Advertisement

Storytelling into Understanding

Middle School Teachers Work with Text Analysis and Second Language Reading Pedagogy
  • Amy Cecelia Hazelrigg
Part of the Educational Linguistics book series (EDUL, volume 4)

Keywords

Field Model Language Minority Expository Text Socratic Dialogue Transitivity Pattern 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Banks, J.A., Beyer, B.K., Contreras, G., Craven, J., Ladson-Billings, G., McFarland, M.A., & Parker, W.C. (1998). Latin America and Canada; Adventures in Time and Place. New York: Macmillan/McGraw-Hill.Google Scholar
  2. Bereiter, C. & Scardamalia, M. (1987) An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9–30.CrossRefGoogle Scholar
  3. Bernhardt, E. (1991). Developments in second language literacy research: Retrospective and prospective views for the classroom. In B. Freed (Ed.), Foreign Language Acquisition Research and the Classroom. Lexington, MA: D.C. Heath.Google Scholar
  4. Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319–341.Google Scholar
  5. Britton, G. (1994). Understanding expository text: Building mental structures to induce insights. In M. Gernsbacher (Ed.), Handbook of Psycholinguistics. San Diego: Academic Press.Google Scholar
  6. Carrell, P. (1987) Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727–752.Google Scholar
  7. Carrell, P., Devine, J., & Eskey, D. (Eds.). (1988). Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.Google Scholar
  8. Casanave, C. (1988). Comprehension monitoring in ESL reading: A neglected essential. TESOL Quarterly, 22(2), 283–302.Google Scholar
  9. Cazden, C. (1992). Whole Language Plus: Essays on Literacy in the United States and New Zealand. New York: Teachers College Press.Google Scholar
  10. Chamot, A.U. & O’Malley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.Google Scholar
  11. Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackey, B. Barkman, & R. Jordan (Eds.), Reading in a Second Language. Rowley, MA: Newbury House.Google Scholar
  12. Devine. J. (1988). The relationship between general language competence and second language reading proficiency: Implications for teaching. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.Google Scholar
  13. Eggins, S. & Slade, D. (1997). Analysing Casual Conversation. London: CassellGoogle Scholar
  14. Fitzgerald, J. (1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27(2), 115–152.Google Scholar
  15. Gee, J.P. (1994). Discourses: Reflections on M.A.K. Halliday’s “Toward a language-based theory of learning.” Linguistics and Education, 6, 33–40.CrossRefGoogle Scholar
  16. Gernsbacher, M.A. (1997). Two decades of structure building. Discourse Processes, 23, 265–304.CrossRefGoogle Scholar
  17. Gibbons, P. (1991). Learning to Learn in a Second Language. Portsmouth, NH: Heinemann.Google Scholar
  18. Goffman, E. (1983). Forms of Talk. Philadelphia: University of Pennsylvania Press.Google Scholar
  19. Goodman, K. (1975). The reading process: Theory and practice. In F. Gollasche (Ed.), Language and Literacy: The Selected Writings of Kenneth Goodman. London: Routledge & Kegan Paul.Google Scholar
  20. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375–406.Google Scholar
  21. Graves, M. & Cooper, R. (1999). Ethnic gap widens in SAT college exam scores. Los Angeles Times, September 1, 1999.Google Scholar
  22. Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: Edward Arnold.Google Scholar
  23. Halliday, M.A.K. (1994). An Introduction to Functional Grammar (2nd ed.). London: Edward Arnold.Google Scholar
  24. Hamel, R.E. (1995). Indigenous language loss in Mexico: The process of language displacement in verbal interaction. In W. Fase, J. Koen, & S. Kroon (Eds.), The State of Minority Languages: International Perspectives on Survival and Decline. Lisse, The Netherlands: Swets & Zeitlinger B.V.Google Scholar
  25. Houston, J.W. & Houston, J.D. (1973). Farewell to Manzanar: A True Story of Japanese American Experience during and after the World War II Internment. Boston: Houghton Mifflin.Google Scholar
  26. Johnson-Laird, P.N. (1983). Mental Models. Cambridge, MA: Harvard University Press.Google Scholar
  27. Kamhi-Stein, L.D. (1995). Reading strategies for language minority students: Lessons from first language reading research. In R. Macías & R. C. García Ramos (Eds.), Changing Schools for Changing Students. Santa Barbara: University of California Linguistic Minority Research Institute.Google Scholar
  28. McLaughlin, B. (1994). First and second language literacy in the late elementary grades. In B. McLeod (Ed.), Language and Learning: Educating Linguistically Diverse Students. Albany, NY: State University of New York.Google Scholar
  29. National Assessment of Educational Progress (1999). NAEP 1998 Reading Report Card for the Nations and States. Washington, DC: National Assessment of Educational Progress.Google Scholar
  30. National Center for Educational Statistics (2000). Digest of Education Statistics, 1999. Washington. DC: National Center for Educational Statistics.Google Scholar
  31. Olsen, L. (1988). Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. San Francisco: California Tomorrow.Google Scholar
  32. Parry, K. (1987). Reading in a second culture. In J. Devine, P.L. Carrell & D.E. Eskey (Eds.), Research in Reading in English as a Second Language. Washington, DC: TESOL.Google Scholar
  33. Pence, L. (in press). Professional literacy: Representing teaching as discursive practice in multimedia. In B. Huot & C. Bazerman (Eds.), Multiple Literacies for the 21 st Century. Cresskill, NJ: Martin Press.Google Scholar
  34. Peregoy, S. F. & Boyle, O.F. (2000). English learners reading English: What we know, what we need to know. Theory Into Practice, 39(4), 237–247.CrossRefGoogle Scholar
  35. Plum, G. A. (1988). Text and contextual conditioning in spoken English: A genre-based approach. Unpublished PhD dissertation, University of Sydney.Google Scholar
  36. Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26(2), 289–318.Google Scholar
  37. van Dijk, T. (1972). Some Aspects of Text Grammars: A Study in Theoretical Linguistics and Poetics. The Hague: Mouton.Google Scholar
  38. Waggoner, D. (1999). Who are secondary newcomer and linguistically different youth? In C. Faltis & P. Wolfe (Eds.), So Much to Say. New York: Teachers College.Google Scholar
  39. Wales, L. (1990). Literacy for learners of English as a second language. In F. Christie (Ed.), Literacy for a Changing World. Hawthorn, Victoria, AU: Australian Council for Educational Research.Google Scholar
  40. Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, 3(2), 74–101.CrossRefGoogle Scholar
  41. Zwaan, R.A. & Brown, C.M. (1996). The influence of language proficiency and comprehension skill on situation-model construction. Discourse Processes, 21, 289–327.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, Inc. 2005

Authors and Affiliations

  • Amy Cecelia Hazelrigg
    • 1
  1. 1.Eastern New Mexico UniversityUSA

Personalised recommendations