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Direct linkMahiri, Jabari; Maniates, Helen – Reading Teacher, 2014
Literacy engagement is critical to the development of reading proficiency. Yet, many students, having had varied and often limited experiences with formal literacy practices, begin schooling in an interstitial state that might more accurately be called "pre-engagement" where though eager to learn, they are unsure how to fully focus on…
Descriptors: Reading Skills, Grade 1, Elementary School Teachers, Urban Schools
DeNicolo, Christina P. – Reading Teacher, 2014
Drawing from a qualitative case study that examined the language practices and learning in a first grade bilingual classroom, the author discusses one teacher's daily process for the literacy event of the morning message. Primary findings indicate that the ways the teacher listened and responded to students during the morning message provided…
Descriptors: Qualitative Research, Case Studies, Language Usage, Grade 1
Mesmer, Eric M.; Mesmer, Heidi Anne E. – Reading Teacher, 2008
Since the reauthorization of the Individuals With Disabilities Education Act (2004), the use of Response to Intervention (RTI) in the identification of students suspected of having learning disabilities has been legitimized. Several professional organizations, including the International Reading Association (IRA), have recognized the importance of…
Descriptors: Intervention, Learning Disabilities, Reading Teachers, Disability Identification
Ranker, Jason – Reading Teacher, 2009
This article features a first-grade, ESL classroom in which students engaged in learning to read and write nonfiction as part of a genre study. The most effective way of teaching genres has been an important topic in literacy education. On the one hand, literacy scholars have drawn attention to how overt instruction and scaffolding on the…
Descriptors: Literacy Education, Educational Opportunities, Reading Instruction, Nonfiction
Fitzharris, Linda; Jones, Mary Blake; Crawford, Allison – Reading Teacher, 2008
Teacher knowledge is important because it is related to student outcomes. The researchers of this article wanted to answer the following questions: (1) How do classroom teachers describe the reading cueing systems? (2) How do classroom teachers analyze running record information? and (3) How do classroom teachers implement classroom reading…
Descriptors: Outcomes of Education, Teacher Characteristics, Knowledge Level, Miscue Analysis
Ranker, Jason – Reading Teacher, 2007
A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…
Descriptors: Cartoons, Reading Processes, Literacy, Reading Instruction
