July 6

July 6

"The best journeys are the ones that answer questions that at the outset
you never even thought to ask."
Rick Ridgeway

In the News
Data Driven: An Occasional Series: http://www.edweek.org/sreports/special_reports_article.cfm?slug=data.htm
Across the United States, educators are beginning to recognize the power of data to improve public education. By knitting together the thousands of data elements now collected by schools, districts, and states into a centralized repository, educators can look for patterns that could help enhance both the management and productivity of schools.

The Delivery, Financing and Assessment of Professional Development in Education: Pre-service Preparation and In-Service Training: http://www.financeprojectinfo.org/Publications/prof%20dev%2011-2-03.pdf
From the outside looking in, the world of teacher professional development is much more complicated than anything lawyers, accountants, or other professionals face. In a recent paper, the Finance Project found that while significant dollars go to professional development, this investment is not clearly linked to improved student learning. In fact, more than 50 percent of teachers say professional development has little impact on their effectiveness in the classroom. (Note: The link is to a 56-page PDF file).

Everybody Reads’ next act: http://www.fortwayne.com/mld/journalgazette/news/editorial/8888803.htm
The $5 million gift the Lilly Endowment bestowed on Allen County (Indiana) to promote reading has been mostly spent, but its primary message – “Read to your children 20 minutes every day” – still echoes. The challenge now is to channel the awareness and interest in making sure that, indeed, Everybody Reads in Allen County.

Every pupil to get individual timetable: http://education.independent.co.uk/news/story.jsp?story=537612
Every secondary school pupil will have his or her own tailor-made timetable under classroom reforms which will be announced next week.

Governor's education plan stirs interest, but will he follow through?: http://www.boston.com/news/education/k_12/articles/2004/06/28/govern
ors_education_plan_stirs_interest_but_will_he_follow_through/
Teacher Nancy McIver doesn't need encouragement from N.H. Gov. Craig Benson to get her students involved in the real world. Some of her students at Linwood High School won grants to set up community laboratories where they now teach the elderly to use computers. Others are getting college credit in catering and hospitality by catering community events at the school. "Real world learning" is the latest buzzword to hit education. It includes ideas like internships, community and business connections, flexible scheduling and credit for learning outside of school. Encouraged by Benson and state School Board Chairman Fred Bramante, the state is rewriting its standards for schools around it.

Grade slump puzzles educators: http://www.miami.com/mld/miamiherald/news/local/8961130.htm?1c
Across Florida, middle schools took a beating in this year's grades -- and education leaders are trying to figure out why. Middle school has long been something of an educational delirium -- learning can be tough for tweens breathing their first breaths of independence from inside the smoggy emotional changes of adolescence. Free registration is required.

High Stakes Examinations and Educational Foolishness: http://www.math.rochester.edu/people/faculty/rarm/highstake.html
Every time I look at one of the exams being given by some state, or even the practice problems exhibited on a web site by some publisher in self-praise, I find something wrong – ignorant, askew, confusing, ambiguous, pretentious – something deleterious to the putative purpose of the exercise or exam problem.

High Tech, High Payoff: http://www.districtadministration.com/page.cfm?p=779
This low income Missouri district has proven that technology can boost teachers' morale and retention--while improving student test scores.

How can an inner city preschool charge a tuition of $100,000 a year?: http://www.educationnews.org/how-can-an-inner-city-preschool.htm
"That's easy to answer" says Marsh Kaminsky the founder of the Marcus Garvey Accelerated Preschool. "This school will be by far the best and most highly advanced preschool in America. My purpose in starting this school is to demonstrate how incredibly intelligent and scholastically capable black and hispanic kids will become if they are taught reading when they are first learning how to walk and talk."

How computing is changing the classroom: http://news.bbc.co.uk/1/hi/technology/3819525.stm
More computers in the classroom will help learning, says technology analyst Bill Thompson, but only if we do not notice them too much.

Importance of SAT, ACT scores questioned: http://www.contracostatimes.com/mld/cctimes/living/education/9078608.htm?1c
As millions of American teenagers agonize over the latest round of SAT and ACT results, some former test takers are speaking out about what their low scores meant -- and did not mean -- to them.

Indiana Essays Being Graded by Computers: http://www.nytimes.com/2004/05/19/education/19indiana.html?ex=1086753600&
en=e2a46ac6aa33a236&ei=5070&pagewanted=print&position=
Indiana is the first state to use a computer-scored English essay test in a statewide assessment, and its experience could influence testing decisions in other states. Eighteen states now require students to pass a writing test for high school graduation, and, starting next year, both the SAT and the ACT will include writing in their college admission exams.

