Marla H. Mallette

Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy

Abstract The purpose of this study was to explore the meanings preservice teachers constructed about students with reading difficulties. Qualitative techniques were employed to develop six case studies to understand better how preservice teachers framed their meanings. Cross-case analysis revealed that each preservice teachers stance on meaning, while idiosyncratically based on experience, was tied to pedagogy in two distinct ways: (a) most of the participants placed an increasingly important role on the supervising teacher when considering reading difficulties and (b) they situated themselves as a teacher within that context. The findings suggest the importance of designing preservice education course work that is inquiry-oriented and offers opportunities for students to explore systematically their developing stances and self-constructed meanings about reading.

The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students

Although the highly popular Accelerated Reader (AR) book reading incentive program claims to motivate children of all reading ability levels, very little independent empirical research has examined this assertion. To help fill this void, we used two related three-factor mixed designs with Method (AR vs. Control), Gender, and either Grade Level (fourth vs. fifth) or Reading Ability (high vs. low) to explore ARs influence on the reading attitudes and self-perceptions of children in two comparable school districts. The analyses indicate that AR positively influenced academic reading attitudes, but not recreational ones, and that it negatively influenced two types of self-perceptions in low achieving male readers. These findings and others of consequence are discussed along with implications for future research.

Critical Issues: Preparation for New Literacy Researchers in Multi-Epistemological, Multi-Methodological Times

In this Critical Issues, we argue that the preparation of novice literacy researchers should change in response to the growing diversification of epistemologies and methods employed in literacy research. We assert that the preparation of novice literacy researchers should be aimed at developing students who understand and appreciate a broad range of research epistemologies and methods. We suggest ways in which coursework related to research methods and epistemologies, research apprenticeships and mentoring, and the reading and writing of literacy research might intensify and adjust to meet this aim. We contend that whether our field will be characterized by methodological fragmentation or ecological balance will depend in large part on how we prepare future literacy researchers.

Exploring the Value of a Summer Literacy Program on the Learning of At-Risk Adolescents

The purpose of this study was to explore both the short-term and long-term value of a summer literacy program on the literacy learning of at-risk seventh- and eighth-grade students. The students who participated in the study were all slotted for grade-level retention. The program brought them from an isolated and impoverished area to a university campus where they participated in intensive tutoring and small group instruction. Following the program, the researchers followed the students throughout the academic school year. Findings from the study indicated that the successes and failures of the students who participated in the program were situated in the context in which instruction occurred and the relationships they developed.

Literacy Research That Informs Practice

This Editorial provides an overview about previous research that has been documented to inform practice. We moved from this research base and asked a wider audience to respond to what books or articles they believed made a difference to classroom practice. Each of the authors whose books were mentioned was asked to write an article for The Reading Teacher. One of these articles will appear in each issue of this volume year.

A New Look for The Reading Teacher

In this editorial, we reflect on the changes to The Reading Teacher in Volume 65. Although we focus on aesthetics, rather than the content, we do so to provide an overview of the changes, offer context for the cover photographs, and recognize the work of the photographers. However, as noted in the editorial, these changes to the appearance would be of little consequence without compelling and quality content. We are grateful to the authors, reviewers, section editors, IRA staff, and Wiley Publications, for their dedication and thoughtful work.