Annotated Bibliography Annotated Bibliography
Allington, R. L. (2001 ) What really matters for
struggling readers: Designing research-based programs. New York:
Addison-Wesley Educational Publisher Inc.
This book focuses on strategies that struggling readers need to use. These strategies include literacy conversations and wide reading. Teachers must engage students in reading activities that foster the desire to read outside of the classroom. Classrooms need to be equipped with a variety of literacy materials, such as, books, magazines, newspapers, writing tools.
Anders, P. L., & Guzzetti, B. J. (1996). Literacy instruction in the content areas. NewYork: Harcourt Brace.
Anders & Guzzetti wrote this textbook for teacher preparation courses. It includes the history of literacy in the content areas, how to incorporate trade books in content area classrooms, and application activities. The authors include ways to plan lessons for literacy instruction and to create a literacy content classroom.
Andrews, S. E. (1997). Writing to learn in content area reading class. Journal of Adolescent & Adult Literacy, 41 (2), 141-142.
In addition to using journal writing, Andrews states that learning logs, admit/exit slip, looping, cinquains/progressive cinquains, and KWL are excellent strategies to assist students in learning reading through writing. Admit slips allow students to voice what questions they have about the assigned readings; then, these topics are used in discussion during class. Exit slips allow students to voice what they learned in class and what questions they still may have. Students freewrite during admit/exit slips activities for three to five minutes during a looping exercise, and then they share their thought with other students. Once the process is complete, the paper is returned to original writer and then final sentences are shared in discussions. In creating cinquains/progressive cinquains, students use their knowledge of a topic to create a 5-line poem. KWL is a strategy where students write what they know, what they want to know, and what they learned about a particular topic.
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook Publisher.
Atwell wrote this book for teachers of literacy. She gives ideas of how to teach reading and writing, how to develop reading and writing workshops, and minilesson in literacy. Atwell also suggests how to respond to readers and writers and how to evaluate teaching. This is an excellent resource and guidebook for all teachers
Bryant, D. P., Ugel, N., Thompson, S., & Hamff,
A. (1999). Instructional strategies for Content-area instruction. Intervention
in School & Clinic, 34 (5), 293-304.
The authors of this article discuss ways middle school and
high school content area teachers use word identification, vocabulary, and
comprehension strategies to teach content material. They describe specific
instructional activities for before, during, and after reading. There are
step-by-step directions of how to create a semantic map and semantic feature
analysis.
Camp, D. (2000). It takes two: Teaching with twin texts of
fact and fiction. The Reading Teacher, 53 (5), 400-408.
Camp discusses how using trade books and textbooks to teach
content area subjects encourage students to enjoy reading, to read critically,
to look at topics in many ways, and to develop background information. Camp
gives in-depth explanation for interactive strategies, such as Venn diagram, KWL,
DR-TA, and webbing. She includes a list of twin texts (Text based on the same
themes).
Caverly, D. C., Mandeville, T. F., & Nicholson, S. A.
(1995). PLAN: A study-reading strategy for informational text. Journal of
Adolescent & Adult Literacy,39 (3), 190-199.
PLAN is a study-reading strategy where students Predict,
Locate, Add, and Note are based on schema theory, text structure, and
metacognition research. During the predication step, students create a graphic
representation of the text using the text structure (compare/contrast). Then
students locate known and unknown information on their map by placing a
checkmark next to concepts they are ready know and a question mark next to
information that do not know. As the student read, they begin to add words or
short phrases to their maps to explain and confirm concepts. After reading,
students take notes of their new knowledge. They use a variety of note taking
activities to accomplish this step. Caverly, Mandeville, & Nicholson
describe how PLAN can be used in a college developmental reading course.
Chamblee, C. M. (1998). Bringing life to reading and
writing for at-risk college students. Journal of Adolescent & Adult
Literacy, 41 (7), 532-537.
Chamblee describes her developmental reading course for
at-risk college students where she incorporates their real life experience in
learning to read and write. She discusses reading and writing as a way to
construct and reconstruct meaning. Chamblee discusses way for students to make
connections between what they are reading and writing and their own lives. This
article also contains ideas for pre and post reading writing activities. In
addition she includes a list of short stories for students to read and compare
with their stage in a life.
