Jean Vintinner

An Investigation of Teachers' Concerns About Vocabulary and the Representation of These Concerns in Content Literacy Methodology Textbooks

The purpose of this study was twofold: to (a) find out what questions currently practicing middle grade teachers have about vocabulary instruction and (b) determine what current undergraduate content area textbooks include that provide answers to these vocabulary questions. As researchers and practitioners directly responsible for teaching preservice middle grades teachers, this was a beginning step in examining whether our own teacher preparation programs are meeting the needs of new teachers as they encounter the demands of teaching vocabulary in their content areas. Teacher concerns about vocabulary instruction were determined by a survey instrument administered to 390 middle school teachers to ascertain questions they have about teaching vocabulary. A content analysis of the three leading content area textbooks was then undertaken to determine to what degree the top five concerns of middle grades teachers were addressed in these texts. Though direct information on how to teach vocabulary was provided, the researchers found that twice as much information was presented indirectly, embedded under subheadings where it was mentioned. In other words, only half the time did the texts explain how to teach the principles advocated.

Motivation, Self-Efficacy, and the Engaged Reader

What can teachers do to get middle school students to read? How can teachers create classroom cultures that support and nurture middle school students in becoming highly motivated readers? The results of a survey conducted by the National Reading Research Center indicated that these are questions that many educators ponder as they strive to address the literacy needs of students in the middle grades (Gambrell, 1996; O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992). Out of approximately 80 reading topics, teachers identified “creating interest in reading” as the top priority for reading research. Three other topics related to motivation appeared in the top 10 survey results: developing intrinsic desire for reading; increasing the amount and breadth of children’s reading; and exploring the roles teachers, peers, and parents play in increasing children’s motivation to read (Baker, 2003; O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992). In this article, we define reading motivation; discuss the decrease in motivation in the middle grades; explain the role self-efficacy plays in the learning process; and then show how using a variety of interesting comprehension strategies can help engage readers with their assignments.

Effects of a Summer Reading Intervention on Reading Skills for Low-Income Black and Hispanic Students in Elementary School.

ABSTRACT We evaluated the effects of a summer reading intervention with a sample of low-income Black and Hispanic students who were struggling readers. In the summer before their 2nd- or 3rd-grade school year, 14 rising 2nd graders and 18 rising 3rd graders received 15 hr of a scripted, explicit phonics-based program in dyads from credentialed elementary school teachers. Students completed pre- and posttest measures of decoding, sight word reading, and reading fluency. Results indicated significant growth on most reading measures for rising 3rd graders. The school district also provided reading fluency and composite measures of reading for the intervention students and for a comparison sample of students who did not receive the intervention. There were few significant effects of the intervention between groups, but effect sizes on composite scores were meaningful and favored the intervention group. We discuss implications for providing summer reading support to students similar to the sample.

Inquiry into the Efficacy of Interactive Word Walls with Older Adolescent Learners.

This study analyzed the perceptions of five high school English teachers of the efficacy of interactive word walls in high school classrooms. Through data collected during interviews and professional reflective journals, as well as the review of student artifacts, this article presents the themes that emerged from effective classroom teachers. Finally, we discuss the implications for research on interdisciplinary classroom practices.