Cs 001 437 Teacher Uses the Doze Procedure As a Nay to Analyze Poetry," Language-Experience Approach to Reading Instruction
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DOCUMENT RESUME ED 098 519 cs 001 437 AUTHOR Donelson, Ken, Ed. TITLE The Teaching of Reading and the English Classroom. INSTITUTION krimona English Teachers Association, Tempe. PUB DATE Nov 74 NOTE 171p. JOURNAL CIT Arizona English Bulletin; v17 n1 Entire Issue Nov 1974 RDRS PRICE MF-S0.75 HC-$7.80 PLUS POSTAGE DESCRIPTORS *English Instruction; *Instructional Materials; Intermediate Grades; Language Arts; Reading Comprehension; *Reading Instruction; *Reading Skills; Secondary Education; *Teaching Methods ABSTRACT This issue of the "Arizona English Bulletin" provides ideas, suggests materials, and discusses techniques thatmay prove useful to English teachers who are also responsible for teaching intermediate, junior, and senior high school students howto read. The contents include "Reading, Language, and Thinking," "A Good English Teacher Is a Teacher of Reading," "How EnglishTeachers Can Prepare Themselves to Teach Reading," "A Class for All Reasons," "A Teacher Uses the doze Procedure as a Nay to Analyze Poetry," "Activities for Non-Readers and Reluctant Readers," "The Language-Experience Approach to Reading Instruction," "Contributions of English to Reading and Reading to English." "Motivating Reading; Using Media in the English Classroom," "Evaluating Some Reading Related Factors in the English Classroom," "What the EnglishTeacher Should Know about Teaching Reading," and "Black Dialect Shift in Oral Reading." (RB) S DEPARTMENT OFNEAL Ttt r-4 EDUCATION A WELFARE NATIONAL tNSttftf,t OP, Ho, EDUCATION L'( Mr NV MA%Nit EN4iE PPC CC) t t %A: v tit (t Lvt (.40%. /Ht k''1.1hi 010 Of4e,AhtlA1.0tv ihf. Pohel's vFAr tor OP.N10,4% ..? A t Ct CIO NC? Air c f v RE PRE 'E hi, 0 I 1( At NA/ .ONA, ,hst./ 0/1 01 E DV{ At.t7N Ptro 10% JR POI.Cr 0014 THE TEACHING OP READING AND THE ENGLISH CLASSROOM Volume 17.- - Number 1 November 1974 BEST COPY AVAILABLE ARIZONA MUSH BULLETIN A Member of the NCTE Exchange Agreement The ARIZONA ENGLISH BULLETIN is a publication of the Arizona English Teachers Association, a nonprufit state affiliate of the National Council of Teachers of English. The ARIZONA ENGLISH BULLETIN exists to create effective statewide articu- lation of English teachers at all levels, to increase awareness of new ideas, pro- grams, and movements in English, and to improve instruction of all English teachers. The ARIZONA ENGLISH BULLETIN is published three times each year, in October, Febru- ary, and April. It is supported and subsidized by Northern Arizona University, the University of Arizona, and Arizona State University.Membership in the Arizona English V.tachers Association (including subscription to the ARIZONA ENGLISH BULLETIN) is $4.00 the year. Send applications for membership to James Reith, ABTA Treasurer Scottsdale Education Center 3811 N. 44th St. Phoenix, Arizona 85018 Make checks payable to ABTA and include both school and home addresses, including zip codes. Subscriptions to the ARIZONA ENGLISH BULLETIN alone without AETA membership are avail- able, but only for out-of-state people, for $4.00 the year. Individual issues of the ARIZONA ENGLISH BULLETIN are avails le as the supply lasts. Prices of the issues vary considerably, and interested teachers should write for prices. For subscritions or for information, write to Ken Done leen, Editor, ARIZONA ENGLISH BULLETIN English Department Arizona State University Tempe, Arizona 85281 tom possible The editor of the ARrZORIA ENGLISH BULLETIN welcomes all contributions related to the teaching of English and applicable to the theme of a forthcoming issue. Since many manuscripts are solicited, contributors shouid inquire to determine the possible overlap with an already submitted manuscript. Writers might find the following information helpful. 1. Papers should normally run no more than 8-10.pages, typed, double- spaced. 2. Writers should avoid footnotes whenever possible. 3. The ARIZONA ENGLISH BULLETIN exists to serve all English teachers, but its primary allegiance is to NOTE, not the MLA. Writers should strive to make articles practical and interesting to the classroom English teacher. 4. The editor assumes the right to make small changes to fit the format and needs of the BULLETIN. Major surgery will be handled by correspondence. Sub .tects for the 1974-1975 Issues: October (The Teaching of Reading and the English Classroom); February (Censorship and the English Teacher); and April (Popular Culture and the Teaching of English). "PERMISSION TO REPRODUCE THIS COPY. RIGH-ED MATERIAL HAS BEEN GRANTED BV Arizona English Teachers Assooiaiion TOERIC AND ORGANIZATION;.' OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN- STITUTE OF EDUCATION FURTHER REPRO. RUCTION OUTSIDE THE ERIC STS0A41 RE- QUIRES PERMISSION OF THE CONRIGHT OWNER IIIARIZONAENGLISH BULLETIN Fall 1974 THE TEACHING OF READING AND THE ENGLISH CLASSROOM Contents treading, Language, and Thinking Robert E. Shafer, Arizona State University 1 A Good English Teacher Is a Teacher of Reading Margueritte Caldwell, Sunnyside High School, Tucson 9 Reading Comprehension and Critical Reading: Research and Recommendations Lien Enger, Washington High School, Glendale . 