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Issues in literacy : a research perspective / Jerome A. Niles, editor and Rosary V. Lalik, associate editor ; with the editorial assistance of Helen Newton.

Contributor(s): Niles, Jerome A | Lalik, Rosary V.
Material type: TextTextSeries: Yearbook of the National Reading Conference: 34th.Publisher: Rochester, N.Y. : National Reading Conference, 1985Description: xiii, 425 p. : ill. ; 23 cm.Subject(s): Reading -- Research | Reading | Literacy | Alphabétisation | Lecture | Leseunterricht | Aufsatzsammlung | Alphabetisierung | USAAdditional physical formats: Online version:: Issues in literacy.
Contents:
Being Literate in America : A Sociohistorical Perspective / S. Brice Heath -- Communicative Competence : Cross-Cultural Perspectives / I. Athey -- From Egocentric to Ideocentric Discourse : The Development of Academic Language / S. Stotsky -- Observing First-Grade Reading Instruction : Instruction Viewed with a Model of School Organization / R. Barr -- The Oral Recitation Lesson : A Research-Derived Strategy for Reading Basal Texts / J. Hoffman and S. Crone -- The Effects of Prior Knowledge and Instruction on Recall for Well-Written Expository Text / N. Marshall -- Context Clues Are Ineffective with Low Frequency Words in Naturally Occurring Prose / R. S. Baldwin and E. K. Schatz -- Graphics in Middle-Grade U.S. History Textbooks / L. B. Friedman and M. B. Tinzmann -- Readers' Awareness of Subheadings in Expository Text / V. C. Hare and R. G. Lomax -- Reading Strategies of Gifted Students / J. N. Mitchell and P. A. Irwin -- Reading and the Plans of Secondary Teachers : A Qualitative Study / K. Hinchman -- Student Teachers' Planning and Evaluations of Reading Lessons / H. Borko -- Bedtime Story Reading as a Social Process / D. Bloome -- The Functions of Illustrations in Beginning Reading Texts / H. D. Simons and C. Elster -- Assessment of Classroom Interaction Dynamics / D. E. Alvermann ... [et al.] -- Why Is The Degrees of Reading Power Test Invalid? / R. P. Carver -- The Impact of Writing Instruction on Teachers' Attitudes and Practices / D. Lapp and J. Flood -- Models of Reading Have Direct Implications for Reading Instruction : The Negative Position / G. G. Duffy -- Models of Reading Have Direct Implications for Instruction : The Affirmative Position / H. Singer.
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Item type Current location Call number Status Date due Barcode
Book University of Texas At Tyler
Stacks - 3rd Floor
LB1050 .N35 34TH, 1985 (Browse shelf) Available 0000100021054

Includes bibliographical references.

Being Literate in America : A Sociohistorical Perspective / S. Brice Heath -- Communicative Competence : Cross-Cultural Perspectives / I. Athey -- From Egocentric to Ideocentric Discourse : The Development of Academic Language / S. Stotsky -- Observing First-Grade Reading Instruction : Instruction Viewed with a Model of School Organization / R. Barr -- The Oral Recitation Lesson : A Research-Derived Strategy for Reading Basal Texts / J. Hoffman and S. Crone -- The Effects of Prior Knowledge and Instruction on Recall for Well-Written Expository Text / N. Marshall -- Context Clues Are Ineffective with Low Frequency Words in Naturally Occurring Prose / R. S. Baldwin and E. K. Schatz -- Graphics in Middle-Grade U.S. History Textbooks / L. B. Friedman and M. B. Tinzmann -- Readers' Awareness of Subheadings in Expository Text / V. C. Hare and R. G. Lomax -- Reading Strategies of Gifted Students / J. N. Mitchell and P. A. Irwin -- Reading and the Plans of Secondary Teachers : A Qualitative Study / K. Hinchman -- Student Teachers' Planning and Evaluations of Reading Lessons / H. Borko -- Bedtime Story Reading as a Social Process / D. Bloome -- The Functions of Illustrations in Beginning Reading Texts / H. D. Simons and C. Elster -- Assessment of Classroom Interaction Dynamics / D. E. Alvermann ... [et al.] -- Why Is The Degrees of Reading Power Test Invalid? / R. P. Carver -- The Impact of Writing Instruction on Teachers' Attitudes and Practices / D. Lapp and J. Flood -- Models of Reading Have Direct Implications for Reading Instruction : The Negative Position / G. G. Duffy -- Models of Reading Have Direct Implications for Instruction : The Affirmative Position / H. Singer.

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