The Indoctrination of America's Youth: http://www.hundredpercenter.com/NYSRegents.html
"By the time you complete reading the contents of this page, you will be shocked. HundredPercenter has taken an in depth look into New York State's regents examinations for Global history, U.S. history & Government, for the years 2000-04. Within the contents of the examinations, you will find incontrovertible evidence of a scary liberal bias, with many questions being anti-capitalist, anti-government, anti-chrisitan, and outright anti-american. The regent exams, which are publicly funded, are part and parcel of an attempt by the left in America to indoctrinate our youth."

ISTE and Microsoft Team Up to Provide Online Assessments Of Technology Literacy in Middle Schoolers: http://www.iste.org/news/2004/06/17msiste/index.cfm
The No Child Left Behind (NCLB) legislation mandates that by 2006 every eighth-grade student in the United States be proficient in technology literacy skills. To help teachers monitor student progress and meet those requirements, an new free online tool to assess the technological literacy of middle school students be accessed through ISTE's Web site: http://www.iste.org/, and will contain 12 assessments as well as classroom curriculum and teacher support materials. The first seven assessments are available; the remaining five will be available in mid-August. Each of the 12 assessments involves between five and 10 tasks.

No Child Left Behind: How to Ace Those Tests:
http://www-hoover.stanford.edu/pubaffairs/we/2004/hirsch05.html
One reason that the No Child Left Behind (NCLB) Act is important and promising is that it focuses on reading. By the same token, one reason that NCLB sometimes distorts education for the worse is that it focuses on reading.

Parental Internet fears put kids at risk: http://www.theregister.co.uk/2004/06/07/kids_online_training/

Parental TLC helps children make the grade: http://www.globeandmail.com/servlet/ArticleNews/TPStory/LAC/20040514/LEARN
ING14/TPEducation/

Preschool Study Shows Upside to Tech Use: http://edlines.hprtec.org/article.php?ArtId=2094
Researchers found that preschool-aged children who are exposed to a computer at home or at school scored higher on tests that measured school readiness and cognitive ability.

Prince attacks education policies: http://education.guardian.co.uk/schools/story/0,5500,1247717,00.html
The Prince of Wales yesterday launched a forthright attack on the government's education policies, criticising ministers for their apparent obsession with preparing youngsters for the job market, ridiculing "faddish" teaching theories and questioning the need to send large numbers to university.

SAT camp offers pay to study for exam: http://www.baltimoresun.com/news/local/bal-md.coppin03jul03,0,4428890.story?coll=bal-local-headlines
Coppin State course gives city youths $5.25 an hour

The SAT tests: http://www.boston.com/news/education/higher/articles/2004/07/04/the_sat_tests/
Nearly eight decades after Carl Campbell Brigham, a Princeton University psychologist, administered the first SAT to a small group of pencil-chewing applicants to Ivy League schools, a debate still rages about what the ubiquitous college-admissions exam actually measures.

Schools urged to smash internet myths: http://www.guardian.co.uk/online/news/0,12597,1233311,00.html

Speaker educates teachers, leaders on literacy: http://www.fortwayne.com/mld/newssentinel/8890065.htm
Helping kids learn is easier than teaching adults, child development expert says.

Standardized tests take on shades of gray:
http://www.usatoday.com/news/education/2004-06-28-standardized-tests_x.htm
In the world of standardized tests, Christmas never comes. No one celebrates Halloween or birthdays. Kids rarely encounter a French fry. And no one dies. Ever. The tests taken by millions of schoolchildren are scrubbed clean of topics that might reflect ethnic, cultural or regional biases.

State has a strange way with words:
http://www.chicagotribune.com/news/local/chi-0406150223jun15,1,4040223,print.story
All children in Illinois public schools, and many elsewhere in the nation, write an essay for a standardized test at some point in their education. Next year, similar writing samples will become part of the ACT and SAT college entrance exams. That, in turn, is reshaping the way schools teach this essential skill--for the worse, critics say. Standardized writing tests measure certain benchmarks of basic competence--complete sentences, well-organized paragraphs, supporting details, correct pronouns. The tests do not measure the grace and innovation found in the best writing.

Student writers are casualties of the grammar gap: http://www.sacbee.com/content/opinion/story/9835597p-10758092c.html
"As an English teacher, I think the focus on making high school students proficient in reading and writing should start before they enter high school. Perhaps there should even be an exit exam for eighth grade."

