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DOCUMENT RESUME AUTHOR Camperell, Kay, Ed.; Hayes DOCUMENT RESUME ED 419 221 CS 013 186 AUTHOR Camperell, Kay, Ed.; Hayes, Bernard L., Ed.; Telfer, Richard, Ed. TITLE Promises, Progress and Possibilities: Perspectives of Literacy Education. INSTITUTION American Reading Forum. ISSN ISSN-0895-3562 PUB DATE 1997-00-00 NOTE 242p.; For Volume 16, see ED 405 572. Selected papers presented at the Annual Conference of the American Reading Forum (Sanibel Island, FL, December 1996). PUB TYPE Collected Works General (020) Collected Works Serials (022) Speeches/Meeting Papers (150) JOURNAL CIT Yearbook of the American Reading Forum; v17 1997 EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Basic Skills; Educational Cooperation; Elementary Secondary Education; Higher Education; *Internet; *Literacy; National Standards; Picture Books; Preservice Teachers; *Professional Development; Reading Comprehension; *Reading Instruction; Reading Motivation; Reading Research; Standardized Tests; Story Telling; Teacher Education IDENTIFIERS *Educational Issues ABSTRACT Papers in this collection focus on diverse issues in literacy ranging from motivation to wordless books to professional development schools. Papers in the collection, and their authors, are as follows: "The New Literacy and Reading Workshop: How Comfortable Is Too Comfortable?" (Jeanne Henry); "Fostering Reading Motivation: Insights from Theory and Research" (Linda B. Gambrell and Rose Marie Codling); "Standards for the English Language Arts: Stylish but Stillborn" (Thomas Cloer, Jr.); "Skill Standards: Establishing a Framework for Basic Skills" (Eunice N. Askov); "Balanced Reading Programs: Exploring Their Essentials" (Mona W. Matthews; Jerry L. Johns; Victoria J. Risko; Marian Tonjes); "Wordless Books: Promise and Possibilities, A Genre Comes of Age" (Sarah Dowhower); "Reading Instruction in the Middle School Mathematics Classroom" (Chet H. Laine; Terry L. Bullock; Bob Drake); "The Relationship of Standardized Reading Scores to Children's Self-Perception as Readers" (Thomas Cloer, Jr. and Shana Y. Ross); "Perspectives on Schema and Reading Comprehension: Content or Formal Schema? What Promises?" (Samuel S. Myers); "The Making of a Researcher: A Self-Study of a Mentoring Relationship" (Josephine Peyton Young and Donna E. Alvermann); "Storytelling to Promote Emergent Literacy: Prospective Teachers' Storytelling Experiences and Expectations" (Reed Motley and Richard Telfer); "Reflecting Retelling: Perceptions of Preservice Teachers and Implications for Instruction" (Marie F. Doan Holbein and Jane Brady Matanzo); "Seeking Readers: Integrating Gay and Lesbian Texts into a Developmental Reading and Writing Course" (Michaeline Lane); "Empowering Teachers through a Professional Development School and Classroom Action Research" (Joyce C. Fine); "The Perils and Promises of One School/College Partnership" (Marilyn G. Eanet); "A Literacy-Focused Professional Development Academy" (Shannon W. Kossack and Joyce C. Fine); "Teacher Training and the Effects of Past Experience on Preservice Teacher's Concerns for the Role of the Internet in Planning and Instruction" (Anne L. Mallery and Jane F. Rudden); "World Wide +++++ ED419221 Has Multi-page SFR--- Level =l +++++ Web: Proposals and Pilots for Connecting Schools to Authentic Commerce in Literature, Ideas, Humanitarianism, and the Free Market" (Anthony V. Manzo; Amy Barnhill; Andrew Lang; Ula C. Manzo); "The Fate of Reading in an Electronic Age" (Wayne Otto; Rick Erickson; Ken Smith); and "Reaction to 'The Fate of Reading in an Electronic Age'" (Eunice N. Askov). (NKA) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** ADIMEECAN I1\) 00N0 TOEUM 1997, VOLUME XVII PROMISES, PROGRESS AND POSSIBILITIES: PERSPECTIVES OF LITERACY EDUCATION U.S. DEPARTMENT OP EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS ED TONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes hive been made to improve reproduction quality. Points of view or opinions stated in this docu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official INFORMATION CENTER (ERIC) OERI position or MAGI,. 1 Yearbook of the American Reading Forum 2 R 1997, VOLUME XVII Editors Kay Camperell and Bernard L. Hayes Utah State University Richard Telfer University of Wisconsin-Whitewater Publication made possible in part by support from Utah State University, College of Education. 