Computers in Reading Instruction - Higher Education
Greetings. The following materials are intended to provide an introduction to Computers in Reading Instruction in Higher Education. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Fang Fang
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Distance Education on the Web at Indiana University
The Multimedia Computer-Assisted Language Learning Project
A Language Professional's Guide to the World Wide Web
ERIC Clearinghouse on Information and Technology
Guidelines for Computer-Assisted Reading Instruction
Individualising English Instruction Using Computers
MAME resources: Computers and the Internet
Computers in Reading
Why use computers to teach reading?
Technology, Teaching, and Literacies Old and New
Citations from ERIC Database
AN: EJ632335
AU: Trathen,-Woodrow; Moorman,-Gary
TI: Using E-mail To Create Pedagogical Dialogue in Teacher Education.
PY: 2001
SO: Reading-Research-and-Instruction; v40 n3 p203-24 Spr 2001.
AB: Explores the nature and structure of computer-mediated communication among preservice teachers. Analyzes two extensive student-initiated dialogues on a listserv using Burbules' (1993) dimensions of pedagogical dialogue and his criteria for educationally beneficial and detrimental forms. Notes that findings support the conclusion that the Read-L listserv provided a fruitful context for engaging students in pedagogical dialogue. (SG)
AN: ED452493
AU: Krauthamer,-Helene
TI: How Can We Assess Computer-Assisted Reading and Writing Instruction?
PY: 2000
NT: Paper presented at the Annual Meeting of the National Writing Centers Association (5th, Baltimore, MD, November 2-4, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
AB: This paper addresses the lack of evaluative resources for computer-assisted reading and writing instruction (CARWI). It begins by discussing the benefits, drawbacks, and effectiveness of computer-based instruction. It then describes types of CARWI packages, including: (1) writing process software; (2) electronic handbooks; (3) interactive exercises; (4) comprehensive language programs; and (5) online writing labs (OWLs) and online reading labs. It continues by discussing cost, convenience, attractiveness, and effectiveness, which are the factors to consider when selecting CARWI programs. It then describes two Web sites developed by the author to solicit and post descriptions and user testimonials of software packages used in writing centers nationally. The author also suggests a numeric rating method to evaluate the results of such questionnaires and concludes by discussing the advantages of CARWI. (EF)
AN: EJ623298
AU: Lyman-Hager,-Mary-Ann
TI: Bridging the Language-Literature Gap: Introducing Literature Electronically to the Undergraduate Language Student.
PY: 2000
SO: CALICO-Journal; v17 n3 p431-52 2000.
NT: Special issue: Language Courseware Design.
AB: Reemphasizes reading and literature in foreign language education and suggests that computer-enhanced reading instruction holds promise as a means to reintroduce culturally dense texts into the curriculum. (Author/VWL)
AN: EJ616129
AU: Yaworski,-JoAnn
TI: Using Computer-based Technology To Support the College Reading Classroom.
PY: 2000
SO: Journal-of-College-Reading-and-Learning; v31 n1 p19-41 Fall 2000.
AB: Claims evidence from meta-analysis justifies the use of computer-based instruction in reading comprehension. Discusses specific applications of comprehension strategies that foster knowledge building and understanding. Provides annotated URLs for teaching critical reading and offers URLs for on-line programs and information on teaching critical reading. (NH)
AN: ED444117
AU: Wilcox,-Bonita-L.; Wojnar,-Linda-C.
TI: Best Practice Goes Online.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: http://www.readingonline.org.
NT: Some figures may not reproduce well. See Web site for original versions of the figures.
PR: EDRS Price MF01/PC01 Plus Postage.
AB: This article presents a best practice model for an online teacher education course, illustrating the process of integrating computer and reading literacies to increase learning and improve teaching. Six best practice components were included in the class design: integrative units, small group activities, representing to learn, classroom workshop, authentic experiences, and reflective assessment. The conceptual framework for the model included backward design, audience identification, content, interaction, connecting, and assessment. From implementation of the model, three conclusions were drawn: (1) knowing the students is key to online interactions and individualizing instruction; (2) clear questioning and higher-order thinking is needed; and (3) assessment drives instruction, as seen in the backward course design. (Contains 16 references and 7 figures.) (EF)
AN: ED428396
AU: Allender,-Dale, comp.
