- About this Journal
- Abstracting and Indexing
- Aims and Scope
- Article Processing Charges
- Articles in Press
- Author Guidelines
- Bibliographic Information
- Citations to this Journal
- Contact Information
- Editorial Board
- Editorial Workflow
- Free eTOC Alerts
- Publication Ethics
- Reviewers Acknowledgment
- Submit a Manuscript
- Subscription Information
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 609271, 9 pages
A Balanced Literacy Initiative for One Suburban School District in the United States
1Literacy Education, University of Kansas, Lawrence, KS 66045, USA
2K-6 Curriculum and Assessment, Raymore-Peculiar School District, Peculiar, MO 64078, USA
Received 16 March 2012; Revised 4 June 2012; Accepted 20 June 2012
Academic Editor: Alex W. H. Chan
Copyright © 2012 Donita Shaw and Karen Hurst. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- P. A. Freppon and K. L. Dahl, “Balanced instruction: insights and considerations,” Reading Research Quarterly, vol. 33, no. 2, pp. 240–251, 1998.
- C. E. Snow, M. S. Burns, and P. Griffin, Preventing Reading Difficulties in Young Children, National Academy, Washington, DC, USA, 1998.
- J. Fitzgerald and T. Shanahan, “Reading and writing relations and their development,” Educational Psychologist, vol. 35, no. 1, pp. 39–50, 2000.
- I. C. Fountas and G. S. Pinnell, Guided Reading: Good First Teaching for All Children, Heinemann, Portsmouth, NH, USA, 1996.
- New York City Department of Education, 2011, http://schools.nyc.gov/academics/EnglishLanguageArts.
- J. F. Alamasi, Teaching Strategic Processes in Reading, Guilford, New York, NY, USA, 2003.
- B. B. Frey, S. W. Lee, N. Tollefson, L. Pass, and D. Massengill, “Balanced literacy in an urban school district,” The Journal of Educational Research, vol. 98, no. 5, pp. 272–280, 2005.
- M. Pressley, L. Mohan, L. M. Raphael, and L. Fingeret, “How does Bennett Woods Elementary School produce such high reading and writing achievement?” Journal of Educational Psychology, vol. 99, no. 2, pp. 221–240, 2007.
- J. Brown and P. Fisher, “Balanced literacy: one middle school’s experience,” Principal Leadership, vol. 7, no. 1, pp. 38–40, 2006.
- B. M. Taylor, P. D. Pearson, D. S. Peterson, and M. C. Rodriguez, “Reading growth in high-poverty classrooms: the influence of teacher practices that encourage cognitive engagement in literacy learning,” The Elementary School Journal, vol. 104, no. 1, pp. 3–28, 2003.
- K. Goodman, “Whole language research: foundations and development,” Elementary School Journal, vol. 90, no. 2, pp. 207–221, 1989.
- D. J. Watson, “Defining and describing whole language,” Elementary School Journal, vol. 90, no. 2, pp. 128–141, 1989.
- F. Smith, Reading Without Nonsense, Teachers College, New York, NY, USA, 2nd edition, 1985.
- J. L. Vacca, R. T. Vacca, M. K. Gove, L. Burkey, L. A. Lenhart, and C. McKeon, Reading and Learning to Read, Allyn & Bacon, Boston, Mass, USA, 2003.
- P. B. Gough, “One second of reading,” in Theoretical Models and Processes of Reading, H. Singer and R. Ruddell, Eds., pp. 661–688, International Reading Association, Newark, Del, USA, 3rd edition, 1985.
- D. E. Rumelhart, “Toward an interactive model of reading,” in Theoretical Models and Processes of Reading, R. B. Ruddell, M. R. Ruddell, and H. Singer, Eds., pp. 864–894, International Reading Association, Newark, Del, USA, 4th edition, 1994.
- M. Asselin, “Balanced literacy,” Teacher Librarian, vol. 27, no. 1, pp. 69–70, 1999.
- J. F. Baumann, J. V. Hoffman, J. Moon, and A. M. Duffy-Hester, “Where are teachers' voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers,” The Reading Teacher, vol. 51, no. 8, pp. 636–650, 1998.
- K. H. Au, J. H. Caroll, and J. A. Scheu, Balanced Literacy Instruction: A Teacher’s Resource Book, Christopher-Gordon, Norwood, Mass, USA, 1997.
- M. Pressley, J. Rankin, and L. Yokoi, “A survey of instructional practices of primary teachers nominated as effective in promoting literacy,” Elementary School Journal, vol. 96, no. 4, pp. 363–384, 1996.
- G. Ivey, J. F. Baumann, and D. Jarrard, “Exploring literacy balance: iterations in a second-grade and a sixth-grade classroom,” Reading Research and Instruction, vol. 39, pp. 291–310, 2000.
- B. A. Marinak and W. A. Henk, “Balanced literacy instruction in the elementary school: the West Hanover story,” in The Balanced Reading Program, S. M. Blair-Larsen and K. A. Williams, Eds., pp. 136–171, International Reading Association, Newark, Del, USA, 1999.
- S. Iversen, “A metacognitive strategy approach to teaching reading: how appropriate and assisted instruction can help all children become readers,” Balanced Reading Instruction, vol. 3, no. 1, pp. 12–18, 1996.
- D. L. Spiegel, “The perspective of the balanced approach,” in The Balanced Reading Program, S. M. Blair-Larsen and K. A. Williams, Eds., pp. 8–23, International Reading Association, Newark, Del, USA, 1999.
