| Description |
611 pages : illustrations ; 24 cm. |
| Series |
Yearbook of the National Reading Conference ; 43rd |
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Yearbook of the National Reading Conference ; 43rd.
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| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
Assessment. An examination of teachers' thinking about assessment of expository text -- Assessment, self-assessment, and children's literate constructs -- Portfolio process and teacher change: elementary, middle, and secondary teachers reflect on their initial experiences with portfolio evaluation -- Content-area reading; document literacy -- Mei: constructing meaning during a sixth-grade social studies unit -- Cognitive components of task difficulty in document literacy -- Group dialogue journals as a means of exploring preservice teachers' beliefs about content-area literacy -- A reader response perspective in social studies: a middle grades study -- Examining teachers' beliefs, decisions, and practices about content-area reading in secondary social studies. |
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A comparison of third-grade children's listening comprehension of scientific information using an information book and an informational storybook -- A comparison of fifth graders' comprehension and retention of scientific information using a science textbook and an informational storybook -- Life experiences and teacher knowledge: how a teacher decides to use literacy strategies -- Cultural and linguistic diversity. Preschoolers doing "code-switching" -- English-only children from bilingual homes: considering the home-school connection -- Examining the participation of young, linguistically diverse children at a writing center -- Multicultural/multiethnic children's literature: familiarity, availability, and use in classrooms and libraries -- Early literacy; literacy learning in the elementary grades. |
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Multiple dimensions of literacy: a semiotic case study of a first-grade nonreader -- Some observations on acquiring and using reading skill in elementary schools -- Learning about literacy and the world: two-year-olds' and teachers' enactment of a thematic inquiry curriculum -- The impact of a parent involvement program designed to support a first-grade reading intervention program. The nature of first graders' talk in conferences: with an without adult participation. |
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Instruction: change, reform, implementation. Welcome to our rain forest: whole-language orientation and implementation -- Implementing large-scale change in literacy instruction -- Reconceptualizing collaborative literacy reform as a process of dilemma management -- Constructing chains of reasoning in reading recovery demonstration lessons -- Why strategies fail: students' and researchers' perceptions -- Literacy and technology. Transforming the literacy classroom through reader response and computer networking -- Literature and texts: response, interpretation, discussion -- Learning to collaborate in a literacy discussion group -- Children's responses to a chapter book across grade levels: implications for sustained text -- Experiencing a novel: the thoughts, feelings, and motivations of adolescent readers. |
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Exploring artistic response to literature -- Mothers' responses to children's oral reading at home -- Multiple selves in literacy interpretation: engagement and the language of drama -- Preservice and inservice instruction. A collaborative conversation about learning: using dialogue journals for professional development -- A constructivist view of preservice teachers' attitudes toward reading through case study analysis of autobiographies -- Developing collaboration and teacher reflection in a college curriculum class -- Summarization: preservice teachers' abilities and instructional views -- What is literature? Two preservice teachers' conceptions of literature and of the teaching of literature -- Constructing knowledge and expertise in literacy teaching: portfolios in undergraduate teacher education -- An alysis of preservice teachers' pedagogical concepts in the teaching of problem readers -- Preparing teacher educators and prospective teachers to meet the challenge of diversity. |
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Preservice teachers' learning process: a descriptive analysis of the impact of varied experiences with portfolios -- Reflection, resistance, and research among preservice teachers studying their literacy histories: lessons for literacy teacher education -- Sociopolitical issues of literacy. Exploring critical thinking from a feminist standpoint: limitations and potential -- Teaching reading: teachers learning from policy -- Teacher and researcher behaviors, beliefs, practices. Questions teachers ask: a report fro m the National Reading Research Center School Search Consortium -- Elementary teachers' beliefs and decisions about vocabulary learning and instruction -- A factor analytic study of teachers' responses to the theoretical orientation to reading profile (TORP) -- "Very sweet, but very very slow": how teachers' "ways of knowing" are reflected in their assumptions about students -- Teachers' roles in first graders' grand conversations -- The teacher as 'more knowledgeable other": changing roles for teachers in alternative reading instruction programs -- Teachers' concerns about curriculum change: adapting to the "reading workshop" -- Relationships for learning: the evolution of a literacy partnership -- Writing; the construction of meaning. Literacy learning in a multiage classroom: some findings from an investigation of peer writing events -- A social view of composing from insiders' perspectives: the roles and relationships of teacher and students -- Integrating narrative reading comprehension and writing instruction for all learners. |
| Subject |
Literacy -- Research.
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Literacy -- Research. (OCoLC)fst00999883
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Alphabetisierung.
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Aufsatzsammlung.
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Leseunterricht.
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United States.
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Läs- och skrivkunnighet.
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| Added Author |
Kinzer, Charles K.
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Leu, Donald J.
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