16 Media and Reading in the English Classroom Lavern Coffey and Kitty McGaffics Alhambra High School, Phoenix 19 How English Teachers Can Prepare Themselves to Teach Reading Amelia Melnik, University of Arizona 24 The Marcos de Niza Program of Integrating Readinginstruction Bert Parrish, Marcos de Niza High School, Tempe 33 Should English Teachers Teach Reading? The State DepartmentSays "Yes" Dorothy Piercey, Arizona State University 37 The Film and the Reading Experience: Some Important Distinctions William S. Palmer, University of North Carolina 41 The English Teacher Should Teach Reading Joanna V. McKenzie, California State Universityat Northridge 46 The Navajo Student in the Secondary Reeding and EnglishClassroom Frances Laakman and Marsha Stlinkar, Chinle High School 52 A Class for All Reasons Alicia Lira,formerly Miami High School 56 Vocabulary for Slow Learners--Let's Try It Again Charles R. Chew, University of New Yorkat Albany 61 A Question of Priorities Ann Tear, Camelback High School, Phoenix 63 A Teacher Uses the Cloze Procedure asa Way to Analyze Poetry Jeanne Brownlee, Marcos de Niza High School, Tempe 66 Activities for Non-Readers and Reluctant Readers Stacey Harowitz, Chandler Junior High School 70 Another Look at Reading J. J. Lamberts, Arizona State University 80 "Ouyay Earilay Eway Ancay Eallyray Eachtay EadingrayInway Egularray Assesclay?" Erica Sorensen, North High School, Phoenix 84 The Language-Experience Approach to Reading Instruction Kareb Mahoney, Whittier Elementary School, Mesa 89 "More Nimrod Than Yeoman": A Reading of Paul Annixter'sSW/FTWATER William T. Ojala, Arizona State University 92 Contributions of English to Reading and Reading to English Martha T. Davis and Thomas F. McDonald, PUNS System 96 Is It Feasible to Teach Reading in Secondary English. Classes? Peter Hasselriis University of Missouri-Columbia 101 Reading: A Tool for Learning Kay K. Olsson and Barbara Andrade, Mesa High School 106 Bootlegging Literature into the Elementary School Jerome Flax, New York State Education Department 111 Up the Organization a Different Way.' Larry Boltjes, Chandler High School 115 Motivating Reading: Using Media in the English Classroom Mich' el Flanigan, University of Indiana 119 How to Teach Reading Survival Skills in the English Classroom Joyce Hogan and Susan DeKavallas, Fremont Junior High School, Mesa 126 Critical Listening Thomas G. Devine, Boston University 131 Evaluating Some Reading Related Factors in the English Classroom Bert Parrish, Marcos de Niza High School, Tempe 137 Literature to Reality in the English Class: Five Methods for Classroom Use Georgeann Pye, Arizona State University Student 144 Characteristics of Avid Readers in the Middle Grades Judy Sostarich Waschburn, California State University at Los Angeles. 156 What the English Teacher Should Know about Teaching Reading Nancy Grootveld, Carl Hayden High School, Phoenix 158 Black Dialect Shift in Oral Reading Kenneth R. Johnson, University of California at Berkeley 160 Currant Reading Karen Hess, Phoenix Union High School . 165 Preface to the Issue THE TEACHING OF READING AND THE ENGLISH CLASSROOM The teacher of English is a reading teacher, whether he/she likes it or not,a point repeated over and over by.writers far this issue of the BULLETIN. Whether the English teacher knows anything about phonics or the word-recognition approaches or has the vaguest idea about reading skills, he teaches reading. As Peter Hasselriis so cogently notes, every secondary school and every second lEy English teacher offers "readingpro- grams to . students, whether they /students/ are categorized as developmental,co- rective, or remedial readers." Hasselriis demonstrates his point by noting that all English teachers must develop some sort of reading (or literature) program, and in those programs, whether textbook or student or teacher or curriculum controlled, the teacher makes clear the point and value of reading, just as he/she teaches reading skills in accordance with his/her objectives for reading. Reading is not something peripheral to English classes. It is the central point of most English classes and significant (if not central) to all English classes. Litera- ture clearly is nothing more than a presumably heightened form of reading, composition (oral or written) usually begins with something read and talked about,grammar and style and usage and the history of the English language