The Missouri Reader is the peer-reviewed journal of the Missouri LIteracy Association(MLA). It has been published for over four decades. Members of the Missouri Literacy Association automatically recieve a copy of the newest edition of the journal. Being an MLA member is the best way to assure you get a copy of the newest edtion. Here is a link to join MLA.There is always a Fall and Spring edition, and we sometimes also have Special Editions.
To give you a better idea of the depth and breadth of our coverage, have a look at our most-read issue. It was an issue devoted entirely to the question of how best to include poetry in your literacy program. Like all our issues, it includes tons of practical, "use them next Monday" ideas and also includes information on the research supporting those practices.
ENJOY!
Use this link to access the Winter 2019
Special Poetry Issue
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Conclusion
By increasing developing readers volume in reading, and that includes daily teacher read alouds, you can impact their desire to read which in turn improves their reading skill, offers them a wider range of book choices, and cultivates their reading identity. As you amplify the message that volume in reading matters by making time for students to read books every day, you telegraph to developing readers that you value choice, volume in reading, and will provide support and encouragement as they embark on a journey of becoming joyful, lifelong readers.
Allington, Richard, L. (1977). If they don’t read
Allington, Richard L. (2012). What really matters for struggling readers: designing research-based programs. Boston, MA: Pearson.
Allington, Richard L. & Rachael E. Gabriel (2012. Every child, every day, Educational Leadership 69(6), 10-15.
Allington, R.L. and McGill-Frazen, A. M. (2021). Reading volume and reading achievement: A review of recent research."Reading Research Quarterly. Newark, DE: ILA.
Anderson, Richard C., Wilson, Paul T., and Linda G. Fielding. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 3(23), 2d85-303, Newark, DE: The International Reading Association.
Newkirk, T. (2014). Minds made for stories: How we really read and write informational and persuasive texts. Portsmouth, NH: Heinemann.
Howard, Mary (2009). RTI From all sides: What every teacher needs to know. Portsmouth, NH: Heinemann.
Owocki, Gretchen (2010). The RTI daily planning nook, K-6. Portsmouth, NH: Heinemann.
Owocki, Gretchen and Yetta Goodman (2002). Kidwatching: documenting children’s literacy development. Portsmouth, NH: Heinemann.
Samuels, S. Jay, and Wu, Yi-chen. (2004). How the amount of time spent on independent
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Scholastic. (2017). Teacher & Principal School Report: Focus on Literacy.
Wells, Gordon (1986). The Meaning Makers: Children Learning Language and Using Language to Learn. Portsmouth, NH: Heinemann.
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