Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
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220 <strong>Research</strong> <strong>in</strong> <strong>the</strong> Teach<strong>in</strong>g <strong>of</strong> <strong>English</strong> Volume 41 November 2006ONOFREY, K. A. (2006). “It is more than just laugh<strong>in</strong>g”: Middle school students protect charactersdur<strong>in</strong>g talk. Journal <strong>of</strong> <strong>Research</strong> <strong>in</strong> Childhood Education, 20(3), 207-217.RAPP, D. N., & GERRIG, R. J. (2006). Predilections for narrative outcomes: The impact <strong>of</strong> storycontexts and reader preferences. Journal <strong>of</strong> Memory and Language, 54(1), 54-67.RICE, P. S. (2005). It “a<strong>in</strong>’t” always so: Sixth graders’ <strong>in</strong>terpretations <strong>of</strong> Hispanic-American storieswith universal <strong>the</strong>mes. Children’s Literature <strong>in</strong> Education, 36(4), 343-362.ROSER, N. L., MARTINEZ, M., MCDONNOLD, K., & FUKRKEN, C. (2005). Young children learn to readchapter books. In B. Maloch, J. V. H<strong>of</strong>fman, D. L. Schallert, C. M. Fairbanks, & J. Worthy (Eds.),54th Yearbook <strong>of</strong> <strong>the</strong> National Read<strong>in</strong>g Conference (pp. 301-317). Oak Creek, WI: National Read<strong>in</strong>gConference.ROSS, C. S., MCKECHNIE, L., & ROTHBAUER, P. M. (2006). Read<strong>in</strong>g matters: What <strong>the</strong> research revealsabout read<strong>in</strong>g, libraries, and community. Westport, CT: Libraries Unlimited.SIPE, L. R., & BRIGHTMAN, A. E. (2005). Young children’s visual mean<strong>in</strong>g-mak<strong>in</strong>g dur<strong>in</strong>g readalouds<strong>of</strong> picture storybooks. In B. Maloch, J. V. H<strong>of</strong>fman, D. L. Schallert, C. M. Fairbanks, & J.Worthy (Eds.), 54th Yearbook <strong>of</strong> <strong>the</strong> National Read<strong>in</strong>g Conference (pp. 349-361). Oak Creek, WI:National Read<strong>in</strong>g Conference.SMITH, S. A. (2005). “We feel like we’re separat<strong>in</strong>g us”: Sixth grade girls respond to multiculturalliterature. In B. Maloch, J. V. H<strong>of</strong>fman, D. L. Schallert, C. M. Fairbanks, & J. Worthy (Eds.), 54thYearbook <strong>of</strong> <strong>the</strong> National Read<strong>in</strong>g Conference (pp. 362-375). Oak Creek, WI: National Read<strong>in</strong>gConference.THEIN, A. H. (2005). A good daughter and an <strong>in</strong>dependent woman: Mapp<strong>in</strong>g one student’s responsesto literature through her negotiations <strong>of</strong> compet<strong>in</strong>g cultural models. In B. Maloch, J. V.H<strong>of</strong>fman, D. L. Schallert, C. M. Fairbanks, & J. Worthy (Eds.), 54th Yearbook <strong>of</strong> <strong>the</strong> NationalRead<strong>in</strong>g Conference (pp. 376-391). Oak Creek, WI: National Read<strong>in</strong>g Conference.VAN SCHOOTEN, E., & DE GLOPPER, K. (2006). Literary response and attitude toward read<strong>in</strong>g fiction<strong>in</strong> secondary education: Trends and predictors. L1 – Educational Studies <strong>in</strong> Language andLiterature, 6(1), 97-174.WIEH, T. G. (2005). The genre <strong>of</strong> traditional literature <strong>in</strong>fluences student writ<strong>in</strong>g. Read<strong>in</strong>g Horizons,46(2), 77-91.Read<strong>in</strong>gAINLEY, M., CORRIGAN, M., & RICHARDSON, N. (2005). Students, tasks and emotions: Identify<strong>in</strong>g<strong>the</strong> contribution <strong>of</strong> emotions to students’ read<strong>in</strong>g <strong>of</strong> popular culture and popular science texts.Learn<strong>in</strong>g and Instruction, 15(5), 433-447.Explores <strong>the</strong> affective responses adolescents report while read<strong>in</strong>g expository texts dur<strong>in</strong>g a computer-basedtask. Focuses on <strong>the</strong> relationship between students’ affective responses and <strong>the</strong> <strong>in</strong>tensity<strong>of</strong> <strong>the</strong>se responses and decisions to cont<strong>in</strong>ue read<strong>in</strong>g. F<strong>in</strong>ds that <strong>the</strong> substance and <strong>in</strong>tensity<strong>of</strong> affective responses to text content <strong>in</strong>fluence fur<strong>the</strong>r participation. If <strong>in</strong>terest is alive,students are likely to cont<strong>in</strong>ue read<strong>in</strong>g; when <strong>the</strong> text was experienced as only mildly <strong>in</strong>terest<strong>in</strong>gor “bor<strong>in</strong>g,” students took <strong>the</strong> first opportunity to quit read<strong>in</strong>g.BIEMILLER, A., & BOOTE, C. (2006). An effective method for build<strong>in</strong>g mean<strong>in</strong>g vocabulary <strong>in</strong> primarygrades. Journal <strong>of</strong> Educational Psychology, 98(1), 44-62.Reports on two vocabulary studies conducted <strong>in</strong> K-2nd grade classrooms and implemented by<strong>the</strong> regular teacher. Study 1 exam<strong>in</strong>ed vocabulary growth <strong>in</strong> response to pretest<strong>in</strong>g, number <strong>of</strong>times books were read, and mean<strong>in</strong>g explanations. F<strong>in</strong>ds that repeated read<strong>in</strong>gs <strong>of</strong> books led toa 12% ga<strong>in</strong> <strong>in</strong> word mean<strong>in</strong>gs, add<strong>in</strong>g explanation <strong>of</strong> words added 10% for a total ga<strong>in</strong> <strong>of</strong> 22%,but that read<strong>in</strong>g books two versus four times had different effects by grade level. Study 2 testeda more <strong>in</strong>tensive format for word <strong>in</strong>struction and transfer, with additional works taught and