Ciardiello, A. V. (1998). Did you ask a good question
today? Alternative cognitive and Metacognitive strategies. Journal of
Adolescent & Adult Literacy, 42 (3), 210-219.
Ciardiello writes this article for middle school, junior
high, secondary, and postsecondary content area teachers. Teachers need to teach
their students through scaffolding, modeling, think-alouds, and reciprocal
teaching. Asking knowledge-seeking and hypothesis-seeking questions provide
students with higher level of cognitive thinking. Students trained in
questioning will learn new content area knowledge in any given discipline.
Ciardiello, A. V. (2002). Helping adolescents understand
cause/effect text structure in social studies. Social Studies, 93 (1),
31-36.
Ciardiello discusses five text structures found in social
studies texts that are difficult to read. These text structures are
hierarchical, time order, cause/effect, description, and comparison/contrast.
Ciardiello suggests teaching question networks to understand these text
structures.
Cullinan, B. E. Fact and Fiction: Literature across the
curriculum. (ERIC Document Reproduction Service No. ED 354 548).
This is a text that assists teachers in looking at new ways
to use trade books in the content areas. Each chapter focuses on a content area
and includes a list of trade books that are appropriate for that content
subject. The content subjects that are included are history, math, and science.
Dowhower, S. L. (1999). Supporting a strategic stance in
the classroom: A comprehension framework for helping teachers help students to
be strategic. The Reading Teacher, 52 (7), 672-688.
Dowhower presents comprehension strategies in this article.
She describes a framework for comprehension that has three phases: prereading,
active reading, and postreading, and gives detail explanation of each phrase.
Dowhower includes other detail explanations of comprehension strategies for
independent reading.
Dunn, J. E. (2000). Reading in the content areas: Unlocking
the secrets and making them work. Journal of Adolescent & Adult Literacy,
44 (2), 168-170.
Dunn discusses two ways to assist her students in
understanding content area material. One strategy is check and line. The
students read and monitor their comprehension as they read line by line. If they
understand what they read, they place a check in the margin. If they do not
understand, they place a dash in the margin and continue reading until they
finish the paragraph. At that time, students will go back and reread the line
they did not understand. The other strategy is GMR. When students' brains wonder
as they read, they Go back, Motivate their brains to stay focused, and Reread.
Edwards, P. R. (1992). Using dialectical journals to teach
thinking skills. Journal of Reading, 35 (4), 312-316.
Edwards gives step-by-step instructions of how to use
dialectical journals to assist students in thinking critically. Dialectical
journals allow the students to respond to text or lectures. Teachers model the
simplest type of dialectical journal, which requires students to think on a
literal level by restating and paraphrasing what was read or said. The teacher
continues to build skills through introducing the students to thinking skills to
develop more complex dialectical journals.
Ellis, E. S. (1994). Integrating writing strategy
instruction with content-area instruction: Part I-orienting students to
organizational devices. Intervention in School & Clinic, 29
(3), 169-179.
Ellis describes ways of using graphic organizer to meet the
needs of students with mild learning difficulties understand content area
material. He discusses how teachers need to construct organizers then gradually
release the responsibility to the students. Student constructed graphic
organizers can be used as a writing strategy.
Friend, R. (2000). Teaching summarization as a content area
strategy. Journal of Adolescent & Adult Literacy, 44 (4), 320-329.
Summary writing is one of the skills used in comprehending
content area material. The authors give detail feature of how college students
can use summary to improve their understanding of content material. Other
strategies that are mentioned are questioning, Cornell Note taking Method,
outlining, and graphic organizers. The
authors stress that direct instruction and guided practice is important for the
development of summary writing.
Gaskins, I. W. (1981). Reading for learning: Going beyond
the basal in the elementary grades. The Reading Teacher, 35 (3), 323-328.
Although this article was written over twenty years ago,
the information in it pertains today. Gaskins gives excellent suggestions of how
to teach content area subjects and step-by-step lesson plan ideas. Lessons are
written to activate prior knowledge, motivate and guide students during reading.
