editorial Assistants
Vicki Parsons Duling
Debby Deal
George Mason University
Syamsundar Uppuluri
Leslie Nation
Texas A&M University-Commerce
3
The College Reading Association
Copyright ©
1996
Photocopy/Reprint Permission Statement
Permission is hereby granted to professors and teachers to reprint or
photocopy any article in the Yearbook for use in their classes, provided each
copy made shows the copyright notice. Such copies may not be sold, and
further distribution is expressly prohibited. Except as authorized above, prior
written permission must be obtained from the College Reading Association
to reproduce or transmit this work or portions thereof in any other form or
by another electronic or mechanical means, including any information stor-
age or retrieval system, unless expressly permitted by federal copyright law.
Address inquiries to the College Reading Association, Gary Shaffer, Sharon
83
Street, Harrisonburg, Virginia
22801
ISBN 1-883604-02-8
Printed at Texas A&M University-Commerce
Cover Design: Lee Sturtevant, age 11, Springfield, Virginia
Vivian Freeman, Texas A&M University-Commerce
4
ii
COLLEGE READING ASSOCIATION BOARD MEMBERS 1996-1997
EXECUTIVE OFFICERS
President, Judy Richardson, Virginia Commonwealth University
President-Elect & Program Chair, Marino Alvarez, Tennessee State University
Past President & Awards Chair, Betty Heathington, University of Tennessee
Second Past President, Patricia Koskinen, University of Maryland
Executive Secretary, Ora Sterling King, Coppin State College
Treasurer, Gary L. Shaffer, James Madison University
DIREcroRs
Jack Cassidy, Millersville University
Robert B. Cooter, Jr., Austin Peay State University
James King, University of South Florida
Patricia Koskinen, University of Maryland
Nancy D. Padak, Kent State University
D. Ray Reutzel, Brigham Young University
Victoria Risko, Vanderbilt University
Jon Shapiro, University of British Columbia
Barbara Walker, Eastern Montana College
DIVISION CHAIRS
Teacher Education, Arthur Smith, SUNY College at Brockport
College Reading, Jeanne Shay Schumm, University of Miami
Clinical, Dianne Allen, University of North Texas
Adult Learning, Nancy Boraks, Virginia Commonwealth University
EDITORS
Reading Research and Instruction, D. Ray Reutzel (Editor), Brigham Young Uni-
versity
The Reading News, Ellen Jampole (Editor), Slippery Rock University
CRA Monographs, Barbara Martin Palmer (Editor), Mount St. Mary's College
CRA Yearbook, Elizabeth Sturtevant (Co-Editor), George Mason University and Wayne
Linek (Co-Editor) Texas A&M University-Commerce
COMMITTEE CHAIRS AND CO-CHAIRS
Conferences, Maria Valeri-Gold, Georgia State University
Membership, Robin Erwin, Jr., Niagara State University; Susan Davis Lenski, Illinois
State University
Professional Affairs, Gwendolyn Turner, University of Missouri-St. Louis
Public Information, Jane Matanzo, Florida Atlantic University
Media, Barbara Martin Palmer, Mount St. Mary's College; Marion Patterson, Morgan
State University
Historian, J. Estill Alexander, University of Tennessee; Susan Strode, Jefferson City
Public Schools
Photographer, Frederick Fedorco, East Stroudsburg University
Research, Evangeline Newton, John Carroll University; Steven Rinehart, West Virginia
University
Elections, Patricia Koskinen, University of Maryland
Resolutions and Rules, Patricia Linder, Texas A&M University-Commerce
Publications, William Henk, Penn State University-Harrisburg
Legislative and Social Issues, Sherry Kragler, Ball State University
CRA EDITORIAL ADVISORY BOARD 1995-1996
Diane D. Allen, University of North Texas
Connie Briggs, Emporia State University
Richard Culyer, Coker College
Anne Friedman, Borough of Manhattan Community College
Linda Hughes, Northern State University
