Learning from Journal Articles

Looking for some interesting research to review? You'll find it here! The following articles illustrate key concepts introduced throughout Language Arts: Integrating Skills for Classroom Teaching. Review questions are listed for each article. Links are provided to each journal's home page on the SAGE website.

Chapter 1: Language and the English Language Arts
Chapter 2: Children as Learners and Thinkers
Chapter 3: Formal and Authentic Assessment
Chapter 4: Integrating Language Arts Across Curriculum
Chapter 5: Word Recognition Skills and Vocabulary Development
Chapter 6: Reading: Principles, Approaches, Comprehension, and Fluency
Chapter 7: Reading and Children's Literature
Chapter 8: Writing: Process, Genres, and Motivational Strategies
Chapter 9: Writing Tools: Handwriting, Keyboarding, Spelling, and Grammar
Chapter 10: The Writer's Workshop
Chapter 11: Listening and Speaking
Chapter 12: Creative Drama

Chapter 1: Language and the English Language Arts

Myers, Miles (1997).
Standards in the English Language Arts: Meeting the Challenge.
NASSP Bulletin, 81 (590), 42-47.
http://bul.sagepub.com

In your opinion, do the IRA/NCTE English Language Arts Standards foster the development of a democratic citizenry? Please explain your answer.
The article contrasts the policies of government-press forum and the education forum in relation to English Language Arts standards. One policy is structuralist, that is top-down and the other is descriptive and bottom-up. Describe what might be considered a "balanced" approach to both perspectives.
New literacy emphasizes students' abilities to comprehend, conceptualize, and interpret. How do teachers determine when their students have mastered these abilities? In other words, how does the student show that they are making adequate progress in these areas?

Villaume, Susan Kidd (2000).
The Necessity of Uncertainty: A Case Study of Language Arts Reform.
Journal of Teacher Education, 51(1), 18-25.
http://jte.sagepub.com

The article states that the uncertainty of professional development of knowledgeable teachers is the "cornerstone" for successful language arts reform. What is your interpretation of this statement?
The implementation team for The Language Arts Revisions Project described a meaning-based philosophy in their new curriculum guide. What is your philosophy towards English Language Arts teaching and learning? Discuss your views with a partner.
Discuss the idea of teaching "…children to read, write, and think—not to complete a program."

Hobbs, Renee (2004).
A Review of School-Based Initiatives in Media Literacy Education.
American Behavioral Scientist, 48(1), 42-59.
http://abs.sagepub.com

Discuss the pros and cons of developing a media literacy component of your school's language arts program.
Describe your understanding of media literacy within the dimensions specified by IRA/NCTE, 1996 (content, purpose, and development).
Discuss how you would use media literacy materials in the classroom.

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Chapter 2: Children as Learners and Thinkers

Verdugo, Richard R. and Flores, Brittany (2007).
English-Language Learners: Key Issues.
Education and Urban Society, 39(2), 167-193.
http://eus.sagepub.com

Discuss what it means to prepare ELL students for acquiring everyday English-language skills versus preparing ELL students for academic English proficiency. Why is important to understand the distinction between the two?
In your opinion, what can educators do to help ELL students prepare for high stakes tests, as advocated by the NCLB act?
Talk about the ways the environment of a school affects the quality of education. How does the school environment affect student performance?

Kennedy, Eileen (2006).
Literacy Development of Linguistically Diverse First Graders in a Mainstream English Classroom: Connecting and Writing.
Journal of Early Childhood Literacy, 6(2), 163-189.
http://ecl.sagepub.com

Describe the cognitive and emotional difficulties that ELL students might have when writing or practicing literacy in an English language only classroom.
What does it mean to encourage children to write in their "natural voices"?
Talk about the social constructivist approach to the teaching of literacy.

Reyes, Iliana (2006).
Exploring Connections Between Emergent Biliteracy and Bilingualism.
Journal of Early Childhood Literacy, 6(3), 267-292.
http://ecl.sagepub.com

Discuss the challenge of providing support for ELL students as they strive to achieve high levels of biliteracy as they progress through school.
What can teachers learn about children's development of emergent biliteracy at home?
The article states, "…children's learning process can also be considered bidirectional..." What is your understanding of "bidirectional" learning?