- C. Bitter, J. O’Day, P. Gubbins, and M. Socias, “What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach,” Journal of Education for Students Placed at Risk, vol. 14, pp. 17–44, 2009.
- M. L. Queenan, “Widening the circle for literacy in an accountability culture,” in Proceedings of the Annual Meeting of the Literacy Research Association Conference, Jacksonville, Fla, USA, December 2011.
- D. Willows, “The balanced literacy diet,” School Administrator, vol. 59, pp. 30–33, 2002.
- M. Pressley, A. Roehrig, K. Bogner, L. M. Raphael, and S. Dolezal, “Balanced literacy instruction,” Focus on Exceptional Children, vol. 34, pp. 1–14, 2002.
- J. Stallings and H.J. Frieberg, “Observation for the improvement of teaching,” in Effective Teaching: Current Research, H. C. Hersholt and H. J. Walberg, Eds., pp. 107–133, McCutchan, Berkeley, Calif, USA, 1991.
- J. B. Ayers, “Consistency of teacher behavior across time,” Education, vol. 103, pp. 375–377, 1983.
- N. Tollefson, S. Lee, and L. Webber, The Consistency of Systematic Classroom Observations in Urban Schools, Ewing Marion Kauffman Foundation, Kansas City, Mo, USA, 2001, ERIC Document Reproduction Service No. ED 457155.
- S. B. Merriam, Qualitative Research: A Guide to Design and Implementation, Jossey Bass, San Francisco, Calif, USA, 2009.
- G. Tompkins, Literacy for the 21st Century: A Balanced Approach, Prentice-Hall, Englewood Cliffs, NJ, USA, 1997.
- National Reading Panel, Report of the National Reading Panel: Reports of the Subgroups, National Institute of Child Health and Human Development Clearinghouse, Washington, DC, USA, 2000.
- T. Shanahan, “How to improve reading achievement,” in Proceedings of the Lexile National Reading Conference, 2005, http://www.shanahanonliteracy.com.
- N. K. Duke, P. D. Pearson, S. L. Strachan, and A. K. Billman, “Essential elements of fostering and teaching reading comprehension,” in What Research Has to Say About Reading Instruction, S. J. Samuels and A. E. Farstrup, Eds., pp. 94–114, 2011.
- National Writing Project, 2011, http://www.nwp.org/cs/public/print/doc/about.csp.
- T. V. Rasinski and S.J. Samuels, “Reading fluency: what it is and what it is not,” in What Research Has to Say About Reading Instruction, S. J. Samuels and A. E. Farstrup, Eds., pp. 94–114, 2011.
- P. Freebody and R. C. Anderson, “Effects of vocabulary difficulty, text cohesion, and schema availability on reading comprehension,” Reading Research Quarterly, vol. 18, no. 3, pp. 277–294, 1983.
- M. Pressley, L. Raphael, J. D. Gallagher, and J. DiBella, “Providence-St. Mel School: how a school that works for African American students works,” Journal of Educational Psychology, vol. 96, no. 2, pp. 216–235, 2004.
- R. Wharton-McDonald, M. Pressley, J. Rankin, J. Mistretta, L. Yokoi, and S. Ettenberger, “Effective primary-grades literacy instruction=Balanced literacy instruction,” The Reading Teacher, vol. 50, no. 6, pp. 518–521, 1997.
- J. Mosenthal, M. Lipson, S. Torncello, B. Russ, and J. Mekkelsen, “Contexts and practices of six schools successful in obtaining reading achievement,” Elementary School Journal, vol. 104, no. 5, pp. 343–367, 2004.
- E. A. Cheesman, J. M. McGuire, D. Shankweiler, and M. Coyne, “First-year teacher knowledge of phonemic awareness and its instruction,” Teacher Education and Special Education, vol. 32, no. 3, pp. 270–289, 2009.
- C. Bos, N. Mather, S. Dickson, B. Podhajski, and D. Chard, “Perceptions and knowledge of preservice and inservice educators about early reading instruction,” Annals of Dyslexia, vol. 51, pp. 97–120, 2001.
- L. C. Moats and B. R. Foorman, “Measuring teachers' content knowledge of language and reading,” Annals of Dyslexia, vol. 53, pp. 23–45, 2003.
- A. E. Cunningham, K. E. Perry, K. E. Stanovich, and P. J. Stanovich, “Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy,” Annals of Dyslexia, vol. 54, no. 1, pp. 139–167, 2004.
- N. Mather, C. Bos, and N. Babur, “Perceptions and knowledge of preservice and inservice teachers about early literacy instruction,” Journal of Learning Disabilities, vol. 34, no. 5, pp. 472–482, 2001.
- M. Haynes, “From state policy to classroom practice: improving literacy instruction for all students,” The NASBE State Adolescent Literacy Network, National Association of State Boards of Education, Alexandria, VA, USA, 2007.
- N. J. Mooney and A.T. Mauscbach, Align the Design: A Blueprint for School Improvement, Association for Supervision and Curriculum Development, Alexandria, VA, USA, 2008.
- A. A. Glatthorn and J.M.S. Jailall, The Principal as Curriculum Leader: Shaping What is Taught and Tested, Corwin, Thousand Oaks, Calif, USA, 2009.
- K. Zeichner and J. Gore, “Teacher socialization,” in Handbook of Research on Teacher Education, W. R. Houston, M. Haberman, and J. Sikula, Eds., pp. 329–348, Macmillan, New York, NY, USA, 1990.