TI: Trends and Issues in English Instruction, 1999--Six Summaries. Summaries of Informal Annual Discussions of the
Commissions of the National Council of Teachers of English.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
NT: For the 1998 Trends and Issues, see ED 416 489.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED428396
DE: *Curriculum-Development; *English-Instruction; *Language-Arts; *Literature-Appreciation; *Reading-Instruction; *Writing-Composition
DE: Educational-Trends; Elementary-Secondary-Education; Faculty-Development; Higher-Education; Mass-Media-Role; Politics-of-Education; Student-Evaluation; Teaching-Methods
AB: This 16th annual report presents information on current trends and issues informally discussed by the directors of six National Council of Teachers of English commissions. Issues discussed included the following: (1) Commission on Composition (Rick Gerhardt, director): the role of writing in literacy; computers and writing instruction; interactions of race, class, language, and learning; large-scale writing assessment; limited preparation to teach writing; excessive teacher workload; teaching grammar; writing across the curriculum; (2) Commission on Curriculum (Kathleen Rowland): curriculum reduction; teacher support; high-stakes assessment; the canon; and technology; (3) Commission on Language (Judith Wells Lindfors): career changers becoming teachers; trends mandating specific teaching methodology; the role of research in relation to classroom practices in English/Language Arts; supporting students' right to their own language; and language awareness study; (4) Commission on Literature (Michael Moore): critical literacy and multicultural literature; (5) Commission on Reading (Mary H. Maguire): support for public schooling; professional development of teachers; and the need for informed discussion about reading, theory, research, and practice; and (6) Commission on Media (Lawrence B. Fuller) discussed non print media (including issues of unequal access to technology, and media literacy); copyright issues; censorship; and media and visual literacy. (SR)
AN: ED428053
AU: Lan,-Jiang-JoAnn
TI: The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."
PY: 1999
NT: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 24-27, 1999).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Computer-Uses-in-Education; *Internet-
DE: Educational-Technology; Elementary-Secondary-Education; Higher-Education; Teachers-; Teaching-Methods
AB: This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create a new paradigm in teacher education and make instruction more relevant, responsive, and meaningful. Redesigned course features included online course syllabi; online resources (e.g., World Wide Web links and study guides); a virtual classroom; fewer lectures and more guidance for using the Internet to supplement reading assignments; and online discussions. The graduate course included control and experimental groups. The experimental group had 5-10 students with access to the Internet. It met with the entire class only 2-times during the term. Course assessment included pre- and post-surveys of students' self-reported change in understanding of the impact and value of technology, comparison between experimental and control groups, followup interviews with students, and students' electronic portfolios. Results indicated that the dynamics of learning shifted from teacher-centered, lecture-driven to learner-centered, self-regulated, and needs-driven. Learners developed high level cognitive skills, critical thinking skills, and interpersonal leadership and management skills. Technology enabled students to make active contributions to the construction of knowledge. The redesigned courses promoted cooperative learning and enabled immediate feedback from instructors. (Contains 19 references.) (SM)
AN: EJ582011
AU: Ogburn,-Floyd; Wallace,-Barbara
TI: Freshman Composition, the Internet, and Service-Learning.
PY: 1998 SO: Michigan-Journal-of-Community-Service-Learning; v5 p68-74 Fall 1998
DE: *Community-Services; *Descriptive-Writing; *Freshman-Composition; *Internet-; *Service-Learning; *Social-Services
DE: Agency-Role; Classroom-Techniques; Computer-Uses-in-Education; Course-Descriptions; Higher-Education; Profiles-;
School-Community-Relationship
AB: Describes a freshman composition course that combines service learning and composition theory by having students publish Internet profiles of local social-service agencies. The project concludes a year-long course examining American social issues, drawing on varied texts and genres, and emphasizing social construction, active learning, the reading-writing process, collaboration, audience, reflection, analysis, synthesis, and social responsibility. (Author/MSE)
AN: EJ577529
AU: Lee,-Lina
TI: Going Beyond Classroom Learning: Acquiring Cultural Knowledge via On-Line Newspapers and Intercultural Exchanges
via On-Line Classrooms.
