EDRD 640 Topic Schedule

An initial listing of readings for each topic is provided below, but refer to the LINK provided for current readings to choose among. Each class session should be preceded by reading selected texts and submitting a reflection before the class in order to facilitate class discussion.

Access topic readings HERE.

Topic 1:
Historical Perspective

LaBrant, L. (1937, February 17). The content of a free reading program. Education Research Bulletin, 16(2), 29-34.

LaBrant, L. (1946, March). Teaching high-school students to write. English Journal, 35(3), 123-128.

Rosenblatt, L. (1956). The acid test for literature teaching. English Journal, 45(2), 66–74. [In Rosenblatt, L. (2005). Making meaning with texts: Selected essays. Portsmouth, NH: Heinemann.]

Topic 2:

Politics: Reading First and NCLB

Web page analysis

NCLB

NRP http://www.nationalreadingpanel.org/

IRA’s Summary of the NRP Report http://www.reading.org/resources/issues/reports/nrp.html

NRP Five Components of Reading Instruction

http://www.nationalserviceresources.org/sites/learns/resources/toolkit/NationalReadingPanel_FAQ.pdf

Yatvin, J. (2002). Babes in the woods: The wanderings of the National Reading Panel. (Located at http://www.pdkintl.org/kappan/k0201yat.htm)

Reading First http://www.ed.gov/programs/readingfirst/index.html

Reading First audit

http://www.ed.gov/about/offices/list/oig/aireports/i13f0017.pdf

USA Today http://www.usatoday.com/news/washington/2006-09-22-reading-audit_x.htm

http://www.usatoday.com/news/education/2007-04-15-textbooks-congress_N.htm

Krashen website http://www.sdkrashen.com/

Krashen, S. (2006). Did Reading First work? (Located at http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=17349

Edmondson, J. (2004). Reading policies: Ideologies and strategies for political

engagement. The Reading Teacher, 57(5), 418-428.

Fuller, B., Wright, J., Gesicki, K. & Kang, E. (2007). Gauging growth: How to judge No

Child Left Behind? Educational Researcher, 36(5), 268-278.

Topic 3:

Balanced Literacy

NCTE Features of Literacy Programs
1. On Reading, Learning to Read and Effective Reading Instruction: An Overview of What We Know and How We Know It (http://www.ncte.org/positions/statements/onreading)

2. A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students’ Needs (http://www.ncte.org/positions/statements/adolescentliteracy)

3. A Decision-Making Matrix (See link below)

Barr, R. & Dreeden, R. (1991). Grouping students for reading instruction. In Barr, R., Kamil, M. L., Mosenthal, P. B., & Pearson, P. D. (Eds.), Handbook of Reading Research, vol II. (pp. 885-910). New York: Longman.

Cambourne, B. (2002). Holistic, integrated approaches to reading and language arts instruction: the constructivist framework of an instructional theory. In Farstrup, A. E. & Samuels, S. J. (Eds.), What research has to say about reading instruction. (pp. 25-47). Newark, DE: International Reading Association.

Freppon, P. A. & Dahl, K. L. (1998). Balanced instruction: Insights and considerations. Reading Research Quarterly 33(2), 240-249.

Heydon, R., Hibbert, K., Iannacci, L. (2005). Strategies to support balanced literacy approaches in pre- and inservice teacher education. Journal of Adolescent & Adult Literacy, 48(4), 312-319.

Kasten, W. C. & Wilfong, L. G. (2007). Encouraging independent reading towards lifelong readers and learners. International Journal of Learning, 13. Located at http://www.Learning-Journal.com.

Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280.

Pearson, P. D. & Hiebert, E.H. (2007).Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42 (2), 282-296.

Spiegel, D. L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52(2), 114-124.

Wharton-McDonald, R., Rankin, J., Mistretta, J., & Ettenberger, S. (1997). Effective primary-grades literacy instruction = Balanced literacy instruction. The Reading Teacher, 50(6), 518-521.

Topic 4:

Early Literacy

Kiel, J. (1998). How language is learned: From birth through the elementary years and beyond. In Weaver, C. (Ed.), Lessons to share on teaching grammar in context. (pp. 1-17). Portsmouth, NH: Heinemann.