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Chapter 3: Formal and Authentic Assessment

Darling-Hammond, Linda (1993).
Setting Standards for Students: The Case for Authentic Assessment.
NASSP Bulletin, 77(556), 18-26.
http://bul.sagepub.com

According to Linda Darling-Hammond, what are some concerns about current testing policies? Do you feel she has a basis for her concerns?
How does assessment in other countries compare to the standardized testing common in the United States?
How can authentic assessment lead to increased student motivation?

Hilliard, Asa G. (2000).
Excellence in Education Versus High-Stakes Standardized Testing.
Journal of Teacher Education, 51(4), 293-304.
http://jte.sagepub.com

Talk about your understanding of Asa Hilliard's term "power teaching."
In your opinion, is criticism of high-stakes testing opposition to high standards? Please explain your views.
Ms. Hilliard asks "Will we ‘keep weighing the elephant' to make it grow?" What does she mean?

Butler, Francis A. & Stevens, Robin (2001).
Standardized Assessment of the Content Knowledge of English Language Learners K-12: Current Trends and Old Dilemmas.
Language Testing, 18, 409-427.
http://ltj.sagepub.com

Discuss some of the factors that make the evaluation of the academic process of English language learners such a daunting task.
Talk about three possible ways to guarantee the inclusion of ELLs in assessment processes as described by Butler and Stevens.
What are some ways teachers can modify testing procedures for ELL students?

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Chapter 4: Integrating Language Arts Across Curriculum

Lowe, Anne (2002).
Toward Integrating Music and Other Art Forms into the Language Curriculum.
Research Studies in Music Education, 18(1), 13-25.
http://rsm.sagepub.com

In your opinion, what would be the benefits of integrating music and other art forms with the language arts curriculum?
What types of activities and teaching strategies could be utilized in the design of an integrated lesson incorporating music and language arts?
Discuss ways to assess student learning in an integrated music and language arts unit.

Sprague, Marsha M., Pennell, Dale & Sulzberger, LeeAnne (1998).
Engaging All Middle Level Learners in Multidisciplinary Curricula.
NASSP Bulletin, 82(602), 60-66.
http://bul.sagepub.com

Talk about the kinds of support teachers need to design and implement multidisciplinary units.
Make a convincing argument for using multidisciplinary units with older elementary school and middle school students.
Discuss the role of teacher interest and experience in relationship to the design of a multidisciplinary unit.

Gardner, J. Emmett, Wissick, Cheryl A., Schweder, Windy & Smith Canter, Loralee (2003).
Enhancing Interdisciplinary Instruction in General and Special Education: Thematic Units and Technology.
Remedial and Special Education, 24, 161-172.
http://rse.sagepub.com

Describe the benefits of using technology to enhance thematic units for all students.
How can productivity tools help students improve the learning process? What types of productivity tools are typically available for student use in unit activities?
Talk about ways multimedia programs can by students to support unit activities.

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Chapter 5: Word Recognition Skills and Vocabulary Development

Pullen, Paige C. and Justice, Laure M. (2003).
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children.
Intervention in School and Clinic, 39(2), 87-98.
http://isc.sagepub.com

The article recommends explicit instruction in phonological awareness for children who are at risk for early literacy achievement. What is your interpretation of "explicit instruction"? How is explicit instruction made manifest in the classroom?
The use of nursery rhymes and songs have long been present in early childhood classrooms. As related to the article, how do songs and nursery rhymes promote early literacy?
Discuss your own preliteracy experiences in preschool or kindergarten. Compare your experiences with the suggested strategies in the article.