Study: Poor Readers Can Improve Brain Function: http://www.npr.org/features/feature.php?wfId=1872098
Researcher Sally Shaywitz of Yale University wanted to know if intensive phonics-based tutoring makes a difference in the brain functions of children. In a study published in Biological Psychiatry, she found that in comparison to a control group of students who received regular school-based tutoring, students had lasting changes in the "word form" area of the brain which persisted one year later. The study is featured in a four-minute audio clip from National Public Radio.

Summit Offers Lesson Plan For Improving Teacher Quality: http://www.mott.org/publications/pdf/Memov3n1.pdf
Now, more than ever, a child’s educational experience shapes his or her economic and social future, writes Duane Elling.

Teachers 'do not teach enough': http://news.bbc.co.uk/1/hi/education/3861719.stm
Teachers are asked to spend too much time acting as social workers say the organisers of a conference.

Tests give look at how students perform: http://www.pennlive.com/search/index.ssf?/base/columnists/1088172025285060.xml?pennoped
"Television ads airing recently in Pennsylvania criticize President Bush's education plan, No Child Left Behind, which works to ensure all children receive the skills necessary to compete in this fast-paced world....NCLB is not all about the testing, but because it has received so much bad publicity from this ad and elsewhere, I want to respond. Testing is a necessary foundation to build a better education system."

Teachers: Limited time, access cut school tech use: http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5131
Classroom teachers are using technology more than ever before to improve teaching and learning. But even as their sophistication with computers and the internet grows, other barriers are keeping them from using technology to its full potential, according to a survey released June 22, 2004 at the National Educational Computing Conference in New Orleans.

Why Noah Webster's Way Was the Right Way: http://www.educationnews.org/why-noah-webster.htm
All the confusing and widely quoted "expert" pronouncements on the teaching of beginning reading have obscured the fact that only two ways (or mixtures of those ways) are possible to teach the reading of alphabetic print.

Wrong teaching is no more difficult to prove than good teaching: http://www.educationnews.org/wrong-teaching-is-no-more-diffic.htm
The factors that predict good readers are the same as those that predict poor readers (decoders), and are well established. A study that measures these risk factors and provides two or more different instructional approaches is able to determine the interaction of student's risk factors with the methodology offered.

Document Based Questions and Essential Questions

New York State Learning Standards

Connected Learning: http://www.title3.org
K-12 lessons/units that utilize technology as well as other subject areas. They were created as part of the Literacy Challenge Grant program in New York. All lessons are geared to state and national standards.

New York State Learning Standards: http://www.nysatl.nysed.gov/standards.html

Literacy in the United States and Around the World

Action Research Network: http://actionresearch.altec.org/index.php3
This site provides a look at some educational practice, recording what was done, why it was done, collecting data, analyzing the data and reflecting on how the results might influence future teaching endeavors.

A Child Becomes a Reader Birth through Preschool: http://www.nifl.gov/partnershipforreading/publications/html/parent_guides/birth_to_pre.html
The Partnership for Reading
When does a child learn to read? Many people might say, "in kindergarten or first grade." But researchers have told us something very important. Learning to read and write can start at home, long before children go to school. Children can start down the road to becoming readers from the day they are born.

A Child Becomes a Reader Kindergarten through Grade 3: http://www.nifl.gov/partnershipforreading/publications/html/parent_guides/k-3.html
The Partnership for Reading
The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life.

Children of the Code: http://www.childrenofthecode.org/cotcintro.htm
A Social-Education Project and a PBS Television Documentary Series By David Boulton
Statistically, more American children suffer long-term life-harm from the process of learning to read then from parental abuse, accidents, and all other childhood diseases and disorders combined. In purely economic terms, reading related difficulties cost our nation more than the war on terrorism, crime, and drugs combined.

Computing Technologies are Important Teacher Ally: http://webobjects.cdw.com/webobjects/docs/CDWG/Teachers_Talk_Survey_Release06302003.pdf

The Condition of Education 2003: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003067

The Digital Equity Toolkit - Connecting Education with Technology -- for Everyone:
http://nici-mc2.org/de_toolkit/pages/toolkit.htm
"The toolkit points educators to free and inexpensive, high quality resources that help address the digital divide in the classroom and community. The toolkit, edited by Joy Wallace, senior associate at the National Institute for Community Innovations, is made possible in part through funding from the U.S. Department of Education's PT3 (Preparing Tomorrow's Teachers to use Technology) and Technology Innovation Challenge Grant programs. We are committed to continually enhancing the toolkit's contents; therefore, you may want to consider revisiting the toolkit at least monthly as new resources are added each week. Printed copies of the toolkit have been made available through funding generously provided by the AOL Time Warner Foundation, a leader in bridging the digital divide."

