Linda E. Martin

Early Book Reading: How Mothers Deviate from Printed Text for Young Children.

Abstract The purpose of this study was to describe how mothers deviate from text (print and illustrations) while reading to young children and how mothers’ text deviations vary according to childrens development based on chronological age. Twenty‐five mothers, grouped according to their childrens ages (6‐, 12‐, 18‐, 24‐month‐olds and 4‐year‐olds) read two preselected childrens books during two scheduled reading sessions. Results showed mothers of the 24‐month‐olds and 4‐year‐olds asked more questions to engage their children, and spent more time explaining text concepts, whereas mothers of the 6‐, 12‐, 18‐month‐olds simplified text concepts. Mothers of the 12‐ and 18‐month‐olds used more strategies that engaged their children during book reading. Mothers’ use of strategies to keep children involved in early book reading events does in some respect depend upon childrens cognitive, linguistic, experiential, and affective development.

Strategy Instruction in Primary Content Textbooks

This article reports the findings of a study that analyzed the teacher editions of primary-grade science and social studies textbooks for comprehension strategy instruction. After observing several science and social studies classes in the primary grades, it became clear to the authors that strategy instruction was missing in many of the lessons. Because it is common for teachers to rely on textbooks as a primary source for their lessons, the authors decided to examine primary textbook materials in order to determine the support they give teachers in developing childrens comprehension. The analysis found little in the teacher editions designed to help children become strategic readers of content text. Three major issues emerged from the analysis: Limited modeling of comprehension strategies Reliance on the use of instructional techniques Use of terminology Suggestions for classroom teachers are included.

Sharing Books: Examining How and Why Mothers Deviate from the Print.

Abstract The purposes of this study are threefold: (a) to examine mothers’ deviations from the printed text, (b) to examine mothers’ reasons for deviating from the print while sharing books with children, and (c) to examine both the text deviations and reasons mothers held for those deviations across a four‐year span of age groups. Grouped according to their childrens ages (6‐months, 12‐months, 18‐months, 24‐months and 4‐years) 25 mothers read two preselected childrens books during two scheduled reading times. Analyses showed that mothers in this study offered three major reasons for deviating from the printed text while reading with their children: (a) simplification: to make difficult text easier, (b) elaboration: to extend their childrens knowledge, and (c) engagement: to maintain their childrens attention during the book reading event. Mothers of the 24‐month and 4‐year‐olds asked more questions to engage their children, and they spent more time explaining text concepts. Mothers of the 6‐month, 12...

Investigating Young Children's Use of Reading Strategies: A Longitudinal Study.

In this three-year study, the authors examined the reading strategy use of 16 primary-grade students as they read fiction and expository text. The students (9 boys and 7 girls) represented low, average, and above-average readers. Structured interviews and observational data were collected each year as they progressed from first to third grade. Even though students dropped some strategies while beginning to use others, statistical analyses of the interview data revealed few statistical significant differences in the students’ reported strategy use. The data indicated there was alignment between students’ reported and observed strategy use. The analyses of the observational data also revealed the students had high accuracy percentages but low retelling scores.

I Tried to Make It Not Confusing by Fixing It: Describing Six First Graders' Use of Strategies to Understand Text.

This study describes six first-grade students’ use of metacognitive strategies. The students (4 boys and 2 girls) represented low, average, and above-average readers and were enrolled in a rural Midwestern elementary school. A variety of data were collected throughout the year: (a) an informal reading inventory and metacognitive awareness interview were conducted at the beginning and end of the year; and (b) during the school year, think-aloud interview protocols, running records, anecdotal notes, and retellings were conducted. The analysis revealed that these first graders were reporting and using a variety of strategies to read.

Making decisions about software for classroom use

Abstract With computers commonplace in todays schools, teachers have been introduced to a plethora of software to use for instruction in their classrooms. Software companies provide materials to administrators and they in turn expect teachers to make appropriate choices for their schools. Teachers are faced with two initial concerns: knowledge base and time. Teachers are given numerous attractive packages from which to choose with limited instruction about making these important decisions. Furthermore, time is not allotted for the additional responsibility of examining software. Teachers need a simple, time‐efficient instrument to guide their decisions about software. Therefore, the purpose of this paper is to report the process of generating a review form that can guide teachers in the selection of educational software. As a result of this field test, a list of criteria for evaluating software and a review form were developed.

Preparing preservice teachers to use computers effectively in elementary schools

Abstract Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.

Learning to Read in First Grade: Developing Effective Programs in Urban Schools.

Abstract This article describes the reading instructional program that first-graders in an urban school located in a large, Midwestern city received as a result of a grant initiative. Various assessments of the childrens reading revealed some important areas for reading success were missing. As a result, suggestions were shared with the school staff to balance the first-grade reading curriculum. However, one confounding variable prevented the teachers’ ability to change their instruction.

Early Signs of Self-Regulating Print: Kindergartners at Work Reading to Understand Fiction and Nonfiction Text

The purpose of this study was to examine how 28 kindergartners in two half-day classrooms from a rural midwestern school monitored and self-regulated their understanding of texts (fiction and nonfiction) while reading. Three different interviews (fall, early spring, and late spring) were conducted while the children read from one of two self-selected books offered in each setting: (1) fiction in the fall (to develop routines), (2) nonfiction in the early spring, and (3) fiction in late spring. The interview protocol included questions to examine what the children were thinking as they read and what strategies were used to understand. Observational data also were collected. The results revealed that these kindergartners used strategies while reading, although more strategies (e.g., pictures) were used to construct the meaning of the nonfiction text. More often, the children considered themselves as “readers” with the nonfiction. Words were noted as important to the children as they pointed out words they did not know. This study shows the importance of the use of a variety of texts in the early primary grades to guide childrens development of strategies to understand text.

Voices in Education: Professional Dispositions in Teacher Education

The focus of this special issue is the important consideration of the professional dispositions that guide all dimensions of teacher education. Broadening the considerations to include not only dispositions for preservice education students but also for teacher-educators, we hope to invigorate the discussion about pedagogical, curricular, and policy implications. These aspects of educators’ work are supported by organizations such as the Council for the Accreditation of Educator Preparation (CAEP) and the Interstate New Teacher Assessment and Support Consortium (InTASC). Yet identifying, describing, and being able to evaluate specific dispositions for our profession is an ongoing and important discussion. We invite you to join us in considering the responses of members of our Editorial Advisory Board as they respond to the following questions/prompts designed to elicit their views on this broad topic: 1. What issues do you feel most important when considering desired dispositions for teacher educators; for preservice teachers; for curriculum design? 2. What dispositions are needed for university teacher-educators? 3. What dispositions are needed for preservice teachers?