The Missouri Reader
Vol. 40, Issue 3
Editorial Board 2016-17
C. Garth Brooks, British Columbia LC/IRA
Carolyn I. Brown, Ph.D., University of MO-St. Louis
Dawna Buchanan, Ph. D., University of Central MO
Julie Bryant, Ph.D., Southwest Baptist University
Dianne Koehnecke, Ph. D., Webster University
Cindy Hail, Ph.D., Missouri State University
Anita Lael, Ph.D., Lincoln University
Lori Long. M.S. Ed.,Stockton Public Schools
Kayla Lewis, Ph. D., Missouri State University
Denise Mounts, Ph.D.,
University of Arkansas
Katherine O'Daniels, Gateway Writing Project, University of MO-St. Louis
Debra Porter, Ed.D., Southeast Missouri State University
Tamara Jo Rhomberg, MSC/IRA
Lenny Sanchez, Ph. D., University of MO-Columbia
Karen Burgus Schootman, M.A.
Paula Witkowski, Ph. D., Webster University
The Missouri Reader is a peer-reviewed online journal that is published twice a year by the Missouri State Council of the International Reading Association as a forum for thoughtful consideration of issues, practices, research, and ideas in the field of literacy. Its purpose is to serve teachers, parents, consultants, supervisors,
administrators, university faculty, and others interested in promoting literacy.
Promoting Literacy Throughout the
State of Missouri
Journal of the
Missouri Reading Association
Co-Editor
Sam Bommarito, Ed.D.
Jennings Schools (retired)
Volume 40, Issue 2
Spring 2016
Co-Editor
Glenda Nugent M.Ed.
Little Rock Schools (retired)
Contents
Resourceful Research
Teachers’ Perceptions of a Grade-level Focus on Independent Reading
Mary Hall, Beth Hurst, Pamela Correll, and Kayla Lewis
This study examines teachers’ perceptions of the impact of an emphasis on independent silent reading in second grade classrooms.
Helping High School Students Increase Reading Fluency to Improve Comprehension
Kathy Scales
Fluent reading skills aid comprehension and are crucial to secondary students’ overall reading and academic success. This article provides models for inclusion of fluency strategies in high school instruction.
Review of the Research
Laura Swan
Can equalizing material resources help close the economic knowledge gap between students from affluent and poor backgrounds? See what the research says and plan for YOUR action.
Editors' Expressions
Sam Bommarito and Glenda Nugent
p. 6
And Beyond!
p. 52
TITL
Classroom Closeups
Shared Writing: My Methods and Successes
Joyce Burns
See how this teacher uses shared writing to guide students through the writing process and set expectations in her classroom.
Implementing Flagging for Deep Comprehension
Lindsey Nilson
Can a rainbow of sticky notes improve comprehension? Sure! See how in this article.
Michelle Martignoni
Learn how a first-grade teacher helps students make connections to timeless characters and generate excitement about reading.
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