Academic journal article Ohio Reading Teacher

From the Editors

Academic journal article Ohio Reading Teacher

From the Editors

Article excerpt

Greetings!

It has been almost a year since Evangeline Newton invited us, along with Gloria Flaherty and Susan Hayward, to "take over" as the new editors of ORT. Ah, yes, a new challenge! We, Michelle and Chris, agreed to work as a team for this upcoming issue. Gloria and Susan will orchestrate the next. Needless to say, it has taken us many months to craft this Fall 2005 issue. We thank you for your patience!

Some introductory thoughts about this issue of ORT. We find it interesting that each article focuses in a unique way on the classic significance of the social and collaborative nature of teaching reading and writing. Remember Vygotsky? You will find his notions of literacy and language learning applied in a variety of ways as you peruse this fall issue.

Bintz and Moore, for example, share a science lesson that uses a text-set of children's literature to explore the concept of sinking for second graders. The children learn and share in small discovery groups. Boudoris explores the nature of peer-tutoring programs that enable students to support classmates academically, socially and emotionally. Next, Buckenmeyer shares a collaborative strategy in which the teacher and students guess what a story will be about. In Lindemer's article, struggling readers work in collaborative groups as they learn and share phonemic awareness, phonics, vocabulary, comprehension, and fluency lessons. …

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