Students learn how to survey, predict, synthesis, reorganize, and apply new
information.
Hindin, A., Cobb, M., & Mata Aguilar, C. (2001). This
book lives in our school. Remedial & Special Education, 22 (4),
204-213.
Hindin, Cobb, & Mata Aguilar describe an instructional
technique called Supported Literacy. Students with disabilities are assisted
through reciprocal teaching, cooperative learning, and book club discussion.
Students work with peers to create meaning, authentic, and culturally relevant
environment.
Hoffman, J., & Pearson, P. D. (2000). Reading teacher
education in the next millennium: what your grandmother’s teacher didn’t
know that your granddaughter’s teacher
should. Reading Research Quarterly, 35 (1), 28-43.
Hoffman & Pearson give a history of teacher education,
and they discuss seventeen components necessary for teacher education programs
that were developed by the International Reading Association. They explain the
difference between training programs and teaching programs, and they describe
the training for Reading Recovery and Success for All.
Hurst, B. (2001). ABCs of content area lesson planning:
Attention, basic, and comprehension. Journal of Adolescent & Adult
Literacy, 44 (8), 692-693.
Hurst’s ABC approach to developing lesson plans for
content area subjects is based on research. She stresses that students need to
be active participants in each lesson. A is getting the students’ attention.
Teachers need to make connections to the students’ prior knowledge, and Hurst
suggests K-L-W strategy and Venn diagrams as a way to get the students engaged
in the lesson. The next step is B. In this step, Hurst suggests teacher teach
minilesson where the teacher creates and awareness of the strategy, modeling the
strategy, provides practice, and ways to apply the strategy in authentic reading
situations. The final step in planning lessons is C, comprehension. The ultimate
goal for all lessons is to have activities to enhance comprehension. Hurst
recommends using webbing, DR-TA (Direct Reading-Thinking Activity), and
reciprocal question to develop higher-level critical thinking skills.
Irwin, J. W. (1991). Teaching reading comprehension
processes (2nd ed.). EnglewoodCliffs, NJ: Prentice-Hall, Inc.
Irwin divides this text into three parts: Teaching Basic
Comprehension Processes, Factors that Affect Comprehension Processes, and
Putting it All Together. In Part One, Irwin describes comprehension processes
and strategies, such as chunking, prediction, and questioning. He also includes
metacognitive strategies. In Part Two, the author reviews factors that influence
comprehension, and in Part Three, he discusses informal assessments and
classroom application.
Johnson, J. & Holcombe, M. (1993). Writing to learn in
a content area. Clearing House, 66 (3), 155-158.
This qualitative study looks at how students reformulated and extended their knowledge through writing and looks at affective purposes for writing.
Kibby, M. W. (1995). Practical steps for informing
literacy instruction: A diagnostic Decision-making model. Newark, DE:
International Reading Association.
In this model, teachers assess and evaluate students’
reading abilities, evaluate instructional materials, and plan appropriate
lessons. This book is for classroom teachers, reading specialist, and special
needs teachers. Content area teachers need to work with reading professionals to
test students’ ability to read expository text, so students will read content
material successfully. This model can be used with any assessment tool.
Lapp, D., Flood, J., & Farnan, N. (1996). Content
area reading and learning: Instructional strategies (2nd ed.).
Boston, MA: Allyn and Bacon.
This text is divided into five sections: Content Area
Reading: An Overview, The Teacher and the Text, The Students, The Instructional
Program, and Model Programs. The authors in the first section the history of
content area reading. Section 2, The Teacher and The Text, discusses the role of
textbooks and trade books in content area reading, choosing the right book, and
teaching text structures. The Students, section 3, reviews understanding the
learner and what they bring to the reading and writing experiences. Sections 4
and 5 describe programs and strategies for reading in the content areas.
Maaka, M. J., Ward, S. M. (2000). Content area reading in
community college classrooms. Community College Journal of Research &
Practice, 24 (2), 107-125.
The purpose of this study was to find ways to improve content area teaching and learning at a community college in Honolulu, Hawaii.
Manzo, A. & Manzo, U. (1990). Content area reading:
A heuristic approach. Columbus, OH: Merrill Publishing Company.