Whitmore, K. F., Martens, P., Goodman, Y. M. & Owocki, G. (2004). Critical lessons

from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4(3), 291-325.

Pressley, M. (2001). Effective beginning reading instruction. Executive Summary and

Paper Commissioned by the National Reading Conference. Chicago, IL: National Reading Conference.

Purcell-Gates, V. & Duke, N. (2007). Learning to read and write genre-specific text:

Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42(1), 8-45.

Topic 5:

Response to Literature

Beach, R. & Hynds, S. (1991). Research on response to literature. In Barr, R.,

Kamil, M. L., Mosenthal, P. B., & Pearson, P. D. (Eds.). Handbook of Reading Research, vol II. (pp. 453-489). New York: Longman.

Harris, V. J. & Willis, A. I. (2003). Multiculturalism, literature, and curriculum issues. In

Flood, J., Lapp, D., Squire, J.R., & Jensen, J. M. (Eds.) Handbook of research on

teaching the English language arts, (2^nd ed.).(pp. 825-834). Mahwah, NJ:

Lawrence Ehrlbaum Associates, Publishers.

Marshall, J. (2000). Research on Response to Literature. In Kamil, M. L., Mosenthal, P. B., Pearson, P. D., Barr, R. (Eds.) Handbook of reading research, volume III. (pp. 381-402). Mahwah, NJ: Lawrence Ehrlbaum Associates, Publishers.

Rosenblatt, L. (2003). Literary theory. In Flood, J., Lapp, D., Squire, J. R., & Jensen, J.

M. (Eds.) Handbook of research on teaching the English language arts (2^nd ed.). (pp. 67-73). Mahwah, NJ: Lawrence Ehrlbaum and Associates, Publishers.

Topic 6:

Writing Instruction, Spelling, Grammar

Hillocks, Jr., G. & Smith, M. W. (2003). Grammars and literacy learning. In Flood, J., Lapp, D., Squire, J. R., Jensen, J. M. (Eds.) Handbook of research on teaching the English language arts, 2nd ed. (pp.721-737). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Landrum, J. E. (2007). Students: Do experts follow the rules you’re taught? Journal of

Teaching Writing, 23(1), 1-16.

Templeton, S. & Morris, D. (2000). Spelling. In Kamil, M. L., Mosenthal, P. B.,
Pearson, P. D., & Barr, R. (Eds.) Handbook of reading research, volume
III. (pp. 525-543). Mahwah, NJ: Lawrence Ehrlbaum Associates,
Publishers.

Weaver, C. (1996). Teaching grammar in the context of writing. The English Journal,

85(7), 15-24.

Topic 7:

Assessment

Frey, N. & Hiebert, E. H. (2005). Teacher-based assessment of literacy learning. In Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (Eds.) Handbook of research on teaching the English language arts (2^nd ed.). (pp. 608-618). Mahwah, NJ: Lawrence Ehrlbaum and Associates, Publishers.

Goodman, Y. (2005). Informal methods of evaluation. In Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (Eds.) Handbook of research on teaching the English language arts (2^nd ed.). (pp. 600-607). Mahwah, NJ: Lawrence Ehrlbaum and Associates, Publishers.

Johnston, P. & Costello, P. (2005). Principles for literacy assessment, Reading Research

Quarterly, 40(2), 256–267.

Ketter, J. & Pool, J. (2001). Exploring the impact of a high-stakes direct writing

assessment in two high school classrooms. Research in the Teaching of English, 35(3), 344-393.

Topic 8:

Adolescent Literacy

Alvermann, D. E. (2001). Effective literacy instruction for adolescents. Executive

Summary and Paper Commissioned by the National Reading Conference. Chicago, IL: National Reading Conference.

Biancarosa, C., & Snow, C. E. (2006). Reading next – A vision for action and research in middle and high school literacy: A report to Carnegie corporation of New York (2^nd ed.). Washington, DC: Alliance for Excellent Education.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education

Lewis, C. (1999). Teaching literature to adolescents. Reading Research Quarterly, 34(1),

114-127.

Topic 9:

Content Area Literacy

Fordham, N. W. (2006). Crafting questions that address comprehension strategies in

content reading. Journal of Adolescent and Adult Literacy, 49(5), 390-396.