PY: 1998 SO: CALICO-Journal; v16 n2 p101-20 1998
DE: *Computer-Mediated-Communication; *Computer-Uses-in-Education; *Cultural-Awareness; *Internet-; *Second-Language-Instruction; *Spanish-
DE: College-Students; Higher-Education; Language-Skills; Online-Searching; Reading-Skills; Second-Language-Learning; Student-Attitudes
AB: Reports a pilot study on the use of two Internet technologies (online newspapers and online chat rooms) to enhance college-level advanced Spanish students' learning, improve their language and reading skills, and increase their cultural knowledge. Pre- and post-program student surveys indicated that the program successfully enhanced students' cultural knowledge, reading skills, and oral skills. (SM)
AN: ED428711
AU: Rebelsky,-Samuel-A.
TI: In-Class Use of Course Webs.
PY: 1998
NT: In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998); see IR 019 307.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED428711
DE: *Computer-Assisted-Instruction; *Courseware-; *Hypermedia-; *Student-Attitudes; *World-Wide-Web
DE: Computer-Managed-Instruction; Computer-Science-Education; Educational-Technology; Higher-Education; Material-Development; Resource-Materials; Student-Surveys; Use-Studies
AB: This paper reports on a study undertaken to examine student usage of course webs (i.e., course materials and resources on the World Wide Web) in classroom situations in which computers are readily available and students are comfortable using hypertext systems. The author prepared course webs for two computer science courses at Grinnell College (Iowa). Each course web contained: links to the remainder of the Web and appropriate external resources; standard handouts, such as syllabi, rules/regulations, and assignments; outlines for each class period; a short news document providing updates to the Web; online quizzes; and appropriate reference materials, including readings and external links. The courses were taught in a computer-equipped classroom, and students were allowed to use the computers as they deemed fit during class periods. Data were gathered using two student surveys on Web usage and Web server log analysis. A significant but not uniform use of Web-based course supplements during class periods was evident. In addition, students reported benefits from their self-directed in-class use of the online materials. Three tables present data on students' self-reported use of class outlines, overall Web usage in the first 7 weeks, and page access by category in the first seven weeks of each course. Contains 13 references. (DLS)
AN: ED426426
AU: Shedletsky,-Leonard-J.; Aitken,-Joan-E.
TI: Teaching Intrapersonal Communication with the World-Wide Web: Cognitive Technology.
PY: 1998
NT: "Paper presented for the Association for the Advancement of Computing in Education, World Conference of the World Wide Web, Internet and Intranet" (Orlando, FL, November 7-12, 1998).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED426426
DE: *Computer-Mediated-Communication; *Computer-Oriented-Programs; *Computer-Uses-in-Education; *Speech-Communication; *World-Wide-Web
DE: Course-Descriptions; Higher-Education; Instructional-Innovation; Instructional-Materials; Metacognition-; Teaching-Methods
AB: This paper offers a brief description of a course on intrapersonal communication with a home page approach using the World Wide Web. The paper notes that students use the home page for completing assignments, readings, posting responses, self-evaluation testing, research, and displaying some of their papers for the course. The paper contains examples of the array of instructional materials provided for students on the web site. Appendixes present an intrapersonal homepage; site table of contents; textbook contributing authors; library and research links for students; course homepage; a textbook preface; beginning of textbook section 1; and questions for discussion. (Contains 10 references.) (CR)
AN: ED424738
AU: Maarof,-Nooreiny
TI: E-Mail as a Resource in Teacher Education.