Justice, Laure M. and Pullen, Page C. (2003).
Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches.
Topics in Early Childhood Special Education, 23(3), 99-113.
http://tec.sagepub.com

The authors of the article state that emergent literacy provides a foundation for higher-level literacy skills. In your opinion, what kinds of early reading and writing behaviors are necessary for young children to experience in order to acquire adequate conventional literacy?
The authors suggest "…phonological awareness by itself is insufficient for reading acquisition." What is your interpretation of this statement? Do you agree or disagree?
Discuss how children's play may relate to emergent literacy development. List examples of literacy artifacts that can be used in play settings.

Torr, Jane and Scott, Claire (2006).
Learning ‘Special Words': Technical Vocabulary in the Talk of Adults and Preschoolers During shared Reading.
Journal of Early Childhood Research, 4(2), 153-167.
http://ecr.sagepub.com

Compare a young child's emergent literacy development experiences with those of his or her parents' own literacy experiences.
Discuss the similarities and differences between a parent's and a teacher's supportive strategies when introducing or supporting the learning of technical vocabulary with preschool children.
What would consider "rare" or "technical" vocabulary for a preschool child? Give several examples.

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Chapter 6: Reading Principles, Approaches, Comprehension, and Fluency

Berninger, Virginia W., Abbott, Robert D., Vermeulen, K., and Fulton, Cynthia M. (2006).
Paths to Reading Comprehension in At-Risk Second-Grade Readers.
Journal of Reading Disabilities, 39(4), 334-351.
http://ldx.sagepub.com

If a child has a weakness in oral vocabulary knowledge, how might this limitation affect the development of his/her reading comprehension?
There is so much subject area material to cover daily in current elementary school classrooms. How would you carve out time in your instructional day to provide time for individual instruction for children who need developing their reading comprehension skills?
The article mentions "word play". Talk about your interpretation of "word play" and the effect of word play and comprehension development.

Bryant, Diane P., Ugel, Nicole, Thompson, Sylvia and Hamff, Allison (1999).
Instructional Strategies for Content-Area Reading Instruction.
Intervention in School and Clinic, 34(5), 293-302.
http://isc.sagepub.com

Many teachers of content area subjects in middle and high school feel that their responsibility is to teach their subject matter, not reading. Discuss how you feel about their point of view.
Many students in upper grade levels are not interested in reading their content area textbooks. How would you motivate them to read their required texts?
In your opinion, how is the reading of a content area textbook different from a literature textbook?

Therrien, William J. (2004).
Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis.
Remedial and Special Education, 25(4), 252-261.
http://rse.sagepub.com

Talk about your understanding of a fluent reader.
Have you ever had a peer tutor or have you ever been a peer tutor? Discuss the experience with a partner or small group.
In your opinion, is it possible to develop reading fluency through repeated oral reading in content area classrooms? If yes, how might this practice be integrated into classroom instruction?

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Chapter 7: Reading and Children's Literature

Beland, Robert M. and Mills, Terry L. (2001).
Positive Portrayal of Grandparents in Current Children's Literature.
Journal of Family Issues, 22(5), 639-651.
http://jfi.sagepub.com

When you were a child, what did grandparents look like in the books that were familiar to you? How do those images of grandparents compare to contemporary images of grandparents in current children's literature as suggested by the authors of the article?
How do your own grandparents compare to grandparents portrayed in children's literature?
Discuss possible variances of the portrayal of grandparents in children's literature along cultural, racial, and gender lines.

Sotto, Carolyn D. and Ball, Angel L. (2006).
Dynamic Characters with Communication Disorders in Children's Literature.
Intervention in School and Clinic, 42(1), 40-45.
http://isc.sagepub.com

Before reading the article, talk about your understanding of "communication disorders".
Talk about ways that books portraying characters with communication disorders could be integrated into other content area subjects.
What do the authors mean when they say, "Using books that include strong, dynamic characters with communication impairments can be an effective tool for teachers and students"?

Blum, Timothy H., Lipsett, Laura R., and Yocom, Dorothy J. (2002).
Literature Circles: A Tool for Self-Determination in One Middle School Inclusive Classroom.
Remedial and Special Education, 23(2), 99-108.
http://rse.sagepub.com

In your opinion, what might be some benefits of utilizing literature circles with mixed-ability classrooms? What might be some barriers?
Talk about your understanding of the relationship between student self-determination and literature circles.
What are the roles of adults in mixed-ability literature circles?

