Cognitive and social perspectives for literacy research and instruction
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1989
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| Schriftenreihe: | Yearbook of the National Reading Conference / National Reading Conference
38 |
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Datensatz im Suchindex
| _version_ | 1819672115842908160 |
|---|---|
| adam_text | COGNITIVE AND SOCIAL PERSPECTIVES
FOR LITERACY RESEARCH AND INSTRUCTION
Thirty-eighth Yearbook
of
The National Reading Conference
SANDRA MCCORMICK JERRY ZUTELL
Ohio State University Ohio State University
With the editorial assistance of
PATRICIA L SCHARER PATRICIA R O KEEFE
Ohio State University NRC Headquarters
Published by
The National Reading Conference, Inc
TABLE OF CONTENTS
PREFACE xiii
OSCAR S CAUSEY AWARD xv
ALBERT J KINGSTON AWARD xvii
PRESIDENTIAL ADDRESS
Political and economic dimensions of literacy: Challenges for the 1990s 1
M Trika Smith-Burke
NRC ANNUAL REVIEW OF RESEARCH
The social organization of literacy instruction 19
Rebecca Barr
INVITED ADDRESS
Designing invitations to thinking: Some initial thoughts 35
John Bransford
Charles Kinzer
Victoria Risko
Deborah Rowe
Nancy Vye
STUDENT RESEARCH AWARD
Awareness of text structure: The question of transfer from LI to L2 55
Sally A Hague
EMERGENT AND EARLY LITERACY
Preschoolers use of metacognitive knowledge and strategies in self-selected
literacy events 65
Deborah Wells Rowe
The effect of small group story reading on children s questions and
comments 77
Lesley Mandel Morrow
Preschoolers conceptions of literacy as reflected in their spontaneous play 87
Susan B Neuman
Kathy Roskos
Written language knowledge held by low-SES, inner-city children entering
kindergarten 95
Victoria Purcell-Gates
The construction of knowledge about written language by low-SES learners
during their kindergarten year 107
Karin L Dahl
Self-perceptions of at risk and high achieving readers: Beyond Reading
Recovery achievement data 117
Sheila G Cohen
Gloria McDonell
Bess Osburn
Factors associated with long-term reading achievement of early readers 1 2 3
John J Pikulski
Aileen Webb Tobin
The effect of two training procedures on the book reading of lower-SES
mothers and children 135
Patricia A Edwards
Carolyn P Panofsky
i
WORD IDENTIFICATION
Variables associated with second-, fourth-, and sixth-grade students ability
to identify polysyllabic words 145
John Shefelbine
Luci Lipscomb
Alison Hem
A structural approach to decoding and spelling 155
Marcia K Henry
Robert C Calfee
Robin A velar LaSalle
Naming speed and phonological awareness: Independent contributors to
reading disabilities 165
Patricia Bowers
VOCABULARY
Vocabulary instruction and reading comprehension with bilingual learning
disabled students 173
Candace S Bos
Adela Artola Allen
David J Scanlon
Defining is an unnatural act: A study of written definitions 181
Camille L Z Blachowicz
Peter J L Fisher
Vocabulary knowledge and geometric analogy reasoning: Nature and degree
of relationship 189
C Stephen White
Task variations and prior knowledge in learning word meanings from
context 197
Steven A Stahl
The vocabulary of cultural literacy in a newspaper of substance 205
John Willinsky
COMPREHENSION
When prior knowledge doesn t facilitate text comprehension: An examination
of some of the issues 213
Ann J Pace
Nancy Marshall
Rosalind Horowitz
Marjorie Y Lipson
Patricia Lucido
The use of a composing strategy for teaching students to learn from
narrative text 225
Victoria J Risko
Alice Patterson
The effects of rereading and retelling upon young children s reading
comprehension 233
Patricia S Koskinen
Linda B Gambrell
Barbara Kapinus
The effects of cognitive strategy instruction on elementary students reading
outcomes 241
Stephanie L Knight
Language as a resource for mediating comprehension 253
Elba I Reyes
Grace Z Duran
Candace S Bos
Universal and culture-specific aspects of Hmong folk literature 261
Timothy G Morrison
READING AND STUDYING EXPOSITORY TEXT
A critical review of reading in mathematics instruction: The need for a new
synthesis 269
Marjorie Siegel
Raffaella Borasi
Constance Smith
Transfer effects of instructing poor readers to recognize expository text
structure 279
Renee Weisberg
Ernest Balajthy
Effects of mnemonic imagery training on fourth graders recall of content
material 287
Nancy L Williams
Bonnie C Konopak
John E Readence
Strategies for reading expository prose 293
Thomas A Caron
Instruction in awareness of causation and compare/contrast text structure 3 0 1