PY: 1998
NT: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (32nd, Seattle, WA, March 17-21, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED424738
DE: *Educational-Resources; *Electronic-Mail; *English-Second-Language; *Language-Teachers; *Reading-Instruction; *Teacher-Education
DE: Cooperative-Learning; Course-Descriptions; Foreign-Countries; Higher-Education; Information-Technology; Second-Language-Instruction; Undergraduate-Study
AB: Use of electronic mail (e-mail) as a resource in a Universiti Kebangsaen Malaysia (UKM) English-as-a-Second-Language (ESL) teacher education course in 1997-98 is described. The second-year undergraduate course, "The Teaching of Reading Skills in an ESL Context," enrolled 115 students with a range of experience with computers. One course project was a 7-to-10 page research paper in which students must use information from an electronic bulletin board in ESL reading and further expand the topic using library materials. Students were required to include a minimum of two references from the e-mail resource, and worked in groups of 3-4 students. They were instructed to pose a question or message to the list and engage in a discussion, and submit a print-out as part of the paper. Initially, students were placed into tutorial groups to provide practice with e-mail, gain support during the course of the project, and present their papers before submitting them to the instructor. Participants were surveyed after the project concerning their perceptions of it, difficulties encountered, preferred aspects of using e-mail, experimentation with other lists and Web sites, and perceptions of the small-group project experience. Student comments are included. Contains 9 references. (MSE)
AN: EJ566653
AU: Stuhlmann,-Janice-M.; Taylor,-Harriet-G.
TI: Analyzing the Impact of Telecommunications on Learning Outcomes in Elementary Classrooms.
PY: 1998
SO: Journal-of-Computing-in-Childhood-Education; v9 n1 p79-92 1998
DE: *College-Students; *Computer-Uses-in-Education; *Elementary-School-Students; *Literacy-; *Telecommunications-
DE: Audience-Awareness; College-School-Cooperation; Educational-Technology; Elementary-Education; Higher-Education; Learning-Activities; Reading-Instruction; Reading-Skills; Teacher-Education; Writing-Instruction; Writing-Skills
AB: Teachers received guidance and direction from elementary-education university students for using telecommunications to allow third and fourth graders to practice literacy skills in authentic contexts. As a result of the project, the university students gained insight into teaching and learning, and the elementary students enjoyed reading and writing for a purpose and communicating with students in other schools. (KB)
AN: EJ565053
AU: Hawes,-Kathryn-S.
TI: Reading the Internet: Conducting Research for the Virtual Classroom.
PY: 1998 SO: Journal-of-Adolescent-and-Adult-Literacy; v41 n7 p563-65 Apr 1998
DE: *Internet-; *Research-Skills; *Student-Research; *Study-Skills
DE: Critical-Thinking; Higher-Education; Reading-Instruction
AB: Describes how college-reading and study-skills instructors can use the Internet as an extension of classroom activities. Discusses teaching students to use the computer, to search the Internet, to read the sources critically, to communicate, and to write opinion papers. Notes two useful articles that deal with instructional applications of the Internet. (SR)
AN: ED419225
AU: Singhal,-Meena
TI: Using Computers as Reading Instructional Tools: Applications and Implications.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED419225
DE: *Computer-Assisted-Instruction; *Reading-Instruction; *Reading-Processes; *Reading-Research
DE: Elementary-Secondary-Education; Higher-Education; Instructional-Effectiveness; Literature-Reviews; Reading-Achievement; Reading-Comprehension; Reading-Improvement; Second-Language-Learning; Teaching-Methods
AB: A review of the literature investigated how computers have been used in relation to the teaching of reading over the last 20 years, how effective those endeavors and research studies (mainly conducted at the college level) have been, and what computer instructional programs in the area of reading need to address. Various efforts have been made to include the computer in the reading classroom as an instructional tool. Research has also been carried out to determine and assess the effectiveness of various kinds of computer uses, programs, and interventions in terms of improvement in reading achievement and comprehension. Despite these efforts, some of these programs have failed to include a sound pedagogical foundation or theoretical base in terms of how reading should be taught, and what should be emphasized in a reading program or curriculum. Reading, although it has been defined in a number of complex ways, can in general terms, best be defined as a process which involves the reader, the text, and the interaction between reader and text. It is important that computer programs designed to teach reading be based on such knowledge about the reading process. Effective and successful reading computer programs are those that generate student participation. One of the more recent computer endeavors that carefully considers the second-language reading process is known as GALT (Glossing Authentic Language Texts). Computer assisted instruction and computer programs to teach reading hold great promise for becoming powerful instructional tools that increase students' engagement in reading, enhance reading comprehension, and improve reading skills. (RS)
AN: ED412750
AU: Cornwell,-Steve, ed.; Rule,-Peggy, ed.; Sugino,-Toshiko, ed.
