The Missouri Reader Vol. 40, Issue 3 - Page 4

The Missouri Reader

Vol. 40, Issue 3

Editorial Board 2016-17

C. Garth Brooks, British Columbia LC/IRA

Carolyn I. Brown, Ph.D., University of MO-St. Louis

Dawna Buchanan, Ph. D., University of Central MO

Julie Bryant, Ph.D., Southwest Baptist University

Dianne Koehnecke, Ph. D., Webster University

Cindy Hail, Ph.D., Missouri State University

Anita Lael, Ph.D., Lincoln University

Lori Long. M.S. Ed.,Stockton Public Schools

Kayla Lewis, Ph. D., Missouri State University

Denise Mounts, Ph.D.,

University of Arkansas

Katherine O'Daniels, Gateway Writing Project, University of MO-St. Louis

Debra Porter, Ed.D., Southeast Missouri State University

Tamara Jo Rhomberg, MSC/IRA

Lenny Sanchez, Ph. D., University of MO-Columbia

Karen Burgus Schootman, M.A.

Paula Witkowski, Ph. D., Webster University

The Missouri Reader is a peer-reviewed online journal that is published twice a year by the Missouri State Council of the International Reading Association as a forum for thoughtful consideration of issues, practices, research, and ideas in the field of literacy. Its purpose is to serve teachers, parents, consultants, supervisors,

administrators, university faculty, and others interested in promoting literacy.

Promoting Literacy Throughout the

State of Missouri

Journal of the

Missouri Reading Association

Co-Editor

Sam Bommarito, Ed.D.

Jennings Schools (retired)

Volume 40, Issue 2

Spring 2016

Co-Editor

Glenda Nugent M.Ed.

Little Rock Schools (retired)

Contents

Resourceful Research

Teachers’ Perceptions of a Grade-level Focus on Independent Reading

Mary Hall, Beth Hurst, Pamela Correll, and Kayla Lewis

This study examines teachers’ perceptions of the impact of an emphasis on independent silent reading in second grade classrooms.

Helping High School Students Increase Reading Fluency to Improve Comprehension

Kathy Scales

Fluent reading skills aid comprehension and are crucial to secondary students’ overall reading and academic success. This article provides models for inclusion of fluency strategies in high school instruction.

Review of the Research

A Call to Action: Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital

Laura Swan

Can equalizing material resources help close the economic knowledge gap between students from affluent and poor backgrounds? See what the research says and plan for YOUR action.

Editors' Expressions

Educating ALL Children.

Sam Bommarito and Glenda Nugent

p. 6

And Beyond!

p. 52

TITL

Classroom Closeups

Shared Writing: My Methods and Successes

Joyce Burns

See how this teacher uses shared writing to guide students through the writing process and set expectations in her classroom.

Implementing Flagging for Deep Comprehension

Lindsey Nilson

Can a rainbow of sticky notes improve comprehension? Sure! See how in this article.

Characters Coming to Life

Michelle Martignoni

Learn how a first-grade teacher helps students make connections to timeless characters and generate excitement about reading.

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