Donald J Richgels
Lea M McGee
Multimedia and multilayers in multiple texts 311
Rene Galindo
Robert J Tiemey
Laurie Stowell
Overcoming problems with incorrect prior knowledge: An instructional
study 323
Nancy Marshall
Effects of if-then usage upon urban students inference generation during
American history reading : 331
Grover C Mathewson
Effects of instruction and text availability on quality of science text
summarization 339
Martha H Head
John E Readence
Leslie S Arceneaux
Elizabeth L Willis
Prior knowledge and learning from science text: An instructional study 345
Janice A Dole
Edward L Smith
Study strategies for correcting misconceptions in physics: An intervention 353
Donna E Alvermann
Cynthia R Hynd
READING-WRITING CONNECTIONS
How figurative language communicates inexpressible meaning 363
Sarah J Webb
Diane L Schallert
Young children s written responses to literature: The relationship between
written response and orthographic knowledge 371
Diane Barone
Considerate text: Do we practice what we preach? 381
Jeanne Shay Schumm
John P Konopak
John E Readence
R Scott Baldwin
ASSESSMENT
Yes/no method of vocabulary assessment: Valid for whom and useful
for what? 391
Thomas G White
Wayne H Slater
Michael F Graves
Beyond Vinsonhaler: A naturalistic investigation of the problem identification
strategies of expert reading diagnosticians 399
Susan G Magliaro
The Qualitative Reading Inventory: Issues in the development of a reading
diagnostic test 413
Lauren Leslie
JoAnne Caldwell
What does maximum oral reading rate measure? 421
Ronald P Carver
Multiple measures of prior knowledge: Comparative predictive validity 427
Sheila W Valencia
Anne C Stallman
The attitudes of teachers toward standardized tests and perceptions of the
impact of these tests on curriculum 437
Pamela Ross
Carolyn Colvin-Murphy
TEACHER FACTORS AND CLASSROOM PRACTICES
Reducing ambiguity: A study of how students and teachers make sense
of school 445
Martha Rapp Haggard
Students comprehension, writing, and perceptions in two approaches to literacy
instruction 453
Patricia J Hagerty
Elfrieda H Hiebert
Mary (Catherine Owens
A study of the relationship between influential teachers prior knowledge and
beliefs and teaching effectiveness: Developing higher order thinking in
content areas 461
Robert B Ruddell
Pauline Harris
A literacy education model for preservice teachers: Translating observation
and reflection into exemplary practice 473
Virginia G Allen
Evelyn B Freeman
Barbara A Lehman
Adoption of theoretically linked vocabulary-reading comprehension
practices 481
Patricia L Anders
Margaret A Gallego
Mental models and beliefs about classrooms and reading instruction:
A comparison between preservice teachers, inservice teachers, and
professors of education 489
Charles K Kinzer
The contribution of silent reading within the social context of instruction 5 0 1
Ian Wilkinson
The evolution of preservice teachers knowledge structures 511
Beth Ann Herrmann
An exploration of text reading and reading group placement in third-grade
students 521
Diane E DeFord
Literature-selection strategies and amount of reading in two literacy
approaches 529
Kay Mervar
Elfrieda H Hiebert
A SURVEY BY THE NRC LEGISLATIVE AND POLICY COMMITTEE
NRC and the politics of literacy 537
Rosalind Horowitz
Janet Johnson
Barbara Kapinus
Sam Miller
Lynne Smith
Linda Vavrus
Peter Winograd, Chairperson
NRC PROGRAM, TUCSON, ARIZONA, 1988 545
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| title | Cognitive and social perspectives for literacy research and instruction |
| title_auth | Cognitive and social perspectives for literacy research and instruction |
| title_exact_search | Cognitive and social perspectives for literacy research and instruction |
| title_full | Cognitive and social perspectives for literacy research and instruction [ed.:] Sandra McCormick ... |
| title_fullStr | Cognitive and social perspectives for literacy research and instruction [ed.:] Sandra McCormick ... |
| title_full_unstemmed | Cognitive and social perspectives for literacy research and instruction [ed.:] Sandra McCormick ... |
| title_short | Cognitive and social perspectives for literacy research and instruction |
| title_sort | cognitive and social perspectives for literacy research and instruction |
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| topic_facet | Leseunterricht Sprachunterricht Alphabetisierung Kognitiver Prozess USA Aufsatzsammlung Konferenzschrift 1988 Tucson Ariz. |
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