Early Childhood Computer Experience and Cognitive and Motor Development: http://pediatrics.aappublications.org/cgi/content/abstract/113/6/1715
This is the abstract. To view the entire article you need to subscribe to Pediatrics magazine. Some additional information about the study:
Do Computers Make Children Smarter? Early Childhood Computer Experience and Cognitive and Motor Development
Objectives. To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children.
Methods. The participants were 122 preschool children enrolled in a rural county Head Start program in the United States during 2001–2002. The following tests were administered to the children: the Bender Visual Motor Gestalt Test; the Boehm Test of Basic Concepts, Third Edition Preschool; the Test of Gross Motor Development, Second Edition; and a short form of the Wechsler Preschool and Primary Scales of Intelligence–Revised. Information pertaining to family characteristics and children’s
early computer experience was collected from parents. Both bivariate and multivariate analyses were used to assess the association between early computer experience and cognitive and motor development.

Early Literacy Assessment Systems: Essential Elements: http://www.ets.org/research/pic/earlylit.pdf
The report describes the requirements for a coherent early literacy assessment system that produces information to enhance instruction and helps evaluate programs.

Education Commission of the States: http://www.ecs.org/
A Web database by the Education Commission of the States (ECS) provides a real-time "snapshot" of all 50 states' progress in meeting the goals of NCLB (No Child Left Behind). The site's color-coded maps and charts allows policy makers and the public to track how their states are doing on NCLB. Visitors to the site can see the status of the nation as a whole, review individual states or compare two or more states side by side. A nonpartisan national organization, ECS helps governors, legislators, state education officials and others develop policies to improve student learning. The ECS study used to create the database looked at indicators in standards and assessment, annual yearly progress, school improvement, supplemental services, report cards and teacher quality.

Educations Gains and Losses: http://www.educationnews.org/educations-gains-and-losses.htm
"So much seems so different for our children’s education these days. To get a grip on what’s happening, it helps to remember where we have been. It gives us perspective, a better sense of what we had as kids and what we want for our own children."

The Effect of Classroom Practice on Student Achievement: http://www.ascd.org/publications/researchbrief/volume1/v1n11.html

English for All: http://www.myefa.org/login.cfm?fuseaction=learnmore
"English For All is a free Web-based multimedia system for adults learning English as a second language. It incorporates California standards for High-Beginning ESL and the Skill Modules of the Latino Adult Education Skills Project (LAES). EFA materials include:
This interactive Web site that is the core of the program.
5 stand-alone video tapes, each containing four 15-minute programs.
The video tape set is available for purchase through the Cyberstep project.
5 CD-ROMs designed to work with the EFA Web site. The complete set of English For All video CD-ROMs are available for purchase from the Outreach and Technical Assistance Network (OTAN).
Printable materials for students and teacher that are available as PDF or in Rich Text Format (compatible with most Word Processors). "

The Information Literate School Community: http://www.fno.org/sept98/infolit.html
Jamie McKenzie's article suggests that information literacy should incorporate three steps: prospecting, interpreting, and creating new ideas.

International Baccalaureate: http://www.edwatch.org/updates/063004.htm
"The International Baccalaureate (IB) program was started in the mid 1960s by European diplomats who wanted their children to have an undergraduate program that would enable them to attend college anywhere in the world. IB is run by a non-governmental organization called the International Baccalaureate Organization (IBO)."

The Nation's Report Card: http://nces.ed.gov/nationsreportcard/

National Center for Education Statistics (NCES): http://nces.ed.gov/

NEA (National Education Association): http://www.nea.org/

New Reports On Adolescent Literacy:
http://www.educationnews.org/new-reports-on-adolescent-litera.htm
Reports Offer Suggestions to Help Older Students Become Better Readers
(Washington, DC) – Two important reports regarding adolescent literacy today were released by the Alliance for Excellent Education. Originally released at the group’s First Annual High School Policy Conference in November, the reports are now available to the general public and news media.

Paige Announces New Initiative to Support States', School Districts' Efforts to Improve Reading Achievement: http://www.ed.gov/news/pressreleases/2004/01/01072004.html
U.S. Secretary of Education Rod Paige announced on January 09, 2004 that a national initiative will be launched to help improve students' reading achievement.

Plans to scrap tests rejected: http://news.bbc.co.uk/1/hi/education/3077563.stm
"The [British Government's] Department for Education and Skills (DfES) said there was 'no question' of anyone being allowed to avoid the tests or school league tables."