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Chapter 8: Writing Process, Genres, and Motivational Strategies

Gort, Mileidis (2006).
Strategic Codeswitching, Interliteracy and Other Phenomena of Emergent Bilingual Writing: Lessons from First Grade Dual Language Classrooms.
Journal of Early Childhood Literacy, 6(3), 323-354.
http://ecl.sagepub.com

Discuss your interpretation of the difference between the writing process and a written product. In your opinion, which should receive more attention in the classroom?
Think about the conclusions drawn from the article. Compare the reading development of bilingual students to the writing development of bilingual students. What is are the similarities and differences in the processes?
Even if you are not striving to learn a new language, are there times when you "codeswitch"? Talk about your experiences with "codeswitching".

Yang, Hui-Chin and Noel, Andrea M. (2006).
The Developmental Characteristics of Four- and Five-Year-Old Pre-Schoolers' Drawing: An Analysis of Scribbles, Placement Patterns, Emergent Writing, and Name Writing in Archived Spontaneous Drawing Samples.
Journal of Early Childhood Literacy, 6(2), 145-162.
http://ecl.sagepub.com

Before reading the article, answer this question: Would you expect all children to develop writing skills in a similar manner, regardless of ethnicity or socioeconomic background? Give your reasons why you believe the way you do.
The article states that name writing is a valuable indicator of a child's emergent writing ability. Why might this be true?
In your opinion, what is the relationship between a child's emergent writing skills and future reading achievement?

Chapman, Marilyn L. (1994).
The Emergence of Genres: Some Findings from an Examination of First-Grade Writing.
Written Communication, 11(3) 348-380.
http://wcx.sagepub.com

Before reading the article, give you opinion on the order and types of genres that might appear in first-graders' writing samples.
How might you expect genres in children's writing to emerge or develop in relation to their reading development? How might this information be helpful to a classroom teacher?
What is your interpretation of Teal's (1987) quote," Emergent literacy can be thought of as a cultural process, accomplished through active construction, in which the child internalizes social action as well as independently explores written language"?

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Chapter 9: Handwriting, Keyboarding, Spelling, and Grammar

Keller, Melissa. (2001).
Handwriting Club: Using Sensory Integration Strategies to Improve Handwriting.
Intervention in School and Clinic 37(1), 9-12.
http://isc.sagepub.com

Think back on your own handwriting instruction as young child. What were they like? Did you receive good grades in handwriting? Why do you feel you received the grades that you did?
In the current climate of high stakes testing, is it prudent to take time away from "hard" subjects in order to make room for handwriting practice? Justify your response.
Could a student's inability to write legibly have negative consequences on his/her adult life? Defend your answer.

Keller, Cassandra L. (2002).
A New Twist on Spelling Instruction for Elementary School Teachers.
Intervention in School and Clinic, 38(1), 3-7.
http://isc.sagepub.com

In your opinion, what are the most effective ways for elementary students to learn their assigned spelling words?
Discuss how the SPELLER method of learning spelling words differs from traditional flash card drills.
Of what value is the "Student Questionnaire"? Could a similar questionnaire be used effectively in other content areas? If so, talk about possibilities.

Bassett, Patrick F. (1980).
English Grammar—Can We Afford Not to Teach It?
NASSP Bulletin, 64(438), 55-63.
http://bul.sagepub.com

In this "vintage" journal article, Bassett discusses the rationale for teaching English grammar in public schools. Do you feel English grammar should be taught in contemporary schools? Explain.
What does Bassett mean when he says,"…the goal of teaching prescriptive rules of standard English is to give all students a flexibility to conduct a discourse in whatever terms the specific situation requires"?
Talk about the implications of explicitly teaching English grammar to ELL students.

