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Reading Matters

Research Matters

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Reading Matters | Volume 16 • Winter 2016 |

scira.org

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37

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Mills, K.A., & Levido, A. (2011). iPed: Pedagogy for digital text production.

The

Reading Teacher, 65,

80-91.

Moore, R. A. (2000). Preservice teachers explore their conceptions of the writing

process with young pen pals.

Reading Research and Instruction, 40

(1), 17-33.

Nolen, S. B. (2007). Young children’s motivation to read and write: Development in

social con- texts.

Cognition & Instruction

,

25

(2), 219 –270.

Parsons, S. A., &Ward, A. E. (2011). The case for authentic tasks in content literacy.

The Reading Teacher, 64

(6), 462 – 465.

Perry, K. H. (2012). What is literacy? A critical overview of sociocultural

perspective.

Journal of Language and Literacy Education, 8

(1), 50 – 71.

Schmoker, M. (2007). Radically redefining literacy instruction: An immense

opportunity.

Phi Delta Kappan, 88

(7), 488-493.

Stein, S. J., Isaacs, G. & Andrews, T. (2004). Incorporating authentic learning

experiences within a university course.

Studies in Higher Education, 29

(2), 239-

258.

Stover, K., Yearta, L. S., & Sease, R. (2014). Experience is the best tool for teachers:

Blogging to provide preservice educators with authentic teaching opportunities.

Journal of Language and Literacy Education, 10

(2), 100-117.

Teale, W. H., & Gambrell, L. B. (2007). Raising urban students’literacy achievement

by engaging in authentic, challenging work.

The Reading Teacher, 60

(8), 728-739.

Tompkins, G., Campbell, R., Green, D., & Smith, G. (2014).

Literacy for the 21st

century.

New York: Pearson.

VanDeWeghe, R. (2008). Research matters: Authentic literacy and student

achievement.

English Journal, 97

(6), 105-108.

Wollack, B.A. & Koppenhaver, D.A. (2011). Developing technology-supported,

evidence-based writing instruction for adolescents with significant writing

disabilities.

Assistive Technology Outcomes and Benefits, 7

(1), 1-23.

Yearta, L., Stover, K., & Sease, R. (2015). Fifth graders blog with preservice

teachers to discuss literature.

Reading Horizons, 54

(1), 26-47.

Shawnna Helf, Ph.D.

is an associate professor of literacy

education at Winthrop University. Her research interests include

early reading intervention, instructional design, and teaching

efficiency. She can be reached at

helfs@winthrop.edu.

Bettie Parsons Barger, Ph.D.

is an Assistant Professor

at Winthrop University, where she teaches courses in

Children’s Literature and Elementary Education. She

can be reached at

bargerbp@winthrop.edu .

Hannah Brandon

is a senior at Winthrop University studying

special education with a concentration in learning and

emotional disabilities. Her research interests include struggling

readers, literacy interventions and multisensory instruction.

She can be reached at

brandonh2@winthrop.edu .

Haley Nash

is a senior at Winthrop University in Rock Hill,

South Carolina. She will graduate in May 2017 with a Bachelor

of Science in Elementary Education. She is a member of

Kappa Delta Pi and the International Literacy Association.

Originally from Pendleton, South Carolina, her interests include

children’s literature, hiking, and spending time with family.

After graduation, she hopes to work as a teacher in the Rock

Hill area. She can be reached a

t nashk6@winthrop.edu.

KimWhite

is a 23- year veteran of the teaching profession. She

received her Bachelor’s Degree in Elementary Education from

West Virginia University in 1994 and Master’s Degree in Divergent

Learning from Columbia College in 2008. She received National

Board Certification as a Middle Childhood Generalist in 2008 as well.

Through the years, she has taught grades Pre-K, Kindergarten, 2nd

grade, 3rd grade, 4th grade, 5th grade, and 7th grade. Currently she

teaches 4th grade to an amazing group of kids that “looped”with

her from 3rd grade. She lives in Rock Hill, SC with her husband and 2

teenage boys. She can be reached at

kwhite72@comporium.net

.