Reading - Improving Students Preformance: http://www.ed.gov/teachers/how/read/edpicks.jhtml?src=fp

Reading Instruction & Literacy In English Language Learners & Other At-Risk Children: http://www.gse.harvard.edu/news/features/lesaux12012003.html
Public Education Network
Long before children ever pick up their first book, before they read a sentence or hold a pen to paper, parents and teachers are at work developing their literacy skills. In many schools across the country, kindergarten has become an important building block for literacy, a place to assess linguistic difficulties and to develop early language and "pre-reading" skills that put students prepare students for learning.

Schools urged to teach ‘21st-century’ skills: http://eschoolnews.com/news/ssunreg.cfm?ArticleID=4506
&ul=%2Fnews%2FshowStory%2Ecfm%3FArticleID%3D4506
A new organization called the Partnership for 21st Century Skills has issued a report and a free planning guide to help educators incorporate specific "21st-century" skills "such as problem solving, critical thinking, and communication" into the core curriculum of schools to better prepare students
for today's technology-infused workplaces.

Simile: Studies in Media and Information Literacy Education
http://www.utpjournals.com/jour.ihtml?lp=simile/aboutsimile.html
For educators and librarians, these articles address the impact of the Internet and the evolution of mass media. Not all articles are available without a paid subscription.

Texas Information Literacy Tutorial (TILT): http://tilt.lib.utsystem.edu/
This wonderful online tutorial presents the skills needed to evaluate information in this age of overload.

United Nations Literacy Decade 2003-2012: http://www.unesco.org/education/litdecade

Teacher Professional Development in High-Stakes Accountability Systems: http://www.ascd.org/publications/researchbrief/index.html

What Large-Scale Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools: http://www.tcrecord.org/Content.asp?ContentID=11041
This papers considers concerptual and methodological issues that arise in large-scale survey research on teaching and uses data from Prospects to draw some substantive conclusions about the overall magnitude and sources of teachers' effects on student achievement in elementary schools.

Helpful links
Assign-A-Day!: http://assignaday.4teachers.org/
This is an on-line teacher-managed calendar.

Ikeepbookmarks: http://www.ikeepbookmarks.com/home.asp
"iKeepBookmarks.com allows you to upload, and keep, your bookmarks on the web. You can access them at any time, from any computer... anywhere!"

Personal Educational Press: http://www.educationalpress.org/educationalpress/Index.asp
"Create free educational worksheets such as flashcards, game boards, and quizzes to print directly from your browser."

APA Style
The style manual a student uses to format his or her research papers depends on the discipline he or she is in. The disciplines that use APA are psychology (of course), business, nursing, education, criminology, and environmental science. English majors use the MLA. Science majors use Endnotes, while history majors still use the old footnoting method.
The purpose of APA is the same as it is for other style manuals: to ensure that documents are created in a uniform manner. The APA was originally designed for PhDs in psychology to use when they write articles for the APA Journal. The style is what is called a manuscript format. If you are at all familiar with APA, you have probably noticed that it is very anal in its punctuation requirements. That’s because the style manual is really guidelines for information for taking the file from the disk on which it is submitted and transferring it into an electronic typesetter, which will turn the article into a typeset version for the journal.
The style requirements affect formatting issues, such as how many lines are printed per page (i.e., double-spacing versus single-spacing), but how headings appear and are placed, where the page numbers are located, which fonts to use, whether to use indented paragraphs or the block format, etc. In addition, they affect how to cite sources in the text and on the reference page (not citing sources constitutes plagiarism; see the handouts on this topic in the Course Materials newsgroup).
There are six main areas of APA:
1. Page Layout and Page Headers
2. Headings and Heading Styles
3. Figures and Tables
4. Quotations
5. Citations
6. References
Of these, the citations and references are the real important ones. Make sure to give credit where credit is due.
- The word "Introduction" is not used before the introduction.
- The title doesn't need to be repeated on the first page of the text.
- Each key element (other than the introduction) is identified by a centered first-level heading.
The APA is actually meant for Ph.D.s who are writing for the APA's Journal. The book, then, contains instructions for formatting a paper that can be fed into an electronic typesetter.
The major changes between the 4th and 5th editions are the electronic citation formats, the move back to hanging indents, and the change from underlining to italics. The change change to italics was made because the electronic typesetter can now read italics.
1.12 Author note section: This section describes a new APA requirement that authors complete a conflict of interest form. This is a publication requirement that we can ignore.
Where to Get Information on APA Guidelines
The Little, Brown Compact Handbook has some information on APA. In addition, a 25-page short version of APA guidelines will be posted in the Course Materials newsgroup. If you really want thorough information on the APA, however, you can purchase the Publication Manual of the American Psychological Association (2001). This book is available at any bookstore.
APA Syle: http://www.apastyle.org/
APA PERRLA: http://www.perrla.com/
This is a website where for $25 you can download a template for Word.
Reference Point Software: http://www.charm.net/~rps/
This software is $27.95 and formats the paper and all the references.