Manzo & Manzo discuss professional development of the
teacher and the connection between the teacher and students. Teachers need to
instruct and model literacy strategies for their students. The authors give
practical tips at the end of each chapter to assist classroom teachers.
Martino, N. L., Norris, J. A., & Hoffman, P. R. (2001).
Reading comprehension instruction: Effects of two types. Journal of
Developmental Education, 25 (1), 2-8.
The researchers investigated the effects of Communicative Reading Strategies of reading comprehension of at-risk college freshmen in college level biology class.
McNeil, J. D. (1992). Reading comprehension: New
directions for classroom practice (3rd ed.). New York:
HarperCollins Publisher.
McNeil discusses schema theory, text structure, writing to
comprehend, and metacognition. In addition, he states specific strategies, such
as scaffolding, semantic mapping, and reciprocal teaching. McNeil also discusses
assessment as a tool to change instruction.
Merkley, D. M., Jefferies, D. (2000). Guidelines for
implementing a graphic organizer. The Reading Teacher, 54 (4), 350-357.
Using advance organizers assist the students in connecting
new knowledge to prior knowledge. Merkley and Jefferies give explicit direction
of creating and implementing graphic organizers. They also include guidelines
for using graphic organizers.
Mitchell, A. R. (1993). Interdisciplinary instruction in
reading comprehension and written communication: A guide for an innovative
curriculum. Springfield, IL: Charles C. Thomas Publisher.
This interdisciplinary curriculum uses a team approach to
reading comprehension and written communication. All teachers need to be
committed to the curriculum. They use a writing rubric for all writing
assignments. F.O.R.C.E. is a study strategy for reading comprehension (finding,
observing reading, connecting, and embracing information for print). P.O.W.E.R.
is a strategy used for improving written communication. The steps are planning,
organizing, writing, editing, and re-writing.
Moje, E. B. & Young, J. P. (2000). Reinventing
adolescents literacy for new times: Perennial and millennial issues. Journal
of Adolescent & Adult Literacy, 43 (5), 400-410.
Moje & Young discuss the International Reading
Associations’ Commission on adolescent literacy. They review the difference
between adolescent literacy and content reading, best practices, meeting the
needs of marginal readers, and critical literacy in the classroom. They also
discuss four themes for further research on adolescent literacy.
Moore, D. W.,
Moore, S. A., Cunningham, P. M. & Cunningham, J. W. (1998). Developing
readers & writers in the content areas K-12 (3rd ed). New
York: Addison Wesley Longman, Inc.
Moore, Moore, Cunningham & Cunningham wrote a practical
guide for teachers to teacher literacy skills in the content area. This text can
be used as a textbook in a teacher preparation course as well as a practical
guide. In Part I, the authors discuss the learner, theory, instruction, and
practice, and in Part II the authors detail describe a day’s instruction and
the year’s curriculum for primary, intermediate, middle school, and high
school levels.
Oster, L. (2001). Using the think-aloud for reading
instruction. The Reading Teacher, 55 (1), 64-69.
Oster describes the procedures teacher use to model
think-aloud strategies. She discusses how think-aloud is a metacognitive
strategy. Oster also shows how think-aloud is an assessment tool.
Readence, J. E., Bean, T. W., & Baldwin, R. S. (1992). Content
area reading: An integrated approach (4th ed). Dubuque, IA:
Kendall/Hunt Publishing Company.
The authors describe the learning from the text, teaching
and learning strategies, assessment and accommodating individual student
differences, using computer, and choosing textbooks. Readence, Bean, &
Baldwin discuss the attitudes and interests of content area reading and
pre-service for teacher. This is a guidebook for teachers.
Reed, K. X. (1987). An analytical comparison of reading levels of junior college students with the readability levels of textbooks used in content area courses (ERIC Document Reproduction Service No. ED 284 177).
The purpose of this study was to compare the average reading ability levels of freshmen enrolled at a community college with the readability levels of eight content area textbooks. Teachers understand students’ difficulties with content reading materials by looking at the match between reading levels of students and readability levels of text.