TI: On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996).
CS: Japan Association for Language Teaching, Tokyo.
PY: 1997
NT: Forty-eight papers are grouped into seven section. The seven sections have been separately analyzed, see FL 024 838-844.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412750
DE: *Educational-Technology; *English-; *International-Relations; *Multicultural-Education; *Teacher-Education; *Writing-Instruction
DE: Advanced-Courses; Computer-Assisted-Instruction; Computer-Oriented-Programs; Cooperative-Learning; Critical-Thinking; Cultural-Awareness; Elementary-Secondary-Education; English-Second-Language; Folk-Culture; Foreign-Countries; French-; Futures-of-Society; Geography-; Global-Approach; Higher-Education; Indigenous-Populations; Instructional-Materials; Internet-; Interpersonal-Communication; Introductory-Courses; Japanese-; Language-Teachers; Multimedia-Instruction; Peer-Evaluation; Reading-Instruction; Second-Language-Instruction; Sex-Differences; Story-Grammar; Study-Abroad; Teacher-Role; Technical-Writing; Test-Construction; Textbook-Preparation; Thinking-Skills; Vocabulary-Development
AB: Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topicsCS: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)
AN: ED410739
AU: Prater,-Greg, ed.; Minner,-Sam, ed.; Islam,-Mohammad, ed.; Hawthorne,-Deborrah, ed.
TI: New Hopes, New Horizons: The Challenges of Diversity in Education. Proceedings of the Biennial International Conference of the International Association of Special Education (5th, Capetown, South Africa, August 3-8, 1997).
CS: International Association of Special Education.
PY: 1997
AV: International Association of Special Education (IASE), Roger Fazzone, Maplebrook School, Rte. 1, Box 245A, Amenia, NY 12501 ($60).
PR: EDRS Price MF01/PC14 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410739
DE: *Disabilities-; *Educational-Strategies; *Gifted-; *Inclusive-Schools; *Knowledge-Base-for-Teaching
DE: Attention-Deficit-Disorders; Autism-; Career-Development; Child-Development; Cognitive-Style; Computer-Software; Creativity-; Critical-Thinking; Cultural-Differences; Deafness-; Disability-Identification; Early-Childhood-Education; Early-Intervention; Elementary-Secondary-Education; Emotional-Development; High-Risk-Students; Higher-Education; Hyperactivity-; Interdisciplinary-Approach; Mainstreaming-; Mental-Retardation; Paraprofessional-Personnel; Parent-School-Relationship; Preschool-Education; Reading-Instruction; Self-Esteem; Self-Management; Special-Education; Student-Evaluation; Student-Volunteers; Teacher-Attitudes; Teacher-Collaboration; Teacher-Competencies; Teacher-Education-Programs; Teacher-Role; Transitional-Programs; Underachievement-; Writing-Instruction
AB: This collection of 64 papers from a 1997 international conference of special educators focuses on the challenges of diversity in education. Topics of the papers include: (1) assessment strategies for individuals with autism; (2) self-determination strategies for at-risk youth with learning, behavior, and emotional disabilities; (3) developing standards for professionals working with students with exceptionalities; (4) cooperative teaching and creating effective teams; (5) inclusive education implications for gifted youth; (6) dealing with test anxiety and underachievement of students with special needs; (7) inclusion of young children with disabilities; (8) developing collaborative partnerships in higher education; (9) a systemic approach to special education; (10) formative rhythmics; (11) tracking techniques used in the remedial teaching of writing; (12) intervention strategies for at-risk high school students; (13) teaching self-management to students with diverse needs; (14) diagnosis and remediation of early reading difficulties; (15) educator resistance and acceptance of inclusion; (16) developing effective school-to-work models for students with autism spectrum disorders; (17) educational software; (18) a conceptual model of diversity; (19) young volunteers with disabilities; (20) low-income preschool programs in Korea; (21) effects of cognitive awareness training on boys with attention deficit hyperactivity disorder (ADHD); (22) identification of deafness; (23) the implication of Vygotsky's theory for the assessment of disadvantaged learners; (24) funding special needs and diversity programs; (25) the improvement of the creativity of children with deafness; (26) culturally relevant partnerships between families and professionals; (27) responsibility and self-esteem; (28) early intervention program development; (29) the roles of paraeducators in special education; (30) turning cultural diversity into multiculturalism; (31) pursuing goal setting and career development to improve self-esteem and academic achievement; (32) learning styles and culturally diverse students with special needs; (33) comorbidity of ADHD in adults with mental retardation; (34) attitudes toward critical thinking among students enrolled in teacher education programs; (35) a transdisciplinary assessment model for children with ADHD; (36) special educator needs in working with students with emotional disturbances; (37) regular and special education teacher training; (38) enhancing resiliency in families of preschool children; (39) preschoolers' knowledge of mathematics; (40) teachers' perceptions of their influence in the psycho-emotional development of their students; (41) comparison of Canadian and Chinese teachers' perceptions and attitudes toward social integration; and (42) raising awareness of disabilities and promoting social integration of children with disabilities in elementary schools. (Papers include references.) (CR)
AN: ED404655
AU: Suhor,-Charles, comp.
