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Building Bridges to Literacy. The Twenty-Seventh Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2004]

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Title: Building Bridges to Literacy. The Twenty-Seventh Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2004]
Language: English
Authors: Linder, Patricia E., Sampson, Mary Beth, Dugan, JoAnn R., College Reading Association
Source: College Reading Association. 2005.
Availability: College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 271
Publication Date: 2005
Document Type: Collected Works - Proceedings
Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Descriptors: Preservice Teacher Education, Childrens Literature, Preservice Teachers, Reading Difficulties, Professional Development, Mentors, Pedagogical Content Knowledge, Discussion Groups, Learning Strategies, Writing (Composition), Teacher Role, Literacy Education, Educational Policy, Reflective Teaching, Student Attitudes, Second Language Learning, Scaffolding (Teaching Technique), Word Recognition, Study Skills, Information Technology, Teaching Methods, Culturally Relevant Education, Cues, Reading Strategies
ISBN: 978-1-883604-11-0
Abstract: The theme of the College Reading Association 2004 annual conference in Delray Beach, Florida, was "Building Bridges: Reaching beyond Our Borders." The articles in this yearbook show how reflection and thinking outside the box will make a difference in preservice teacher education. This Yearbook begins with Wayne Linek's presidential address. In his address, Linek showed how mentoring can be two-way leading to growth and learning for both the mentee and the mentor. The papers comprising this Yearbook that follow Linek's presidential address are: (1) Writing from the Heart (Joyce Sweeney); (2) Learning about Learners: Struggling Readers in a Fourth Grade Literature Discussion Group (Susan B. Porter); (3) The Role of the Literacy Professional in the Middle and High School: Historical Perspectives and Current Policy Issues (Elizabeth G. Sturtevant); (4) Making a Difference in the Public and Policy-Making Arena (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Judy Embry, Jill Lewis, D. Ray Reutzel, Wayne M. Linek, and Jack Cassidy); (5) Using the Reflections of Preservice Teachers to Help Teacher Educators Improve Their Own Practice (Susan K. L'Allier); (6) Supporting Pre-Service Teachers' Professional Perceptions of Assessment and Diagnosis of Reading Difficulties in a Museum Professional Development School (Claudia J. McVicker); (7) A Preliminary Look at the Effect of a Change in a Pre-Service Literacy Curricula on the Pedagogical Content Knowledge of Literacy and Theoretical Orientation to Reading of Teacher Candidates (Lois K. Haid); (8) The Guided Literature Learning Strategy: The Process and an Analysis of Pre-Service Teachers' Reflections (Mary DeKonty Applegate and Anthony J. Applegate); (9) Book Microscopes: The Effects of Student Completion of Guided Tasks to Promote L2 Writing Expertise as an Outgrowth of L2 Reading (Mayra C. Daniel); (10) Nonlinear Nonfiction Writing and the I-Chart: Scaffolding for Success (Sylvia Read); (11) Reading for Character: Principles of Bibliotherapy Applied to Children's Literature (Karen L. Parker); (12) Alternatives to Sounding Out: The Influence of Explicit Cueing Strategies Instruction on Word Identification in Second Grade Students (Callie L. Fortenberry and Barbara J. Walker); (13) International Literature for U.S. Children and Young Adults: In Search of Difference (Patricia Bloem); (14) Study Skills in the Electronic Age (Joan A. Rhodes, Valerie J. Robnolt, and Judy S. Richardson); (15) "Grappling" with Culturally Relevant Instruction of Content Literacy: A Collaborative Model (Ruth Oswald, Lynn Smolen, Karen Herrington, Denise Stuart, and Susan Turner); and (16) Literacy Practicum Experiences in an Urban Setting: Building Bridges with the School, Home and Community (Joyce V. W. Warner, Nancy B. Masztal, and Ann C. Murphy). (Individual papers contain tables, figures, references, and appendices.) [For "Celebrating the Power of Literacy. The Twenty-Sixth Yearbook," see ED507687.]
Abstractor: ERIC
Entry Date: 2010
Accession Number: ED512606
Database: ERIC
FullText Text:
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  Data: Building Bridges to Literacy. The Twenty-Seventh Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2004]
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  Data: College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org
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  Data: The theme of the College Reading Association 2004 annual conference in Delray Beach, Florida, was "Building Bridges: Reaching beyond Our Borders." The articles in this yearbook show how reflection and thinking outside the box will make a difference in preservice teacher education. This Yearbook begins with Wayne Linek's presidential address. In his address, Linek showed how mentoring can be two-way leading to growth and learning for both the mentee and the mentor. The papers comprising this Yearbook that follow Linek's presidential address are: (1) Writing from the Heart (Joyce Sweeney); (2) Learning about Learners: Struggling Readers in a Fourth Grade Literature Discussion Group (Susan B. Porter); (3) The Role of the Literacy Professional in the Middle and High School: Historical Perspectives and Current Policy Issues (Elizabeth G. Sturtevant); (4) Making a Difference in the Public and Policy-Making Arena (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Judy Embry, Jill Lewis, D. Ray Reutzel, Wayne M. Linek, and Jack Cassidy); (5) Using the Reflections of Preservice Teachers to Help Teacher Educators Improve Their Own Practice (Susan K. L'Allier); (6) Supporting Pre-Service Teachers' Professional Perceptions of Assessment and Diagnosis of Reading Difficulties in a Museum Professional Development School (Claudia J. McVicker); (7) A Preliminary Look at the Effect of a Change in a Pre-Service Literacy Curricula on the Pedagogical Content Knowledge of Literacy and Theoretical Orientation to Reading of Teacher Candidates (Lois K. Haid); (8) The Guided Literature Learning Strategy: The Process and an Analysis of Pre-Service Teachers' Reflections (Mary DeKonty Applegate and Anthony J. Applegate); (9) Book Microscopes: The Effects of Student Completion of Guided Tasks to Promote L2 Writing Expertise as an Outgrowth of L2 Reading (Mayra C. Daniel); (10) Nonlinear Nonfiction Writing and the I-Chart: Scaffolding for Success (Sylvia Read); (11) Reading for Character: Principles of Bibliotherapy Applied to Children's Literature (Karen L. Parker); (12) Alternatives to Sounding Out: The Influence of Explicit Cueing Strategies Instruction on Word Identification in Second Grade Students (Callie L. Fortenberry and Barbara J. Walker); (13) International Literature for U.S. Children and Young Adults: In Search of Difference (Patricia Bloem); (14) Study Skills in the Electronic Age (Joan A. Rhodes, Valerie J. Robnolt, and Judy S. Richardson); (15) "Grappling" with Culturally Relevant Instruction of Content Literacy: A Collaborative Model (Ruth Oswald, Lynn Smolen, Karen Herrington, Denise Stuart, and Susan Turner); and (16) Literacy Practicum Experiences in an Urban Setting: Building Bridges with the School, Home and Community (Joyce V. W. Warner, Nancy B. Masztal, and Ann C. Murphy). (Individual papers contain tables, figures, references, and appendices.) [For "Celebrating the Power of Literacy. The Twenty-Sixth Yearbook," see ED507687.]
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