Research We Are Reading
Click the links below to see what we’ve been reading!
The Latin–Greek Connection: Building Vocabulary Through Morphological Study
Rasinski, T.V., Padak, N., Newton, J., & Newton, E. (2011, October). The Latin–Greek connection: Building vocabulary through morphological study. The Reading Teacher, 65(2), 131–139.
In this article, the authors make a case for teaching vocabulary in the elementary grades through a focus on the morphological structure of words, in particular English words that are derived through Latin and Greek roots and affixes. The authors present a set of engaging instructional ideas for the use of Latin and Greek derivations to teach vocabulary and provide classroom-based examples of how a morphological-based vocabulary program can be implemented and its impact on students and teachers.
What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines
Johnson, H., & Watson, P.A. (2011, October). What it is they do: Differentiating knowledge and literacy practices across content disciplines. Journal of Adolescent & Adult Literacy, 55(2), 100–109.
This study addresses the gap that exists between literacy educators’ knowledge of content disciplines and the literacy strategies often suggested for use in content classrooms. The authors worked with disciplinary experts in mathematics and geography to understand the differences that existed in respect to their conceptions of the disciplines and what it means to be literate in them. Study results were categorized into themes, which included “major understandings of the field,” “literacy in the discipline,” and “practice of the discipline.” Further subcategories included texts used in the discipline; the types of strategies used to become literate in the discipline, and the types of questions addressed within the discipline. Implications for teachers and teacher candidates are also addressed.
Organizing Literacy Classrooms for Effective Instruction: A Survival Guide
Reutzel, D., & Clark, S. (2011, October). Organizing literacy classrooms for effective instruction: A survival guide. The Reading Teacher, 65(2), 96–109.
Building Preschool Children’s Language and Literacy One Storybook at a Time
Beauchat, K.A., Blamey, K.L., & Walpole, S. (2009, September). Building preschool children’s language and literacy one storybook at a time. The Reading Teacher, 63(1), 26-39.
Scaffolded Silent Reading: A Complement to Guided Repeated Oral Reading That Works!
Reutzel, D.R., Jones, C.D., Fawson, P.C., & Smith, J.A. (2008, November). Scaffolded silent reading: A complement to guided repeated oral reading that works! The Reading Teacher, 62(3), 194-207.