TI: Trends and Issues in English Instruction, 1997--Six Summaries.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1997
NT: For the 1996 summaries, see ED 395 331.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED404655
DE: *Educational-Trends; *English-Instruction; *Mass-Media-Role; *Reading-Instruction; *Writing-Instruction
DE: Curriculum-Development; Elementary-Secondary-Education; Higher-Education; Language-Arts; Literature-Appreciation; Student-Evaluation
AB: Information on current trends and issues informally discussed and then delineated by the directors of 6 National Council of Teachers of English commissions, is presented in this 14th annual report. The commissions and their directors are: (1) Commission on Composition (Christine Kline); (2) Commission on Curriculum (Kathleen Andrasick); (3) Commission on Language (Judith Lindfors); (4) Commission on Literature (Carol Jago); (5) Commission on Media (Lawrence B. Fuller); and (6) Commission on Reading (Mary H. Maguire). Some of the subjects discussed in the report include: relationships among computers, writing, and the teaching of writing; assessment in writing; what constitutes good writing; thoughtful implementation of English language arts standards; the increasing integration of the curriculum; professional development; authentic assessment; laws mandating specific methodology for elementary and secondary classrooms and teacher education programs; language study in the classroom; exclusion of controversial issues from oral and written classroom discussions; the growing emphasis on standards in both the schools and in public discourse about education; a growing public concern and discussion of the ethics and impact of the media on various American institutions; use of television and film to encourage reading and thoughtful discussion; censorship; copyright law; support for public schooling; professional development of teachers; informed discussion about reading theory, research, and practice in the national and professional conversation; and understanding the complex intersections among race, class, gender, and language in reading, literacy curriculum, and practices in mainstream, bilingual multicultural communities. (RS)
AN: EJ537411
AU: Adler-Kassner,-Linda; Reynolds,-Thomas
TI: Computers, Reading, and Basic Writers: Online Strategies for Helping Students with Academic Texts.
PY: 1996 SO: Teaching-English-in-the-Two-Year-College; v23 n3 p170-78 Oct 1996
NT: Special Issue: Technology.
DE: *Basic-Writing; *Computer-Uses-in-Education; *Computers-; *Internet-; *Reading-Instruction
DE: Class-Activities; Electronic-Mail; Higher-Education
AB: Discusses the rationale for working with computers as reading tools in a basic writing classroom and describes some of the teaching activities used in computer classrooms at the University of Minnesota's General College. (TB)
AN: ED418586
AU: Peyton,-Joy-Kreeft; French,-Martha
TI: Making English Accessible: Using ELECTRONIC NETWORKS FOR INTERACTION (ENFI) in the Classroom.
CS: Gallaudet Univ., Washington, DC. Pre-College Programs.
