Susan Lareau, Central Connecticut State University Joseph Pandolfio, Kennelly School-Hartford Deborah Rand, Windham Center School-Windham Carolyn Turner, Dr. Joseph J. Bellizzi Middle School-Hartford Introduction “The face of content area literacy instruction is changing. Once associated exclusively with middle and high…
Professional Conversations to Enhance Reading Research Understandings
Pam Govertsen-Kahn, Middletown Public Schools Jill Pilon, East Farms School, Farmington, CT Statement of Purpose In the Spring of 2004, we took the graduate course, Design, Management and Supervision of Reading Programs at the University of Connecticut. The class was…
Intergenerational Journal Buddies and Cross-Age Tutoring: Connections Worth Making
Adrienne Chasteen Snow CARR Scholarship Research Report In this study, nine high school juniors and seniors enrolled in a remedial reading course designed to enhance their literacy skills were paired up with sixteen kindergarten students in a cross-age intergenerational dialogue…
Writing to Learn: The Effects of Summary Writing and Learning Log Strategies on Achievement in and Attitude Toward Biology Among Ninth Grade Students
Carol Tempest CARR Wirth-Santoro Scholarship Research Report The purpose of this study was to determine the effects selected writing-to-learn approaches would have on secondary high school students’ achievement in and attitudes toward biology. Previous studies have found that writing to…
Twenty-First Century Challenges for Reading/Language Arts Specialists in Connecticut
Jean Klein and Lois Lanning, CARR Research Committee Co-Chairs Editor’s note: This article is a summary of their research for which a full report is available. The twenty-first century, once looked upon as the information age, has become the accountability…