The Joplin Plan and Traditional Reading Groups

1964 ◽  
Vol 65 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Roy M. Carson ◽  
Jack M. Thompson
Keyword(s):  
Reading Groups ◽  
Joplin Plan

Canons of the Church of England Reading Groups

2021 ◽  
Vol 23 (1) ◽  
pp. 105-106
Author(s):  
Russell Dewhurst
Keyword(s):  
Church Of England ◽  
Reading Groups ◽  
The Church

Scaffolds for Learning to Read in an Inclusion Classroom

2000 ◽  
Vol 31 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Elaine R. Silliman ◽  
Ruth Bahr ◽  
Jill Beasman ◽  
Louise C. Wilkinson
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Skill Learning ◽  
Typically Developing ◽  
Emergent Reading ◽  
Reading Groups ◽  
Learning To Read ◽  
Team Members ◽  
Inclusion Classroom ◽  
Language Learning Disability

Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.

(Co)Labored Li(v)es; Or, Love's Labors Queered

PMLA ◽  
2001 ◽  
Vol 116 (3) ◽  
pp. 631-637
Author(s):  
Susan J. Leonardi ◽  
Rebecca A. Pope
Keyword(s):  
Graduate Students ◽  
Reading Groups ◽  
Intellectual Honesty ◽  
Collaborative Authorship ◽  
Original Contribution

We felt the first stirrings of collaborative desire fifteen years ago. since then, we have published one book (and some miscellaneous pieces) together and have finished another. They are very different, though related, books, and while producing them we have had different, though related, thoughts about our collaborative authorship. One thing that collaboration teaches you is that there is no last word on anything. Someone looking over your shoulder or over your draft is going to find a better word or cross out your word entirely.A story of origins: We began to talk about writing a book together while trying to finish our dissertations. It was helpful to fantasize such a project—it presumed that the dissertations would get finished and that when they did, we would be alive and well and still writing. But the fantasy of collaboration addressed other anxieties, especially over the word original in the demand that the dissertation be a “significant and original contribution to scholarship.” Each of us knew how much her work depended on the scholarship she had read and how much the shape of her work had been affected by conversations, in reading groups or over coffee, with other graduate students, professors, friends, bartenders. Worse, in our theory classes we were being rewarded for pontificating about the demise of the very author we were working so hard to become. The notion of solitary authorship on which intellectual authority depends seemed a lie. At least in our cases. We certainly felt like frauds, but then as women in programs in which the students and professors were no longer exclusively but still predominantly male, we were perhaps predisposed to feeling like frauds. To write a book that had two signatures, we mused, would formally acknowledge that authors depend on other authors and would as well trouble the notions of original and originary. Intellectual honesty seemed to require the candid dismantling of the solitary author, of the original and originary genius.

Free universities and radical reading groups: learning to care in the here and now

Continuum ◽  
2018 ◽  
Vol 32 (6) ◽  
pp. 782-794 ◽  
Author(s):  
Anna Carlson ◽  
Briohny Walker
Keyword(s):  
Reading Groups

scholarly journals Structured Reading Groups

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Laura Taylor
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Reading Group ◽  
Reading Groups ◽  
Upper Level

This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.

scholarly journals Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

2018 ◽  
Vol 9 (2) ◽  
pp. 79-92
Author(s):  
Hüseyin Kotaman ◽  
Aslι Balcι ◽  
Zeynep Nur Kιlιç Aydιn
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Reading Groups ◽  
The Impact ◽  
Personal Questionnaire

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

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