PY: 1996
AV: Pre-College National Mission Outreach Services, Kendall Demonstration Elementary School, 800 Florida Ave. N.E., Washington, DC 20002 ($13.95).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Computer-Assisted-Instruction; *Computer-Networks; *Deafness-; *English-; *Interpersonal-Communication; *Language-Acquisition
DE: Classroom-Techniques; Computer-Software; Dialogs-Language; Disabilities-; Discussion-Teaching-Technique; Elementary-Secondary-Education; Higher-Education; Interaction-; Language-Arts; Mathematics-Instruction; Problem-Solving; Reading-Instruction; Science-Instruction; Sign-Language; Telecommunications-; Whole-Language-Approach; Writing-Instruction
AB: Electronic Networks for Interaction (ENFI), an instructional tool for teaching reading and writing using computer technology, improves the English reading and writing of deaf students at all educational levels. Chapters address these topics: (1) the origins of the technique; (2) how ENFI works in the classroom and laboratory (software, lab arrangement, managing the technology, encouraging written interaction, integrating writing and sign language, integrating ENFI with curriculum, and adapting teaching to the medium); (3) ENFI in deaf education and whole language instruction; (4) ENFI activities (topical discussions, discussing a reading text, math concepts/problems, science concepts/vocabulary, class projects, teacher-posed problems, hypothetical crises, collaborative story-writing, and focusing on English structure); (5) factors that can influence the quality of ENFI discourse (number of participants, discussion topic, teacher's role, activity type, classroom management, and student's written English proficiency); (6) interactional scaffolding in network conversations (modeling vocabulary, spelling, narrative, elaboration, task focus, and scaffolding off the network); and (7) language development on the network. A list of software companies, with addresses, is appended. Contains 26 references. (MSE)
AN: ED401523
AU: Sturtevant,-Elizabeth-G., ed.; Linek,-Wayne-M., ed.
TI: Growing Literacy. Eighteenth Yearbook of the College Reading Association.
CS: College Reading Association.
PY: 1996
PR: EDRS Price MF01/PC12 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED401523
DE: *Literacy-; *Reading-Instruction; *Recreational-Reading; *Teacher-Attitudes; *Teacher-Education
DE: Adults-; Bibliotherapy-; Computer-Uses-in-Education; Early-Intervention; Educational-Change; Elementary-Secondary-Education; Higher-Education; Holistic-Approach; Home-Schooling; Play-; Portfolios-Background-Materials; Qualitative-Research; Reading-Material-Selection
AB: Focusing on the theme of what literacy is and how it grows, this book presents 25 essays and studies that explore literacy growth in young children, teens, college students, and adults. Essays and studies in the book are (1) "Kindergarten Children's Uses of Oral Language and Social Interaction in Literacy Activities during Unstructured Play" (J.K. Bryan); (2) "Influences on Grade-Five Students' Decision to Read: An Exploratory Study of Leisure Reading Behavior" (P. Whitney); (3) "The Influence of Developmentally Appropriate Spelling Instruction on the Achievement of First Grade Students" (L.B. Hunter); (4) "A Psychologist-Educator's Journey through the Reading World" (J.C. Abrams); (5) "From Metronoscopes to Megabytes" (R.L. Carner); (6) "A Genuine Legacy" (M.J. Weiss); (7) "Constructing Teacher-Generated 'Authentic' Reading Assessments" (E.V. Newton); (8) "Teachers' Personal Comfort with Reading and Writing: Divergent Profiles in Planning Instruction" (D.L. Bailey); (9) "Living in the 'Real World' of Instructional Change in Literacy: One Fourth Grade Teacher and Educational Reform" (A.L. Williams); (10) "Conceptual Changes: Preservice Teachers' Pathways to Providing Literacy Instruction" (V.J. Risko and others); (11) "Using Reflective Portfolios in Preservice Teacher Education Programs" (K. Oropallo and S. Gomez); (12) "The Annotation Exchange System: A Way for Schools and Universities to Connect Using Children's Literature" (S.L. Strode); (13) "The Bibliotherapeutic Effects of Ludic Reading" (M.A. Duchein and others); (14) "The