Ruddell, M. R. (2001). Teaching content reading
and writing (3rd ed.). New York: John Wiley & Sons, Inc.
Ruddell discusses the history of literacy instruction in
middle and secondary schools from the 1930s to the 1990s and beyond. She
describes the literacy and language processes for first and second language
learners. In addition, Ruddell discusses assessment, evaluation of materials,
comprehension and vocabulary instruction in the content areas, reading and
writing across the curriculum. A several chapters devoted to diversity in the
classroom.
Shaw, V. N. (1999). Reading, Presentation, and Writing
Skills in Content Courses. College Teaching, 47 (4), 153-157.
Shaw suggests ways to teach reading and writing in the
content course at the college level. He recommends that teacher set realistic
goals for reading and writing assignments, choose appropriate text and
supplemental materials, and develop a system to monitor and evaluate students
assigned reading. He gives
suggestions of how teachers can assist students in class presentations and
writing assignments.
Simpson, M. L. (1996). Conducting reality checks to improve students’ strategic learning. Journal of Adolescent & Adult Literacy, 40 (2), 102-109.
Simpson makes a good point that students do not transfer
the strategies they learn in academic assistance program to content area
materials. She states strategies that learning strategies instructors need to
examine, such as requesting sample syllabi, sending out faculty questionnaires,
and requiring students to interview their professors. Simpson identifies
strategies that students need to practice with authentic course materials.
Simpson, M. L., Hayes, C. G., Stahl, N. A. (1989). A comprehensive study strategy using student writing as a means of learning content area concepts: Study II. (ERIC Document Reproduction Service No. ED 305 631).
This study sought to determine whether college students trained to create and rehearse their own textually explicit and implicit test questions using PORPE study strategies will improve their understanding of content area concepts. PORPE, an acronym for Predict, Organize, Rehearse, Practice and Evaluate, is a study strategy to assist students in learning content material. As students independently employ the steps of PORPE, they create learner-oriented essays, which help them prepare for content examination.
Sinatra, R. C. (2000). Teaching learners to think, read,
and write more effectively in content subjects. Clearing House, 73 (5),
266-273.
Sinatra discusses teaching students to understand text
structures. He suggests that using concept maps assist students to see how ideas
are connected as they read or write. Sinatra states that teaching style need to
shift from the teacher to the students. Teachers need to cover content
curriculum with a “wide brush,” and they should cover selected key topics in
depth while using language speaking, reading, and writing.
Spiak, D. S. (1999). Reciprocal reading and main idea
identification. Teaching & Change, 6 (2), 212-219.
The purpose of this study was to see if content comprehension would be enhanced when students wrote down their responses and to determine if higher assessment scores would correlate into better comprehension when students were able to identify the main idea of the reading and to develop questions relevant to the main idea’s focus.
Strickland, D. S., Ganske, K. & Monroe, J. K. (2002). Supporting
struggling readers and writers: Strategies for classroom intervention 3-6.
Newark, DE: International Reading Association.
The intended audience for this book is pre-service and in-service teachers and administrators. In every chapter, the authors included instructional strategies, assessment strategies, and literacy activities. The topics of the chapters include motivation, exploring words, fluency, comprehension, and writing. Although this book was written for grades 3-6, there are many strategies and intervention that work with all struggling readers and writers.
Tierney, R. J., Clark, C., Fenner, L. Herter, R. J.,
Simpson, C. S & Wiser, B. (1998). Portfolios:
Assumptions, tensions, and possibilities. Reading Research Quarterly, 33
(4), 434-469.
Tierney et al. discuss portfolio practice. They give the
history of portfolio assessment and describe the teacher’s role in portfolio
pedagogy. The authors discuss how learner-centered portfolio benefits literacy
development and program effectiveness.
Tonjes, M. J. & Zintz, M. V. (1992). Teaching
reading, thinking, study skills in content classrooms (3rd ed.).
Dubuque, IA: Wm. C. Brown Publishers.
The authors divided this book into three parts:
Foundations, Skills, Classroom Applications. In the Foundation section, the
authors describe stages of student development and how to match student with
materials. In part two, Skills, the authors discuss vocabulary development,
comprehension, and study skills. The final section, Classroom Application, the
authors illustrate a number of activities that will meet the needs of all
students.
