New England Reading Association

Volume 46 • Number 1 • 2010 New England Reading Association Mural in response to children’s and young adolescent literature N news E education R research A article The New England Reading JOURNAL Association Journal Volume 46 • Number 1 • 2010 EXECUTIVE BOARD DELEGATES Editor: Helen R. Abadiano PRESIDENT CONNECTICUT NEW HAMPSHIRE Judith Schoenfeld James Johnston Jennifer McMahon Associate Editors: Jesse P. Turner Rhode Island College Central CT State University The New Hampton School Lynda M. Valerie Providence, RI New Britain, CT New Hampton, NH Department Editors PRESIDENT-ELECT Linda Kauffmann Margaret Salt Spring Hermann Eileen B. Leavitt Capitol Region Education Council Plymouth Elementary School Julia Kara-Soteriou Institute on Disability/UCED Hartford, CT Plymouth, NH Diane Kern Durham, NH Sandip LeeAnne Wilson Miriam Klein Gerard Buteau 1st VICE PRESIDENT Sage Park Middle School Plymouth State University Editorial Board Kathleen Itterly Windsor, CT Plymouth, NH Margaret Salt, Chair Westfield State College Kathleen Desrosiers Westfield, MA MAINE RHODE ISLAND Miriam Klein Linda Crumrine Courtney Hughes Barbara Lovley 2nd VICE PRESIDENT Plummer Motz School Coventry Public Schools Nancy Witherell Lindy Johnson Falmouth, ME Coventry, RI Literacy Coordinator Journal Review Board East Montpelier, VT Barbara Lovley Kathleen Desrosiers Julie Coiro Fort Kent Elementary School Warwick Public Schools Ellen Fingeret PAST PRESIDENT Fort Kent, ME Warwick, RI Carol Reppucci Catherine Kurkjian Margaret Salt Central CT State University Jane Wellman-Little Lizabeth Widdifield Janet Trembly New Britain, CT University of Maine Coventry Public Schools Kenneth J. Weiss Orono, ME Coventry, RI Nancy Witherell SECRETARY _________________________ Subscription rate for Association members Angela Yakovleff MASSACHUSETTS VERMONT and institutions is $35.00 per year; Whitingham Elementary School Cynthia Rizzo Janet Poeton Retired educator membership is $20.00 Wilmington, VT Wheelock College Retired Classroom Teacher per year; Single issues are $20.00 each. Boston, MA Williamstown, VT Information on membership and Journal TREASURER subscription should be addressed to Sandip Lee Anne Wilson Mary Shorey Laura Robertson Arlene Hawkins, Executive Director P.O. Box 1997 Husson University Bridgewater State College Chesterfield School Westerly, RI 02891-0916 Bangor, ME Bridgewater, MA Chesterfield, NH _________________________ Advertising rates upon request. EXECUTIVE DIRECTOR Nancy Witherell Heidi Baitz Visit our NERA web page at Arlene Hawkins Bridgewater State College Ludlow Elementary School http://www. nereading.org Westerly, RI Bridgewater, MA Ludlow, VT No material contained herein necessarily reflects the opinion of the New England JOURNAL EDITOR Reading Association. Articles may be Helen R. Abadiano reproduced for educational purposes. Central CT State University Copyright© 2010 New Britain, CT New England Reading Association Published by Port Press in Portland, ME _________________________ text design & composition Christopher Kaiser R. Abadiano Farmington, CT New England Reading Association JOURNAL Volume 46 • Number 1 • 2010 EDITORIAL iii Children’s response to literature Helen R. Abadiano, Central Connecticut State University, CT Jesse P. Turner, Central Connecticut State University, CT Lynda M. Valerie, Central Connecticut State University, CT FEATURE ARTICLES 1 First things first: Why good books and time to respond to them matter Lee Galda, University of Minnesota, Minnesota 8 Using the SIOP Model to improve literacy for English learners Jana Echevarria, MaryEllen Vogt, California State University, Long Beach, California California State University, Long Beach, California 16 Motivating and engaging students in reading Jenna Cambria, John T. Guthrie,University of Maryland, Maryland University of Maryland, Maryland 31 Eliciting picture book responses up and down the grade level ladder, and back and forth across the curriculum Pegi Deitz Shea, Author 38 Leading, learning and literacy: Implementing a Response to Intervention approach in the Riverside Elementary School Katharine Shepherd, George Salembier, University of Vermont, Vermont University of Vermont, Vermont 49 Using leveled graphic organizers to differentiate responses to children’s literature Mary McMackin, Nancy Witherell, Lesley University, Massachusetts Bridgewater State College, Massachusetts 55 The reading strategies used by male and female English language learners: A study of Colombian high school students Alex Poole, Western Kentucky University, Kentucky 65 From lecture-based to discussion-based instructional approach: The pedagogical journey of a Chinese professor Wen Ma, La Moyne College, New York 71 The effect of nursery rhymes on EFL children’s reading ability Sasan