New England Reading Association Journal

Peer-reviewed journal provides articles, interviews, essays, and research reports of interest to educators. Issues investigated include literacy, classroom practice, and assessment.

Articles from Vol. 37, No. 1, 2001

Challenging the Old Paradigm: Doing Collaborative, Intuitive Assessment
What follows is a description of an assessment approach that differs greatly from the current results-based, standardized test-driven approach being developed in most districts around the country. The suggested approach is really nothing new - it is...
Diagnostic and Instructional Uses of the Cloze Procedure
The Cloze procedure is a multifunctional strategy, which can be used for reading diagnosis and reading comprehension instruction. The concept of closure refers to the human tendency to fill in a missing word in a piece of text or a familiar language...
Editor's Page
Dear Reader, Happy new year! Happy new century! Happy new millennium! Something tells me that I won't be writing those words again for this Journal or any other publication for that matter. At least not in this corporeal form! Nonetheless, we can all...
Female Characters in Recently Published Books
As we enter the 21st century, often we take for granted that male and female characters will be presented equally in books and that children's literature will present good role models for both girls and boys. Based on the fact that we have seen recently...
Popular Authors and Classroom Connections
The column this month features popular authors who are well-known in New England. Irene Fountas, professor at Lesley College, and Gay Su Pinnell, professor at the Ohio State University, collaborators associated with a "guided reading" approach for emergent...
Preparing Teachers in the New Millennium: Teaching the Language Arts within New Technologies
Each of us in the literacy community must begin now to integrate the Internet with our work to support children. We should not leave this task to others who specialize in technology; to do so would marginalize the important insights about literacy instruction...