3 Copyright 1997 by the American Reading Forum All rights reserved. No part of this publicationmay be reproduced or transmitted in any form or by any means, electronicor mechanical, including photocopy, recording, or any information storage and retrieval system without permission in writing from the publisher. The American Reading Forum Yearbook presentsa variety of view- points. The views expressed or implied in this publication should not be interpreted as official positions of the American Reading Forum. ISBN: 0895-3562 4 Editorial Board The Yearbook of the American Reading Forum is the official publication of the American Reading Forum. It comprises papers recommended for publication by the Editorial Board from those submitted by presenters at forums, problems courts, and sessions of the American Reading Forum's Annual Conference. Marino C. Alvarez Tennessee State University Donna E. Alvermann University of Georgia JoAnn F. Bass University of Mississippi Terry L. Bullock University of Cincinnati Thomas Cloer, Jr. Furman University Rick Erickson Southern Illinois University Karen L. Ford Ball State University Cindy Gillespie Bowling Green State University David J. Gustafson University of Wisconsin-LaCrosse Jane Hager Old Dominion University Rebecca P. Harlin Florida International University Maria Tejero Hughes University of Miami James R. King University of South Florida Susanne I. Lapp Florida Atlantic University Glenda G. Lofton Southeastern Louisiana University Don Lumpkin Ball State University Ula Manzo Central Missouri State University Mona Matthews Georgia State University Reed R. Mottley University of Southern Mississippi Samuel S. Myers University of the West Indies Patricia A. Pezzullo Rhode Island College Laurie Elish-Piper Northern Illinois University Kenneth M. Smith Eastern Oregon State College Marti Whealon Harlem Schools Josephine Peyton Young University of Georgia Susan Blair Larson College of New Jersey Editorial Assistance provided by: Susan Nash, Utah State University. The Yearbook of the American Reading Forum contains selected papers and reactions to issues or papers presented at each year's annual meeting. The yearbook, a peer-reviewed publication, is indexed with major reference sources nationally. The yearbook is received by the membership of ARF as well as many major libraries in the United States. Four copies of typewritten doublespaced manuscripts (approximately 5 to 20 pages) that follow current APA form should be submitted. Manuscripts and all correspondence should be sent to Dr. Richard J. Telfer, University of Wisconsin-Whitewater, Whitewater, Wisconsin 53190. Subscriptions to the American Reading Forum Yearbook are $20 per year; back issues are $5. Checks should be made payable to the American Reading Forum. Subscription requests and all related correspondence should be sent to Richard J. Telfer, Co-Editor, American Reading Forum Yearbook, University of Wisconsin-Whitewater, Whitewater, Wisconsin 53190. (ISSN 0895-3562) 5 From The Editors Volume XVII of the American Reading Forum Yearbook contains papers that have been recommended by the Editorial Advisory Board from those submitted by authors who presented at the 1996 Annual Conference. The conference theme was Promises, Progress and Possibili- ties: Perspectives of Literacy Education. Papers in this volume focus on diverse issues ranging from motivation to wordless books to profes- sional development schools. With relief, but also with some grief, Bernie Hayes and I are turning over editorial responsibilities to Richard Teller. We want to thank the membership for their support over the past nine years, and we wish Richard Teller success. 6 American Reading Forum Volume XVII, 1997 Contents Keynote Sessions The New Literacy and Reading Workshop: How Comfortable is Too Comfortable? 1 Jeanne Henry Hofstra University Fostering Reading Motivation: Insights From Theory and Research 17 Linda B. Gambrell Rose Marie Codling University of Maryland Reaction to Forum Session Standards for the English Language Arts: Stylish but Stillborn 29 Thomas Cloer, Jr. Furman University Papers Skill Standards: Establishing a Framework for Basic Skills 37 Eunice N. Askov The Pennsylvania State University Balanced Reading Programs: Exploring Their Essentials 47 Mona W. Matthews Georgia State University Jerry L. Johns Northern Illinois University Victoria J. Risko Vanderbilt University Marian Tonjes Western Washington University Wordless Books: Promise and Possibilities, A Genre Come of Age 57 Sarah Dowhower Miami University Reading Instruction in the Middle School Mathematics Classroom 81 Chet H. Laine Terry L. Bullock Bob Drake University of Cincinnati The Relationship of Standardized Reading Scores to Children's Self-Perception as Readers 93 Thomas Cloer, Jr. Shana Y. Ross Furman University Perspectives on Schema and Reading
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