Reading & Writing Quarterly 2005: Vol 21 Table of Contents

2005·0.93 MB·English

ISSN: 1057-3569
Reading &
Writing Quarterly
Overcoming Learning Difficulties
Volume 21
2005
=» Routledge
3 Taylor & Francis Group
Reading & Writing Quarterly
Overcoming Learning Difficulties
A A D
EDITOR
Howard Margolis Patrick P. McCabe St. John’s University
Department of Educational and Community
Programs; Queens College, CUNY; Jerome J. Ammer University of San Diego
Flushing, NY 11367-0904 USA regige ac
Phone: [phone]; Fax: [phone] Wendy C Kessen Kent Seuss University
E-mail: [email protected] Craig A. Michaels Queens College, CUNY
Gaoyin Qian Lehman College, CUNY
FOUNDING EDITOR
Marietta S. Chicorel
EDITORIAL REVIEW BOARD
Patricia Anders, Ernest Balajthy, Edna Barenbaum, Rita M. Bean, David J. Chard, Nicholas
DiObilda, Antonia D’Onofrio, Curt Dudley-Marling, Nancy Farnan, Jill Fitzgerald, Daniel
Hittleman, Judith W. Irwin, Asha Jitendra, Laura Justice, Edward Kam’enui, Patricia R. Kelly,
Michael W. Kibby, Susan Davis Lenski, Michael McKenna, Rita A. Moore, Judith C. Neal, Evelyn
A. O’Connor, Nancy Padak, Rene Parmar, Nedra Ann Peterson, Victoria Risko, William H. Rupley,
Spencer Salend, S. Jay Samuels, Arthur Shapiro, Deborah C. Simmons, Richard Sinatra, Michael
Skinner, Peter Smagorinsky, Lee Ann Truesdell, Shelley B. Wepner, Karen D. Wood
\bstracted/indexed in: Annual Summary of Investigations Relating to Reading, IRA; Australian Education Index (AEI) National
Yatabase for Research into International Education; CSA Linguistics & Language Behavior Abstracts; Exceptional Child Education
Resources (ECER); ERIC/Current Index to Journals in Education (CIJE); Language and Language Behavior Abstracts (LLBA); MLA
nternational Bibliography; PsycALERT; PsycINFO; Psychological Abstracts (PA); Rehabilitation Literature; Social Welfare, Social
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Reading &
riting manly
Overcoming Learning Difficulties
Volume2 1 *« Issue 1 * 2005
CONTENTS
THEME
Text Accessibility and the Struggling Reader
Introduction: Text Accessibility and the Struggling Reader
Heidi Anne E. Mesmer
Are There Alternatives in Reading Textbooks? An Examination
of Three Beginning Reading Programs
Elfrieda H. Hiebert, Leigh Ann Martin,
and Shailaja Menon
Examining the Text Demands of High-Interest, Low-Level Books
Stephanie A. Spadorcia
Text Decodability and the First-grade Reader
Heidi Anne E. Mesmer
ARTICLE
Attitudes and Motivation of Poor and Good Spellers: Broadening
Planned Behavior Theory
Georgios D. Sideridis
FOCUS ON INCLUSION
Improving the Early Literacy Skills of Children with Behavioral
Disorders and Phonological Processing Deficits at School Entry
J. Ron Nelson and Gregory J. Benner
Volume 21 + Issue 2 + 2005
CONTENTS
Timing of Literacy Instruction Can Spell Success
Introduction: Timing of Literacy Instruction Can Spell Success
J. Richard Gentry
Instructional Techniques for Emerging Writers and
Special Needs Students at Kindergarten and Grade 1 Levels
J. Richard Gentry
Observing the Self-selection of an Emerging Literacy Learner
Mary Jo Fresch
Making and Writing Words: Constructivist Word Learning
in a Second-grade Classroom
Timothy Rasinski and Ruth Oswald
Meeting the Needs of Low Spellers in
a Second-grade Classroom
Judy Brown and Darrell Morris
FOCUS ON INCLUSION
Developing Reading Fluency through a Systematic
Practice Procedure
Richard M. Kubina Jr.
ISSUES IN TECHNOLOGY
Using Assistive Technology with Students with Exceptional
Learning Needs: When Does an Aid Become a Crutch?
Whitney H. Rapp
BOOK REVIEW
A Mind at a Time, by Mel Levine
Daniel T. Willingham
Volume 21 « Issue 3 * 2005
CONTENTS
THEME
Vocabulary Knowledge: Its Contribution to Reading
Growth and Development
Introduction: Vocabulary Knowledge: Its Contribution to Reading
Growth and Development
William H. Rupley
ARTICLES
Vocabulary: A Critical Component of Comprehension
R. Malatesha Joshi
A Dual Coding View of Vocabulary Learning
Mark Sadoski
Vocabulary Instruction for the Struggling Reader
William H. Rupley and William D. Nichols
Research on Vocabulary Instruction in the Content Areas:
Implications for Struggling Readers
Janis M. Harmon, Wanda B. Hedrick, and Karen D. Wood
Vocabulary Instruction in a Remedial Setting
Peter J. Fisher and Camille L. Z. Blachowicz
ISSUES IN TECHNOLOGY
Literacy Education in Correctional Facilities: The “Hope”
for Technology
Michael E. Rozalski and Suzanne Engel
FOCUS ON INCLUSION
Dialogic Shared Storybook Reading: An Instructional
Technique for Use with Young Students in Inclusive Settings
Shannon Gormley and Kathy L. Ruhl
Volume 21 * Issue 4 * 2005
CONTENTS
ARTICLES
Improving Writing: Comparing the Responses of Eighth-Graders,
Preservice Teachers and Experienced Teachers
Dana L. Grisham and Thomas D. Wolsey
Performance Approach-Avoidance Motivation and Planned
Behavior Theory: Model Stability with Greek Students with
and without Learning Disabilities
Georgios D. Sideridis
The Impact of a Structured Integrated Learning System on
First-Grade Students’ Reading Gains
Jerrell C. Cassady and Lawrence L. Smith
Reviewing Core Kindergarten and First-Grade Reading Programs
In Light of No Child Left Behind: An Exploratory Study
Stephanie Al Otaiba, Marcia L. Kosanovich-Grek,
Joseph K. Torgesen, Laura Hassler, and Michelle Wahl
FOCUS ON INCLUSION
Scheduling for Reading and Writing Small-group Instruction using
Learning Center Designs
Margaret E. King-Sears
Following page 406:
Title Page to Volume 21
Contents of Volume 21
Author Index to Volume 21