| Description |
468 pages : charts, portraits ; 24 cm. |
| Series |
National Reading Conference Yearbook ; 42 |
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National Reading Conference Yearbook ; 42.
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| Bibliography |
Includes bibliographical references and index. |
| Contents |
Adult and family literacy. The case for expressive writing for developmental college readers / Isabel Baker, Patricia I. Mulcahy-Ernt -- Textual practices and the education of novice ethnographers and journalists / Elaine Chin -- Reading in English as a translation task: fluent deaf young adult bilinguals / Patricia N. Chrosniak -- An intergenerational approach to literacy: effects on the literacy learning of adults and on the practice of family literacy / Jeanne R. Paratore -- Assessment. Assessing the predictive validity of prior-knowledge assessment / Lauren Leslie, Paula Cooper -- Assessing exposure to print: development of a measure for primary children / Judith A. McDowell, Jeanne Shay Schumm, Sharon Vaughn -- Portfolios: agents of change and empowerment in classrooms -- Conceptual frames for understanding literacy learning and literacy research. |
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Literacy and diversity: do we need dichotomies or not? -- Researching literacy and instruction by exploring direct experience -- Single-subject experimental research: rationale, tenets, and basic designs -- Whole language and research: the case for caution -- A motivational perspective on literacy instruction -- Cultural and linguistic diversity -- Mexican-American bilingual kindergarteners' collaborations in meaning making -- Literacy needs of limited-English-proficient students: what information is available to mainstream teachers? -- Mei: learning the literacy culture in an urban elementary school -- Literacy development of two bilingual, ethnic-minority children in a kindergarten program -- Early literacy. |
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Children's insights into literature: using dialogue journals to invite literary response -- The effects of four models of group interaction with storybooks on the literacy growth of low-achieving kindergarten children -- Preservice instruction -- The other half: a case study of asymmetrical communication in content-area reading student-professor dialogue journals -- Looking within: a study of an undergraduate reading methods course -- Preservice elementary teachers' evolving perceptions of portfolio assessment -- The portfolio-as-text: literacy portfolios in preservice, undergraduate, teacher education -- Preservice teachers' epistemology in the teaching of problem readers -- A case study of a preservice secondary social studies teacher's beliefs and practices about content-area reading. |
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Teachers' beliefs, knowledge, and practice -- The influence of context, community, and culture: contrasting cases of teacher knowledge development -- Differences in changing reading teacher beliefs: guiding Saudi Arabian graduate students toward a new methodology for reading instruction -- Literacy and literature in elementary classrooms: teachers' beliefs and practices -- The construction of meaning -- Latino students' concept of cognates -- Exploring issues in conceptual change -- Causal relations and their effects on the comprehension of narrative texts -- Patterns of development in narrative stories of emergent writers -- Children's retention of word spellings in relation to reading ability -- Voicing in Spanish to English spelling knowledge transfer -- The roles of particular cultural exemplars and abstract cultural schemata in the acquisition and use of genre knowledge. |
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Can teachers' images of good writing conflict with goals of process writing? |
| Subject |
Reading -- Remedial teaching -- Yearbook.
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Literacy -- Research. (OCoLC)fst00999883
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Reading -- Research. (OCoLC)fst01090676
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Alphabetisierung (DE-588)4068576-7
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Aufsatzsammlung (DE-588)4143413-4
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Leseunterricht (DE-588)4035448-9
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United States.
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| Genre/Form |
Conference papers and proceedings. (OCoLC)fst01423772
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| Added Author |
Leu, Donald J.
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Kinzer, Charles K.
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| Other Form: |
Online version: Examining central issues in literacy research, theory, and practice. Chicago : National Reading Conference, 1993 (OCoLC)988562677 |
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