Vacca, J. L., Vacca, R. T., & Gove, M. K. (2000). Reading
and learning to read (4th ed.). New York: Longman.
This is a resource books for teachers. The authors included
research about practice and stages of developing literacy, instruction
activities for word identification, fluency, comprehension, and vocabulary. They
also discuss the reading and writing connection, use of children’s literature,
assessing reading performance, and transition to content area text. The appendix
is filled with resources for teachers, such as, list of books for multicultural
reading experiences, titles of children’s’ award winning books, and reading
and writing accomplishments of young children by grade level. Many activities
and strategies from this text can be modified to work with adults.
Vacca, R. T., & Vacca, J. L. (1999). Content area
reading (6th ed.). New York: Longman.
Vacca and Vacca focus this edition of the diverse needs of
learners in today’s classroom. They have written a chapter on “Integrating
electronic text and trade books into the curriculum.” Practical activities
that focus on content literacy and using text as a tool to construct meaning are
describe in this text.
Valencia, S. (1990). A portfolio approach to classroom
reading assessment: The whys, whats, and hows. The Reading Teacher, 43,
(4), 338-340.
The author of this article states reasons for portfolio
assessment that offers students assessments that are authentic, on going,
multidimensional, and interactive. Valencia mentions a variety of work that may
be included in portfolios: written responses to reading, reading logs, selected
daily work, pieces of writing at different stages, test, etc. She states
organizational strategies that assist teachers in using and managing portfolios
in the classroom.
Venezky, R. L. (2000). The origins of the present-day chasm
between adult literacy needs and school literacy instructions. Scientific
Studies of Reading, 4 (1), 19-39.
The author gives an explanation and description of the
chasm that exits between what adults need to know to function in the world and
what literacy instruction has taught them. Venezky strongly states what schools
need to teach, so adults are prepared for work, citizenship, and recreation. He
hypothesizes the causes of this chasm based on historical information.
Wade, S. E. (1990). Using think alouds to assess
comprehension. The Reading Teacher, 43 (7), 442-451.
This article is about ways to use think aloud strategies to
assess how well a student comprehends what is being read. The author gives
information about how to use think alouds as an assessment tool. She describes
different ways in which students comprehend and describes different types of
instruction for each type of reader.
Wamback, C. & Brothen, T. (2000). Developments. Journal
of Developmental Education, 24 (2), 42-44.
Wamback and Brothen state that students should not be placed in developmental reading course based on standardized reading scores. They feel testing should be used to assist faculty in developing courses and structure interventions. Students should be placed in credit-level courses with academic support.
Ward, L. & Traweek, D. (1993). Application of a
metacognitive strategy to assessment, intervention, and consultation: A
think-aloud technique. Journal of School Psychology, 31, 469-485.
The researcher in this study looked at whether asking students to give reasons for responses improved performance on a test of reading comprehension. They also looked at whether think-aloud techniques are useful strategies in improving students’ comprehension.
Williams, J. P. (2000) Strategic processing of text:
Improving reading comprehension of students with learning disabilities (ERIC
Document Reproduction Service No. ED 449 596).
Williams state that students with learning disabilities
inefficiently process information and are unaware of reading strategies that
good readers use. The strategies that Williams suggest for students to use while
reading narrative text are TELLS (study story title, exam pages for clues, look
for important and difficult words, think about the story setting) and learning
story grammar. For expository text, he suggests MULTIPASS strategy. Students
read the passes three times: first students become familiar with main idea and
organization, second pass students get specific information from the text by
reading questions at the end of the chapter and making predication, and final
read to find the answers to the questions. Williams suggest that teacher during
teacher training learn strategies that they can teach their students.
Woodley, J. W. (1986). The reading and study skills of college students: A descriptive study. (ERIC Document Reproduction Service No. ED 284 185).
Students attend college content area class not ready for the academic challenges, and instructors know the content material, but are unprepared to teach study strategies. Therefore, many students drop out of college. The purpose of this study was to look at what reading strategies students use and need to use in order to be successful in college classes.