Relationship between Writing Form and Emergent Reading Behavior: Patterns across 3-, 4-, and 5-Year Olds" (J.E. Barnhart); (15) "Reading Workshop: An Early Reading Intervention Approach for At-Risk Students" (B. Zimmerman and others); (16) "Writing Changes and Young Children: A Study of Self-Assessment" (J.C. Miels); (17) "Replaying Their Own Lives: Children's Choices for Dramatic Play in One Head Start Classroom" (C.A. Walker); (18) "Preliminary Validation of the 'Writer Self-Perception Scale'" (W.A. Henk and others); (19) "Finding Books for Adult New Readers" (P.L. Bloem and N.D. Padak); (20) "A Case Study in Reading Using Holistic Intervention with an Undergraduate University Student" (K.E. Mayo); (21) "Analyzing Qualitative Data Using the Trifold" (D.E. Alvermann and others); (22) "Is Fluency Yet a Goal of the Reading Curriculum?" (T.V. Rasinski and J.B. Zutell); (23) "Changing Themes for Preparing Teachers to Use Computers and Multimedia for Literacy Learning" (E. Balajthy); (24) "A Qualitative Study of the Literacy Environment in One Home School Setting" (V.G. Hall); and (25) "Teachers Helping Teachers: Ohio's Even Start Peer Assistance Team Project" (N.D. Padak and others). (RS)
AN: ED390026
AU: Froese,-Victor, ed.
TI: Whole-Language: Practice and Theory. Second Edition.
PY: 1996
AV: Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($46).
PR: Document Not Available from EDRS.
DE: *Reading-Instruction; *Student-Evaluation; *Whole-Language-Approach; *Writing-Instruction
DE: Classroom-Communication; Computer-Uses-in-Education; Elementary-Education; Higher-Education; Language-Experience-Approach; Middle-Schools; Parent-Participation; Special-Needs-Students; Theory-Practice-Relationship
AB: Intended as a text for prospective primary through middle-school teachers in their professional year of training or for experienced teachers taking in-serivce courses, this book offers practical information, suggested activities, and theoretical background to help teachers learn how to structure, plan, and execute a whole-language program. Whole-language is described as a child-centered, literature-based approach to language teaching that immerses students in real communication situations whenever possible. Each chapter in the book includes key concepts and discussion questions. Chapters in the book are: (1) "Introduction to Whole-Language Teaching and Learning" (Victor Froese); (2) "Putting Theory into Practice: A Day in Two Classrooms" (Marilyn Chapman and Jim Anderson); (3) "Talk in Whole-Language Classrooms" (Claire Staab); (4) "Literature in a Whole-Language Program" (Marion Ralston and Wendy Sutton); (5) "The Writing Connection" (Syd Butler); (6) "Reading and Language Development" (Lee Gunderson); (7) "Playing the Whole-Language Game of Drama" (Patrick Verriour); (8) Using Computers in Whole-Language Classrooms" (Syd Butler and Lee Gunderson); (9) "Meeting Special Needs in the Whole-Language Classroom" (Ann Lukasevich); (10) "Parents, Teachers, Children: Shared Learning" (Gerry Snyder); (11) "Organizing Whole-Language Classrooms" (Ann Lukasevich); (12) "Assessment: Form and Function" (Victor Froese); and (13) "Research Perspectives on Whole-Language. A 133-item glossary is attached. (RS)
AN: EJ505702
AU: Leavens,-Gary-T.
TI: Aiding Self-Motivation with Readings in Introductory Computing.
PY: 1995
SO: Mathematics-and-Computer-Education; v29 n2 p124-33 Spr 1995
DE: *Computer-Science-Education; *Content-Area-Reading; *Instruction-; *Majors-Students; *Student-Motivation
DE: Higher-Education
AB: Advocates discussion of self-motivation and its importance with computing majors, suggests wide reading in computing as a way to encourage majors to promote their own self-motivation and interest, and offers specific reading suggestions. (10 references) (MKR)
 The Internet And The K-12 Classroom- Hot Topic Leader's Guide |
Other Resources (available either for sale or via interlibrary loan
Title: Communication and collaboration in the online classroom : examples and applications
Author: Patricia Comeaux
Year: 2002
Publisher: Bolton, Massachusetts : Anker Publishing Company, Inc.
ISBN: 1882982509
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