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Britt, Shelby; Wilkins, Julia; Davis, Jessica; Bowlin, Amy – Journal of Character Education, 2016
In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of…
Descriptors: Reading Aloud to Others, Social Development, Emotional Development, Young Children
Meyer, Kylie Elizabeth – Reading Teacher, 2010
The reading workshop approach has been found to successfully improve students' reading comprehension and attitudes toward reading. "Reading workshop" is a term that initially referred to reading sessions that encouraged and supported the independent reading of literature, and it traditionally included reading minilessons, independent silent…
Descriptors: Reading Comprehension, Silent Reading, Independent Reading, Reader Response
Zipprich, Mary Ann; Grace, Marsha; Grote-Garcia, Stephanie A. – Intervention in School and Clinic, 2009
Knowledge of patterned books provides the reader with a framework of mutually understood rules between the author and the reader. This schema of rules guides the reader to predict the story grammar and the progression of the text that has been recorded by the author. These patterns act as an additional cueing system and aid special needs students…
Descriptors: Instructional Effectiveness, Books, Reader Text Relationship, Prediction
Englert, Carol Sue – Learning Disabilities Research & Practice, 2009
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the…
Descriptors: Text Structure, Literacy, Reading Instruction, Intervention
Ivey, Gay; Fisher, Douglas – Educational Leadership, 2006
A popular response among high school teachers and leaders facing students reading far below grade level, the authors claim, is to adopt back-to-basics packaged programs that focus on discrete skills with little attention to critical reading and writing. The authors express concern that reliance on such programs keeps older struggling readers from…
Descriptors: Critical Reading, Secondary School Teachers, Adolescents, Thinking Skills
Reis, Sally M.; Fogarty, Elizabeth A. – Educational Leadership, 2006
Over the past four years, educators and researchers from the University of Connecticut have worked with urban high-poverty schools to implement an alternative reading instruction program called the Schoolwide Enrichment Model in Reading (SEM-R). Based on Renzulli's Enrichment Triad Model, the SEM-R works through planned enrichment experiences to…
Descriptors: Reading Instruction, Thinking Skills, Independent Reading, Urban Schools