Research
Books and Publications
Bangert-Drowns, Robert L., Marlene M. Hurley, & Barbara Wilkinson "How does writing affect learning? A review of the research" http://cela.albany.edu/newslet/spring03/howdoes.htm

Camilli, Gregory, Sadako Vargas, Michele Yurecko "Reading Researchers Question Result of National Reading Panel: Is Phonics the Best Choice? Teaching Children to Read: The Fragile Link Between Science and Federal Education Policy. Educational Policy Analysis Archives, Volume 11, Number 15, May 8, 2003: http://www.ldonline.org/ld_indepth/research_digest/reading_panel.html

Coles, Gerald. "Learning to Read and the 'W Principal'-Force-feeding direct instruction to poor kids won't help them learn to read: http://www.rethinkingschools.org/archive/17_04/wpri174.shtml

Coles, Gerald. "Review: Reading the Naked Truth: Literacy, Legislation and Lies." April 2003. http://nochildleft.com/2003/apr03truth.html

Cooperative Children's Book Center-School of Education- University of Madison-Wisconsin: http://www.soemadison.wisc.edu/ccbc/index.htm

Covino, Jennifer K." Mind Matters" District Administrator, February 2002, p. 23-27. http://www.districtadministration.com/page.cfm?id=235 This article talks about teaching using brain based learning. Fast Forward: http://www.scilearn.com/, is one company that devised a program using brain based learning.

The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002: http://www.bc.edu/research/intasc/jtla/journal/v2n1.shtml

Greenspan, Robyn Reading, Writing, Pointing-And-Clicking: http://cyberatlas.internet.com/markets/education/article/0,,5951_2237481,00.html
The global education and training market is worth roughly $2 trillion, and e-learning is expected to lead a significant portion off-campus.

The Challenges of Learning to Teach Reading: http://www.readingrockets.org/article.php?ID=66

Ezarik, Melissa "Rooted in Reading" District Administrator, May 2003: http://www.districtadministration.com/page.cfm?id=377

Is Learning to Read Easier Than Learning to Play the Piano?: http://teachers.net/gazette/AUG02/haskins.html

Jacobs, Vicki A. "What Secondary Teachers Can Do To Teach Reading" Harvard Education Letter Research Online March/April 2003 http://www.edletter.org/past/issues/1999-ja/secondary.shtml

Keene, Ellin Oliver "Investing in Expertise: In Whom Shall Knowledge About Teaching and Learning Lie?" HeadFirst, 2003-05-01

Kendall, Juli "The Million-Dollar Question: How Do We Connect Reading and Writing?" http://www.middleweb.com/ReadWrkshp/JK70.html

Krashen, Stephen "False Claims About Phonemic Awareness, Phonics, Skills vs. Whole Language, and Recreational Reading" NoChildLeft.com Volume I, Number 5, May, 2003

Lyon, G. Reid, Ph.D. "Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It?" EducationNew.org
http://www.educationnews.org/Reading-Disabilities-Why-Do-Some-Children.htm

Mahoney, Sarah "Laptops Win Over the Skeptics, Even in Maine" New York Times, March 5, 2003.
This article tells how quickly seventh grade students and teachers in Maine began to use laptops. Examples of how they are used in Language Arts teaching are given.

McElmeel, Sharron L. The Latest and Greatest Read-Alouds. Libraries Unlimited, Inc., Englewood, CO: 1994.
Descriptions of over 150 books published between 1988 and 1994 for Kindergarten through sixth grade students.

McKenzie, Jamie. "Fuzzy Math, Fuzzy Reading, and Fuzzy Science" No Child Left.com. April 2003. http://nochildleft.com/2003/apr03fuzzy.html#3

McKenzie, Jamie "Writing in the Right Way" From Now On: The Educational Technology Journal Volume 12 Number 10 June 2003.

Moen, Christine Boardman. Teaching With Caldecott Books: Activities Across the Curriculum. New York: Scholastic Professional Books, 1991.
This is a detailed approach for using whole-language teaching in the classroom.