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Chapter 10: The Writer's Workshop

Harris, Karen R. and Mason, Linda H (2006).
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support.
American Educational Research Journal, 43(2), 295-340.
http://aerj.aera.net

Think about the elements in your state's writing standards. Discuss ways to implement those standards through a writing workshop model.
How would you demonstrate effective peer support in writers' workshop to primary students?
Talk about the benefits and drawbacks of student goal setting, self-monitoring, and self-instruction for primary students.

Pardo, Laura S. (2006).
The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers.
Journal of Teacher Education, 57(4), 378-394).
http://jte.sagepub.com

In your opinion, what would be the best way for beginning teachers to gain professional knowledge about the writing workshop model?
After reading the article, choose one of the participants that you most identify with. What writing instruction practices would you emulate? What writing instruction practices would you change?
If you needed to create a hybrid writing program that incorporated both traditional writing instruction and writers' workshop, what might that hybrid program look like? Discuss your ideas.

Graham, Steve, Harris, Karen R., and Macarthur, Charles (2006).
Explicitly Teaching Struggling Writers: Strategies for Mastering the Writing Process.|
Intervention in School and Clinic,41(5), 290-294.
http://isc.sagepub.com

In the article, Ms. Johnson and Ms. Danoff suspended writers' workshop in order to explicitly teach writing skills. Do you agree with their decision? Why or why not? What other alternatives might they have considered?
In your opinion, could Self-Regulated Strategy Development (SRSD) be incorporated into the writers' workshop model? Defend your answer.
Talk about the different strategies students need to write narrative versus expository papers. Is writers' workshop the best vehicle for writing both types of papers? Talk about your opinion.

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Chapter 11: Listening and Speaking

Swain, Kristine D., Friehe, Mary, and Harrington, Jeanne M. (2004).
Teaching Listening Strategies in the Inclusive Classroom.
Intervention in School and Clinic, 40(1), 48-54.
http://isc.sagepub.com

In your mind, what is the relationship between listening and literacy? Share your views.
List some indicators that might alert a teacher that students are not really listening.
How might teachers make time during the day to practice good listening skills? Discuss your ideas.

Reese, Curt and Wells, Teri (2007).
Teaching Academic Discussion Skills with a Card Game.
Simulation Gaming 2007, 38, 546-555.
http://sag.sagepub.com

What is your opinion of using games for instructional purposes in the regular classroom? Talk about your views.
The Conversation Game was designed for ELL students who needed extra help in learning how to hold conversations in English. Are there other students who might benefit from playing The Conversation Game? If so, who are they and how might the game help them?
Discuss other classroom activities that may be used to help ELL students develop their discussion skills.

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Chapter 12: Creative Drama

Mages, Wendy K. (2008).
Does Creative Drama Promote Language Development in Early Childhood? A Review of the Methods and Measures Employed in the Empirical Literature.
Review of Educational Research, 78(1), 124-152.
http://rer.aera.net

In your opinion, could a child's participation in creative drama eventually lead to reading improvement? Defend your answer.
Discuss the possible relationship between the knowledge of a teacher to provide classroom dramatic opportunities and the beneficial effects of creative drama for students.
Does using creative drama used for the development of children's language proficiency diminish the inherent worth of the art form called drama? Talk about your views.

Salmon, Mary D. and Sainato, Diana M. (2005).
Beyond Pinocchio: Puppets as Teaching Tools in Inclusive Early Childhood Classrooms.
Young Exceptional Children, 8, 12-19.
http://yec.sagepub.com

Puppets have been enjoyed by children for generations. It is widely acknowledged that puppets can be used to introduce creative drama to young children and that interaction with puppets can help develop children's speaking skills. Can you think of other benefits of using puppets in an early childhood classroom? Share your ideas.
Can all preschool and primary school students benefit from playing with puppets? What about exceptional children? Are there any circumstances when a teacher should not use puppets with young children? Discuss your thoughts.
Think about collecting puppets for a primary classroom. Where could you obtain puppets? Where would be the best place to store them? How would you determine what kinds of "characters" would be useful in your classroom?

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