Neufeld, P. (2005/2006). Comprehension instruction in content area classes. The Reading

Teacher 59(4), 302-312.

Raphael, T. E. & Au, K. H. (2005). QAR: Enhancing comprehension and test taking

across grades and content areas. The Reading Teacher, 59(3), 206-221.

Topic 10:

Bilingual education and English as a Second Language

Ernst-Slavit, G., Moore, M. & Maloney, C. (2002). Changing lives: Teaching English and

literature to ESL students. Journal of Adolescent & Adult Literacy, 46(2), 116-128.

Gerseten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee.

Reyes, I. (2006). Exploring connections between emergent biliteracy and bilingualism.

Journal of Early Childhood Literacy, 6(3), 267-292.

Topic 11:

Multiliteracies

New London Group (1996). A pedagogy of multiliteracies: Designing social futures.

Harvard Educational Review, 66(1), 60-92.

Chandler-Olcott, K. & Mahar, D. (2003). Adolescents’ anime-inspired “fanfictions”: An

exploration of Multiliteracies. Journal of Adolescent & Adult Literacy, 46(7), 556-566.

Chandler-Olcott, K. & Mahar, D. (2003). "Tech-Savviness" meets Multiliteracies:

Exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly, 38(3), 356-385.

Kist, W. (2000). Beginning to create the new literacy classroom: What does the new

literacy look like? Journal of Adolescent & Adult Literacy, 43(8), 710-718.

Lewis, C. & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading

Research Quarterly, 40 (4), 470–501.

Ranker, J. (2007). Designing meaning with multiple media sources: A case
study of an eight year old student's writing processes. Research in the
Teaching of English, 41(4), 402-435.

Ranker, J. (2007). A new perspective on inquiry: A case study of digital video production. English Journal, 97(1), 77-82.

Topic 12:

Poverty and Deficit Thinking

[See http://rubypayneiswrong.blogspot.com/ for an updated listing of research/resources debunking Payne's deficit view.]

Journal of Educational Controversy

Volume 4, Number 1, Winter 2009

The Hidden Dimensions of Poverty: Rethinking Poverty and Education

http://www.wce.wwu.edu/Resources/CEP/eJournal/v004n001/

*Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(11).

Dworin, J. E., & Bomer, R. (2008, January). What we all (supposedly) know about the poor: A critical discourse analysis of Ruby Payne’s “Framework.” English Education, 40(2). 101-121.

Dudley-Marling, C. (2007). Return of the deficit. Journal of Educational Controvery, 2(1). Available on-line: http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/a004.shtml.

*Gorski, P. (2006, February 9). The classist underpinnings of Ruby Payne’s Framework. Teachers College Record.

Gorski, P. (2008, April). The myth of the “culture of poverty.” Educational Leadership, 65(7). 32-36.

*Ng, J. C., & Rury, J. L. (2006, July 18). Poverty and education: A critical analysis of the Ruby Payne phenomenon. Teachers College Record.

*See the Payne response and two counter-responses from TCR (included in your Topic 12 folder).

Payne, R.K. (2009). Using the lens of economic class to help teachers understand and teach students from poverty: A response. Teachers College Record, Date Published: May 17, 2009, http://www.tcrecord.org ID Number: 15629, Date Accessed: 5/21/2009 1:52:39 PM.

Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2009, June 3). What’s wrong with a deficit perspective? Teachers College Record, Date Published: June 03, 2009 http://www.tcrecord.org ID Number: 15648, Date Accessed: 6/12/2009 8:39:17 AM.

Gorski, P. (2006, July 19). Responding to Payne’s response. Teachers College Record, Date Published: July 19, 2006 http://www.tcrecord.org ID Number: 12605, Date Accessed: 6/12/2009 8:37:26 AM.

Thomas, P. L. (2009). Shifting from deficit to generative practices: Addressing impoverished and all students. Teaching Children of Poverty, 1(1). http://journals.sfu.ca/tcop/index.php/tcop/issue/view/1

Thomas, P. L. (2010, July/September). The Payne of addressing race and poverty in public education: Utopian accountability and deficit assumptions of middle class America. Souls, 12(3). TBD.