The New Literacies: "Q&A with Donald J. Leu Jr.": http://www.districtadministration.com/page.cfm?id=320

Preparing Our Teachers-Opportunities for Better Reading Instruction: http://www.nap.edu/books/0309074452/html/

Probst, Robert "Classroom Talk about Literature: Or, the Social Dimensions of a Solitary Act" http://www.npatterson.net/probst/vm.html

Put Reading First: http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf http://www.nifl.gov/partnershipforreading/publications/PFRbrochure.pdf

Reading for Comprehension: http://www.rand.org/publications/MR/MR1465/MR1465.pdf

Reading Online: http://www.readingonline.org/default.asp

"Remedial Programs Lessen Dyslexic Function" CNN 25 February 2003 http://www.cnn.com/2003/EDUCATION/02/25/dyslexic.help.ap/index.html
When dyslexic children took part in a program to teach them better reading skills their brains began functioning more like the brains of normal children, a new study reports.

Schrum, Lynne "Technology in the Classroom: Asking the Right Questions" ENC (Eisenhower National Clearinghouse) http://www.enc.org/focus/edtech/document.shtm?input=FOC-000694-index

Smith, Dinitia "Scholars track the appeal of teen detectives" New York Times 14 July 1998
Nancy Drew and the Hardy Boys are still popular

Simple Things You Can Do: http://www.ed.gov/PDFDocs/simple.pdf

Thirunarayanan, M.O. "From Thinkers to Clickers: The World Wide Web and the Transformation of the Essence of Being Human" Ubiquity, May, 2003

Using Assistive Technology for Literacy Development.
By: Wepner, Shelley B.; Bowes, Kathleen A..
Reading and Writing Quarterly
April 2004 v. 20 no. 2 p. 219

Integrating Literacy and Technology: Making a Match Between
Software and Classroom.
By: Baker, Elizabeth A..
Reading and Writing Quarterly
April 2003 v. 19 no. 2 p. 193

Enhancing Literacy Skills through Technology.
Sistek-Chandler, Cynthia;
Converge
v. 5 no. 6 p. 20-22 December 2002 - Janurary 2003

Thoughts on Information Literacy and the 21st Century Workplace.
Beam, Walter R.
Journal of Instruction Delivery Systems
v. 15 no. 2 p. 10-13 Spring 2001

Implementation of the "PDQ--building skills for using print"
workplace literacy program for high-risk women: a new
approach.
By: Kohler, Maxie P.; Sapp, Gary L..
Adult Basic Education
v. 10 no. 1 Spring 2000 p. 39-48

Computerized adult reading instruction: an evaluation of the
PALS program: IBM's Principles of the Alphabet Literacy
System.
By: Vockell, Edward L.; Sweeney, Jackie.
Adult Basic Education
v. 4 Summer 1994 p. 105-117

The Literacy Profiles in Practice: Toward Authentic Assessment.
Griffin, Patrick; Smith, Patricia G.; Ridge, Noel,
2001
(ED458232) [ERIC Document]

Literacy Explorer: A Performance Support Tool for Novice Reading
Facilitators.
Bannan-Ritland, Brenda; Egerton, Emily; Page, Jen; Behrmann, Michael;
Performance Improvement
v.39 no. 6 p. 47-54 July 2000

Attacking Literacy with Technology in an Urban Setting.
Blasewitz, Michael R.; Taylor, Rosemarye T.;
Middle School Journal
v. 30 no. 3 p. 33-39 January 1999

An Opportunity for Visual Literacy in the K-4 Classrooms of Ohio.
Sexton, Colleen M.; Belland, John C.,
1997
(ED408957) [ERIC Document]

Commercial Literacy Software.
Balajthy, Ernest;
Reading and Writing Quarterly: Overcoming Learning Difficulties
v. 13 no. 1 p. 87-93 January-March 1997

Meeting the Needs of 21st Century Literacy by Using Computers
in Family Literacy Centers.
Hughes, Bob; Coyne, Peggy,
1996
(ED411063) [ERIC Document]

Executive Summary of The Use of Educational Software in Adult
Literacy Programs: A Comparison of Integrated Learning Systems
and Stand-Alone Software=Resume du Rapport Intitule:
L'Utilisation de Didacticiels dans les Programmes d'Alphabetisation
des Adultes: Une Comparaison Entre les Systemes Integres
d'Apprentissage et les Logiciels Autonomes. Millar, Diane;
National Literacy Secretariat, Ottawa (Ontario)., 1996
(ED478339) [ERIC Document]

Software Classifications: Trends in Literacy Software Publication
and Marketing.
Balajthy, Ernest,
1996
(ED395286) [ERIC Document]