Baleghizadeh, Zeinab Dargahi, Shahid Beheshti University, G.C., Iran Shahid Beheshti University, G.C., Iran The NERA Journal (2010), Volume 46(1) | i New England Reading Association JOURNAL Volume 46 • Number 1 • 2010 76 REVIEW OF PROFESSIONAL BOOKS Response to literature and creating worlds from words: Armchair travelers and artifacts of journeys in images and connections Sandip L. Wilson, Jane Ellen Brady, Husson University, Maine Janet Hill, Washington State University, Washington Jennifer Johnson,Delaware State University, Delaware Jane E. Kelley, Washington State University, Washington Kara Tripp, Washington State University, Washington Jane Wellman-Little,Husson University, Maine Terrell A. Young, University of Maine, Maine Washington State University, Washington 85 BOOK BEAT Response to literature: Perspectives, voices, discovery, and identity Sandip L. Wilson, Laura Dunbar, Husson University, Maine Barbara S. Lovley,Belgrade Central School, Maine Fort Kent Elementary School, Maine 96 REVIEW OF RESEARCH IN THE CLASSROOM Reading and responding in the 21st century Diane Kern, University of Rhode Island, Rhode Island 100 COMPUTERS IN THE CLASSROOM Using podcasts to enrich responses to global children’s literature Paula Saine, Julia Kara-Soteriou,Miami University, Ohio Central Connecticut State University, Connecticut 109 NOTES ON THE CONTRIBUTORS ii | Children’s response to literature Helen R. Abadiano Jesse P. Turner Lynda M. Valerie Central Connecticut State University, Connecticut BOOKS ARE WINDOWS OFFERING VIEWS OF OUR WORLD THAT MAY BE REAL OR IMAGINED, FAMILIAR OR STR ANGE, AND WHEN LIGHTING CONDITIONS ARE JUST RIGHT, A WINDOW CAN ALSO BE A MIR ROR REFLECTING OUR OWN LIVES AND EXPERIENCES AS PART OF THE LAR GER HUMAN EXPERIENCE. -Rudine Sims-Bishop, 1990- n this issue of NERAJ we celebrate two themes. or nonfiction—these allow them to not only relate First is “Children’s response to literature”. meaningfully to the text, but more importantly, help We salute teachers, who, recognizing them to understand and to make sense of their own the critical role literature plays in the lives of lives. Such is the power of literature! children and young adolescents, use culturally Second, we further explore in depth the theme of Iand globally diverse literature in their classrooms our fall 2009 issue: “Transforming disengaged readers and encourage students to approach literature as an into engaged readers in our classroom”. What do we experience to live through—inviting them to respond to understand about motivation and how do we motivate literature in many different ways that they know how or all our students into becoming good readers, particularly choose to; thus, inspiring readers of all ages to generate our English learners? powerful response to literature. When children and We are excited to have articles by experts in young adolescent readers make connections between children’s and young adolescent literature starting their own experiences and prior knowledge and those with Lee Galda who invites us to think deeply about they come to experience and learn in stories, novels, the importance of reading and responding to books by The NERA Journal (2010), Volume 46(1) Editorial | iii students and the potential power of engagement with Katharine Shepherd and George Salembier share literature in “First things first: Why good books and time their experience with Response to Intervention (RtI) to respond to them matter.” Pegi Deitz Shea shares many in “Leading, learning and literacy: Implementing a wonderful ways of “Eliciting picture book responses up Response to Intervention approach in the Riverside and down the grade level ladder, and back and forth Elementary School” that has resulted in significant across the curriculum.” Complementing Lee’s and Pegi’s changes in classroom practice for teachers. articles, Mary McMackin and Nancy Witherell explore In “From lecture-based to discussion-based in- how “Using leveled graphic organizers to differentiate structional approach: The pedagogical journey of a responses to children’s literature” benefit all children. Chinese professor” we bear witness to Wen Ma’s trans- From an international perspective, Sasan Baleghizadeh formation as a learner and as a teacher educator. “My and Zeinab Dargahi’s “The effect of nursery rhymes lived experience has taught me that as educators, we on EFL children’s reading ability” describes how they need to critically reflect on and expand our thinking have successfully used nursery rhymes to support their and practices to better respond to our students’ learning beginning English language learners in Iran develop needs in the new socio-cultural realities in which we their language skills. teach and live.” We are also delighted to have

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