Sherry Krag ler, Ball State University
Karen Mayo, East Texas Baptist University
Barbara Palmer, Mt. Saint Mary's College
Timothy Rasinski, Kent State University
Ernest Balajthy, State University of New York-Geneseo
Linda C. Burkey, Franciscan University of Steubenville
Robin Erwin, Niagara University
Cindy Gillespie, Bowling Green State University
Jerry L. Johns, Northern Illinois University
Ana Lado, Marymount University
George McNinch, W. Georgia College
Jacqueline Peck, Cleveland State University
Janet Richards, University of Southern Mississippi
Marie Roos, Jackson State University
Fred Bigenho, Lake Erie College
Gerry Coffman, Wichita State University
Teri Woods Fowler, Texarkana Independent School District
Richard Harlan, Arkansas State University
James King, University of South Florida
Susan Lenski, Illinois State University
Olga G. Nelson, Eastern Michigan University
J. Michael Pickle, The University of Georgia
Mary F. Roe, University of Delaware
Elizabeth H. Sakiey, Rowan College of New Jersey
Joan Simmons, University of Wisconsin-Green Bay
Sandra M. Stokes, University of Wisconsin-Green Bay
Sherrie Nist, University of Georgia
Beverley Tully, Southeastern Oklahoma State University
Mary Spor, Decatur, Alabama
Susan L. Strode, Jefferson City Public Schools, Missouri
Evangeline Newton, John Carroll University
Ora S. King, Coppin State College
Toni Stiefer, Southeastern Oklahoma State University
Denise H. Stuart, Cleveland State University
Tim Campbell, University of Central Oklahoma
Carolyn Ann Walker, West Virginia University
iv
6
TABLE OF CONTENTS
Introduction
viii
1
AWARDS IN LITERARY RESEARCH
Kindergarten Children's Uses of Oral Language and
Social Interaction in Literacy Activities During Unstructured Play
Dissertation Award Jan K Bryan
2
Influences on Grade-Five Students' Decisions to Read:
An Exploratory Study of Leisure Reading Behavior
Dissertation Award Patricia Whitney
17
The Influence of Developmentally Appropriate
Spelling Instruction on the Achievement of First Grade Students
Thesis Award Linda B. Hunter
30
47
EARLY LEADERS IN LITERACY
A Psychologist-Educator's Journey Through the Reading World
Jules C. Abrams
48
Reflection on Jules C. Abrams
Patricia M. Bricklin
52
From Metronoscopes to Megabytes
Richard L. Carner
54
Reflection on Richard L. Carner
Fritzi Chowning
59
A Genuine Legacy
M. Jerry Weiss
61
Reflection on Jerry M. Weiss
Janet K. Carsetti
67
69
TEACHER BFITFTS AND LITERACY
Constructing Teacher-Generated "Authentic" Reading Assessments
Evangeline V Newton
70
Teachers' Personal Comfort with Reading and Writing:
Divergent Profiles in Planning Instruction
Dora L. Bailey
81
Living in the "Real World" of Instructional Change in Literacy:
One Fourth Grade Teacher and Educational Reform
A. Lee Williams
93
v
7
103
TEACHER EDUCATION AND LITERACY
Conceptual Changes: Preservice Teachers' Pathways
to Providing Literacy Instruction
Victoria J. Risko, Jeanne Ann Peter, Dena McAllister
104
Using Reflective Portfolios in Preservice Teacher Education Programs
Kathleen Oropallo and Susan Gomez
120
The Annotation Exchange System: A Way for Schools and
Universities to Connect Using Children's Literature
Susan L. Strode
133
The Bibliotherapeutic Effects of Ludic Reading
Mary A. Duchein, Deidra W. Frazier, Elizabeth L. Willis
139
147
LITERACY IN PRESCHOOL, ELEMENTARY, AND SECONDARY SETTINGS
The Relationship Between Writing Form and
Emergent Reading Behavior: Patterns Across
3-, 4-, and 5-Year Olds
June E. Barnhart
148
Reading Workshop: An Early Reading Intervention
Approach for At-Risk Students
Belinda Zimmerman, Tracy Foreman, Timothy V. Rasinski
159
Writing Changes and Young Children:
A Study of Self-Assessment
Jill C. Miels
170
Replaying Their Own Lives: Children's Choices
for Dramatic Play in One Head Start Classroom