Funding Technology in Adult Literacy. Practice Guide.
Hopey, Christopher E.; Harvey-Morgan, Joyce;
National Center on Adult Literacy, Philadelphia, PA.,
1995
(ED393008) [ERIC Document]

Making Sense of Technology Terminology for Adult Literacy.
A Glossary and Annotated Bibliography. Practice Guide.
Donohoe, Alycia; And Others;
National Center on Adult Literacy, Philadelphia, PA.,
1995
(ED393006) [ERIC Document]

Making the Right Choice: Evaluating Computer Software and
Hardware for Adult Literacy Instruction. Practice Guide.
Hopey, Christopher E.; And Others;
National Center on Adult Literacy, Philadelphia, PA.,
1995
(ED393009) [ERIC Document]

Preparation of Teachers for Computer and Multimedia-Based
Instruction in Literacy.
Balajthy, Ernest,
1995
(ED396274) [ERIC Document]

21st Century A to Z Literacy Handbook. Linking Literacy with
Software: A Handbook for Education and Training.
Preston, Christina;
London Univ. (England). Inst. of Education.,
1995
(ED395142) [ERIC Document]

Reality Bytes: Preparing for a New Era in Literacy Instruction.
Cianelli, Arlene; Greater Pittsburgh Literacy Council, PA.,
1995
(ED395123) [ERIC Document]

Celebrating the faces of literacy.
Linder, Patricia E.; Sampson, Mary Beth; Dugan, Jo Ann R.
2002.
Readyville, TN, US: College Reading Association.
[Edited Book]

Creating a rubric to examine literacy software for the
primary grades
Author: McVee, Mary B; Dickson, Ben A
Source: Reading Teacher
v. 55 no. 7 April 2002 p. 635-639

Computer Software: Newspaper Literacy
Author: Love, Jana; Cochran, Judith
Source: Journal of Reading
v. 35 no. 4 December 1991 p. 346-347

Moving forward the software development agenda in adult literacy
a report based on the adult literacy software development conference
Author: Harvey-Morgan, Joyce.
Publication: Philadelphia, PA : [Washington, DC] :
National Center on Adult Literacy, University of Pennsylvania ;
U.S. Dept. of Education, Office of Educational Research and
Improvement, Educational Resources Information Center, 1996

Early literacy and numeracy :
software for children aged 3-7 who may be dyslexic
Author: Odlin, Jody.; Hutchins, Jean.
Publication: Hull : Dyslexia Computer Resource Centre, 1996

The new VITAL bibliography :
a basic collection of books, software, and learning materials
for an adult literacy program
Author: Armstrong, Audrey A.; Hunt, Sally P., and others
Publication: Bloomington, Ind. : Monroe County Public Library,
1992

21st century literacy handbook :
A to Z : linking literacy with software
Author: Preston, Christina.
Publication: London : Project Miranda, Institute of Education, 1995

Use of Educational Software in Adult Literacy Programs:
A Comparison of Integrated Learning Systems and
Stand-alone Software.
<http://www.nald.ca/FULLTEXT/edsoft/cover.htm>

Using Technology in Basic Skills A Bibliography of Resources
Available from North Carolina Community College Literacy
Resource Center February 2002
<http://66.218.71.225/search/cache?p=literacy+and+software+and+
%22basic+skills%22+and+webliography&ei=UTF-8&n=20&fl=
0&u=www.ncccs.cc.nc.us/Basic_Skills/docs/pdf_documents/
TechnologyBibliography.PDF&w=literacy+and+software+and+
%22basic+skills%22+and+webliography&d=1BAC544213&c=
482&yc=2788&icp=1>

A shorter URL for the link above:

<http://snipurl.com/5sha>

Technology in Adult Basic and Literacy Education:
A Rationale and Framework for Planning
A Research Report
Presented to Dr. Nancy Todd
Eastern Washington University
In Partial Fulfillment
of the Requirements for the Degree
Master of Education,
Instructional Media and Technology
Judith M. Lang
June 1998
<http://cehd.ewu.edu/education/GraduateExamples/JML98Educ601.html>

A shorter URL for the link above:

<http://snipurl.com/5shd>

The Adult Education Teacher's
Annotated Webliography
Last Updated: December 23, 2002
<http://www.alri.org/pubs/webliography.html>

AlphaPlus Index to Web Resources
Access more than 800 helpful Web sites for administrators,
practitioners, and learners!
<http://www.alphaplus.ca/opnhs/english/SiteList.asp?IndNm=120>

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