The Missouri Reader Vol. 41, Issue 1 - Page 21

:10.1080/02702711.2012.675419

Dorn, L. J., & Jones, T. (2012). Apprenticeship in literacy: Transitions across reading and writing, k-4. Portland, ME: Stenhouse Publishers.

Dorn, L. J., & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, ME: Stenhouse Publishers.

Fisher, D., (2001). “We’re moving on up”: Creating a schoolwide literacy effort in an urban high school. Journal of Adolescent & Adult Literacy, 45(2), 92-101.

Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., & Massengill, D. (2005). Balanced literacy in an urban school district. The Journal of Educational Research, 98, 272-280.

Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A building-based case study of evidence-based literacy practices: Implementation, reading behavior, and growth in reading fluency, k-4. The Journal of Special Education, 37(2), 95-110.

Harlaar, N., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Petrill, S. A. (2011). Associations between reading achievement and independent reading in early elementary school: A genetically informative cross-lagged study. Child Development, 82(6), 2123-2137. doi:10.1111/j.1467-8624.2011.01658.x

Johnson, A. (2001). Independent reading in the classroom. Language Arts Journal of Michigan, 17(1), 25-27. http://dx.doi.org/10.9707/2168-149X.1335

Kasten, C. W., & Wilfong, L. G. (2005). Encouraging independent reading with ambience: The book bistro in middle and secondary school classes. Journal of Adolescent & Adult Literacy, 48(8), 656-664. doi:10.1598/JAAL.48.8.3

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse Publishers.

Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. The Journal of Educational Research, 101(5), 299-314.

Reitsma, P., (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-235.

Sanacore, J. (1994). Lifetime literacy through independent reading: The principal is a key player. Journal of Reading, 37(7), 602-606.

Sanden, S. (2012). Independent reading: perspectives and practices of highly effective teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR.01120

Sanden, S. (2014). Out of the shadow of SSR: Real teachers’ classroom independent reading practices. Language Arts, 91(3), 161-175.

Serravallo, J. (2014). Reading time with goals in mind. Education Leadership, 72(1), 54-59.

Stairs, A.J., & Burgos, S. (2010). The power of independent, self-selected reading in the middle grades. Middle School Journal, 41(3), 41-48. http://dx.org/10.1080/00940771.2010.11461720

Mary Hall is a second grade teacher at Logan-Rogersville Elementary School and is working her masters in Literacy at Missouri State University. Dr. Beth Hurst, Dr. Pamela Correll, and Dr. Kayla Lewis teach in the Graduate Literacy Program at Missouri State University.

REFERENCES

MASTER EXAMPLE

Burkins, J., & Yaris, K. (2014). Rethinking “just right” books: A new strategy for helping students select texts for independent reading. Illinois Reading Council Journal, 42(3), 9-15.

Cuevas, J. A., Irving, M. A., & Russell, L. R. (2014). Applied cognition: Testing the effects of independent silent reading on secondary students’ achievement and attribution. Reading Psychology, 35, 127-159. doi

engage the early learners with disciplinary literacy by way of these unlimited learning experiences.

Because disciplinary literacy experience involves the ability to understand content knowledge with an emphasis on engaging with the content through reading, writing, and listening, teachers can suggest parents involve the young learner in types of science or social studies/historical events. Teachers could organize a Parent Partnership Literacy Night to provide tips and strategies to promote disciplinary literacy. For example, parents could take their child on a walk or a drive around the neighborhood to have that sense of the community and look for science, social studies, and math content concepts in the community. While walking or riding, authentic language can occur between the child and the parent when the child is learning about the relationships. A conversation could take place such as:

● Look for shapes, together. How many circles can we find? Tires on a car are shaped like a circle. They can roll.

● Count to 10, together. How many flowers can we see? Flowers have blossoms, stems, and roots. They need water to grow.

While completing everyday chores, discipline specific language can occur between the child and the parent.

Sort items by color or size (pots/pans, plastic bowls/lids, towels, socks, rocks) Can you find two red rocks? Why are the rocks red?

Discuss location of items (up/down, over/under, beside/between)

The doll is beside the desk (move the toy). The doll is between the chairs.

● Create patterns (use primary colors red, yellow, blue) craft sticks, dots, feathers, or pompoms

Can you make this pattern, one red pompom and one blue pompom? What color should I put next? How do I know?

Book Recommendations:

For the love of learning, we want our early learners to love reading and listening to books being read. How can teachers encourage parents to embrace disciplinary literacy by reading books with these early learners? The book selection is vital to the success of loving to read books. Parents can spend quality time with their children while reading them a book. There are so many books for parents to consider; though. One way to encourage parents to take on this charge is to provide book recommendations. Teachers can be very intentional to recommend books which support disciplinary literacy and the love of books. These opportunities will help children to make discoveries about the world around them. We know research supports the notion that little ones are more engaged with learning when they have a hands-on experience (Ball, 1994, p. 45). The titles of books included below promote very interactive and engaging language opportunities for parents and preschoolers. Suggesting books such as these will afford parents a starting point to engage their children in learning about the community around them in an authentic and curious way.

Alphabet City by Stephen E. Johnson allows children an opportunity to view letters of the alphabet throughout the city. Parents can be encouraged to ask their small one to find letters throughout their community.

21

18

SPECIAL SECTION THEMED ISSUE