Carolyn A. Walker
178
Preliminary Validation of the Writer SelfPerception Scale
William A. Henk, Diane G. Bottomley, Steven A. Melnick
188
201
ADULT AND COLLEGE LEARNERS AND LITERACY
Finding Books for Adult New Readers
Patricia L. Bloem and Nancy D. Padak
202
A Case Study in Reading Using Holistic Intervention
with an Undergraduate University Student
Karen E. Mayo
211
8
vi
227
EMERGING ISSUES
Analyzing Qualitative Data Using the Trifold
Donna E. Alvermann, Stephen F. Phelps, Rick Umpleby
228
Is Fluency Yet a Goal of the Reading Curriculum?
Timothy V. Rasinski and Jerome B. Zutell
237
Changing Themes for Preparing Teachers
to Use Computers and Multimedia for Literacy Learning
Ernest Balajthy
247
A Qualitative Study of the Literacy Environment
in One Home School Setting
Valerie G. Hall
256
Teachers Helping Teachers:
Ohio's Even Start Peer Assistance Team Project
Nancy D. Padak, Timothy V Rasinski, Connie S. Ackerman
269
9
vii
INTRODUCTION
What is literacy and how does it grow? Simple-sounding questions, with
far from simple answers. Around the globe, educators, parents, authors news-
paper columnistseven politiciansargue issues related to literacy defini-
tions and literacy growth. These are "hot topics" in the 1990s. Everyone, it
seems, favors "literacy;" few, however, can agree on what "literacy" is, much
less how to help it develop.
From our perspective, exploration of these important questions is what
the College Reading Association has always been about, now and in the past.
While the CRA membership is diverse in goals, background, and location,
we share a dynamic interest in literacy development at all levels. As an orga-
nization and as individuals, our diversity is a strength that compels us to work
together in the search for answers to vital questions. Various aspects of CRA,
such as the four divisions, the annual conference, the publication, the com-
mittees, and most recently, the CRA Listserve, all contribute to the growing
knowledge and literacy of the membership. Individual members then con-
tribute to the literate growth of others through continued discussion in their
own educational communities, regions, and nations.
The articles in this 18th Yearbook reflect the theme, growing literacy.
Once again, the papers submitted illustrate both the broad professional in-
terests of the CRA membership and current discussion in the field as a whole.
School-based and university researchers explore literacy growth in young
children, teens, college students, and adults. Teacher educators discuss ways
to expand understanding of literacy teaching and learning. And "early lead-
ers"long term members of our professionexpand our vision of growth
in the field through the decades, while their former students provide con-
nections through personal stories of growth under the guidance of these men-
tors. Last, but certainly not least, the final section illustrates our continuing
foray into new ways of teaching, collaborating, and researching. As you read,
expect your horizons to expand: You won't be disappointed.
Not surprisingly, it took many hands to create this publication. First thanks
go to the authorsall authors who submitted papers. As in other years, there
were more papers than could be accepted, and all authors, both published
and unpublished, are commended for their efforts to support CRA through
a strong Yearbook.
Second, thanks go to the reviewers. Every editor of every peer-reviewed
publication knows that good reviewers are worth their weight in gold. Yet,
no one sees the reviewer's anonymous work except for authors and editors.
CRA reviewers this year gave tremendous care in preparing their reviews.
Reviews were thoughtful, thorough, and extremely helpful to both authors
viii