Taking Seriously the Idea of Reform: One High School's Efforts to Make Reading More Responsive to All Students

Brozo, William G.; Hargis, Charles H.

doi:10.1598/jaal.47.1.3

Cited by 34 publications

(14 citation statements)

References 17 publications

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“…Students who read at home averaged 25 points higher on the 1992 and 1994 National Assessment of Education Progress tests of reading achievement than those who did not (Goodman, 1996). Brozo and Hargis (2003) reminded us that students need opportunities for sustained reading in order to grow in their skills and vocabulary. The less time they read, the less growth we observe.…”

Section: Independent Reading Is Criticalmentioning

confidence: 99%

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Kasten

Wilfong

2005

J Adolescent & Adult Lit

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This article makes a case for devoting time to independent reading and then describes the “Book Bistro,” a strategy for promoting independent reading. Research concerning adolescents and reading is reviewed, followed by detailed instructions for implementing Book Bistro and advice from teachers. In Book Bistro, adolescent students are invited once per month to bring an independent reading choice to a café setting created in the classroom or school lunchroom. Students evaluate classmates to their right and to their left, creating material for each student's reading file. Book Bistro implements the best of what is known about encouraging independent reading using self‐selected reading, book discussion, and peer interaction about books. One action research study and one field‐testing initiative are described, along with suggestions for further study with different age groups.

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Section: Independent Reading Is Criticalmentioning

confidence: 99%

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Kasten

Wilfong

2005

J Adolescent & Adult Lit

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“…In some cases, students recognized a limitation in their method for solving a problem and expressed this idea in their writing. In this study, the students' recognition of the effectiveness of their problem solving supports writing as a process that facilitates students in thinking more deeply, reasoning, and higher level thinking (Brozo & Simpson, ; Peterson, ). This information can help teachers to determine whether or not students can apply and understand various strategies.…”

Section: Discussionmentioning

confidence: 88%

“…Students engaged in the writing process are involved in a nonlinear recursive process that requires a transaction between the author, the written work, and the potential audience; the act of writing is one of the most disciplined ways of making meaning and an effective method of monitoring one's thinking (Murray, ). Writing is recognized as a process that helps the learner to think more deeply and not only facilitates learning in content areas, but engages students in higher‐level thinking and reasoning processes (Brozo & Simpson, ; Peterson, ). Writing facilitates reflection, thinking, and planning; in this way writing is a tool for learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Writing as a Tool to Demonstrate Mathematical Understanding

Martin

2015

School Sci & Mathematics

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In this study, I examine how using a writers' workshop model in mathematics creates a space for students to write about their mathematical thinking and problem solving and how their writing impacts instruction. This case study of one classroom with one teacher spanned 6 weeks and included 18 implementations of an adapted version of the Writers' Workshop (WW) in a fourth-grade mathematics class. On a biweekly basis, the data were reviewed and changes made to the model. The analysis of the students' writing revealed (a) their understandings and misunderstandings of the mathematical content, (b) their readiness for more challenging tasks, and (c) their connections to prior knowledge. Students used writing to demonstrate their understanding of mathematics and show their mathematical processes. In some cases, examining only the numerical work failed to illuminate the students' understanding, their writing provided deeper insight. Students recognized writing as a tool for learning; this was evident in interview responses.

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“…Unfortunately, both preservice and in-service teachers are still resistant to content literacy as an instructional approach (Lesley, 2005;Nourie & Lenski, 1998). While there is evidence that credential classes or professional development can change these attitudes (Brozo & Hargis, 2003;O'Brien & Stewart, 1990;Stewart & O'Brien, 1989), it is not uncommon for teachers to report that they are uncomfortable planning instruction to foster reading development (e.g., Zipperer, Worley, Sission, & Said, 2002). In his review of literature, Lester (2000) notes that secondary school teachers perceive literacy to be relatively low priority and/or the responsibility of English teachers.…”

Section: Where Are We With Content-area Literacy?mentioning

confidence: 99%

“…Students need access to a wide range of texts, in terms of difficulty, topics, and genre (Brozo & Hargis, 2003;Fisher, 2004;Ivey & Broaddus, 2001). We know that good reading materials make the content more interesting.…”

Section: Select Texts That Span a Range Of Difficulty Levelsmentioning

confidence: 99%

Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading”

Fisher

2005

Action in Teacher Education

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The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area teachers. Through examples from two classrooms, we suggest a focus for our content colleagues in which they learn that capitalizing on reading and writing versus teaching reading and writing is the goal of content literacy. We identify five specific principles in which reading and writing actually engage students in the content topics at hand, as well as suggestions for preservice and in-service content-area teachers.

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Taking Seriously the Idea of Reform: One High School's Efforts to Make Reading More Responsive to All Students

Cited by 34 publications

References 17 publications

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Writing as a Tool to Demonstrate Mathematical Understanding

Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading”

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