Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 5 |
Descriptor
Source
Author
Anderson, Richard C. | 24 |
Wilkinson, Ian A. G. | 3 |
Freebody, Peter | 2 |
Kuo, Li-Jen | 2 |
Li, Wenling | 2 |
Reznitskaya, Alina | 2 |
Wang, Qiuying | 2 |
Wu, Xinchun | 2 |
Armbruster, Bonnie B. | 1 |
Au, Kathryn H. | 1 |
Chen, Xi | 1 |
More ▼ |
Publication Type
Journal Articles | 14 |
Reports - Research | 13 |
Reports - Descriptive | 5 |
Opinion Papers | 3 |
Reports - Evaluative | 3 |
Information Analyses | 2 |
Books | 1 |
Guides - Classroom - Teacher | 1 |
Education Level
Elementary Education | 4 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Audience
Practitioners | 3 |
Community | 1 |
Location
China | 2 |
China (Beijing) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Wilkinson, Ian A. G.; Scott, Judith A.; Hiebert, Elfrieda H.; Anderson, Richard C. – Journal of Education, 2016
In this foreword to the special issue of the "Journal of Education" celebrating the 30th anniversary of the publication of "Becoming a Nation of Readers: The Report of the Commission on Reading" ("BNR") (Anderson, Hiebert, Scott, & Wilkinson, 1985), we share the backstory of the making of "BNR." We view…
Descriptors: Reading Comprehension, Reading Instruction, Reading Habits, Story Telling
Wang, Qiuying; Anderson, Richard C. – Literacy Teaching and Learning, 2010
This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes, artifacts, diagnostic teaching, information about classroom performance, and a battery of tests, our goal is to provide insights into ways to develop and implement a one-on-one tutoring…
Descriptors: Early Intervention, Grade 1, Reading Instruction, Written Language
Reznitskaya, Alina; Anderson, Richard C.; Kuo, Li-Jen – Elementary School Journal, 2007
This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128…
Descriptors: Controversial Issues (Course Content), Grade 4, Grade 5, Writing (Composition)
Anderson, Richard C. – 1994
Providing a context for discussion rather than an insider's point of view, this report discusses the current state of reading research. The report reviews differing visions of educational reform of reading instruction espoused by supporters of phonics and by supporters of the whole language approach. The report then proposes four criteria for use…
Descriptors: Critical Reading, Critical Thinking, Educational Change, Elementary Education
Reznitskaya, Alina; Kuo, Li-Jen; Clark, Ann-Marie; Miller, Brian; Jadallah, May; Anderson, Richard C.; Nguyen-Jahiel, Kim – Cambridge Journal of Education, 2009
In this paper, we address the need to develop an empirically-based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues…
Descriptors: Elementary School Students, Socialization, Interpersonal Relationship, Teaching Methods
Anderson, Richard C.; And Others – 1990
A study sought to replicate and extend previous research which found that an emphasis on meaning in reading leads to better recall of lesson material than does an emphasis on accurate oral reading, and that the child who is taking an active turn recalls more of the lesson material than do the children who are following along. Six third-grade…
Descriptors: Grade 3, Instructional Effectiveness, Learning Processes, Oral Reading
Anderson, Richard C.; Davison, Alice – 1986
The problems arising from treating word and sentence complexity as the direct causes of difficulty in comprehension are surveyed in this paper from the perspective of readability formulas. The basic choices and assumptions made in the development and use of readability formulas are discussed in relation to the larger question of text…
Descriptors: Basal Reading, Readability, Readability Formulas, Reader Response
Anderson, Richard C.; And Others – 1983
Two experiments were conducted to determine whether a meaning emphasis or a word identification emphasis would give better results in a third grade reading lesson. The results investigated more than 30 factors and their two-way interactions. In the first experiment, 259 children were placed into reading groups arranged either homogeneously or…
Descriptors: Academic Aptitude, Grade 3, Grouping (Instructional Purposes), Predictor Variables
Anderson, Richard C.; And Others – 1985
Fulfilling a need for careful and thorough synthesis of an extensive body of findings on reading, this report presents leading experts' interpretations of both current knowledge of reading and the state of the art and practice of teaching reading. The introduction contains two claims: (1) the knowledge is now available to make worthwhile…
Descriptors: Classroom Environment, Classroom Techniques, Elementary Secondary Education, Literacy
Anderson, Richard C.; And Others – 1984
The results of a series of investigations into the effect on children's learning and recall of interest are summarized in this report. The report describes investigations using sentences, showing that interest has a pervasive effect on learning that is independent of the relationship between attention and learning. It then presents two compatible…
Descriptors: Basal Reading, Comparative Analysis, Content Analysis, Content Area Reading
Peer reviewed
Anderson, Richard C.; And Others – Reading Research Quarterly, 1984
Concludes the following: an emphasis on meaning produces better sentence recall than an emphasis on accurate oral reading; in groups receiving an accurate reading emphasis sentence recall depends upon instructional time; the child taking an active turn remembers more sentences from lesson than the children following along; and the interestingness…
Descriptors: Grade 3, Grouping (Instructional Purposes), Primary Education, Reading Comprehension
Peer reviewed
Freebody, Peter; Anderson, Richard C. – Journal of Reading Behavior, 1983
Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)
Descriptors: Grade 6, Intermediate Grades, Reading Comprehension, Reading Instruction
Peer reviewed
Freebody, Peter; Anderson, Richard C. – Reading Research Quarterly, 1983
Reports that results of two experiments designed to assess the effects of text cohesion and schema availability on children's comprehension of social studies passages that varied in vocabulary difficulty failed to support expectations based on the interactive theory of reading. (FL)
Descriptors: Cohesion (Written Composition), Content Analysis, Elementary Education, Learning Theories
Peer reviewed
Anderson, Richard C.; And Others – Education and Treatment of Children, 1988
The article summarizes a report of the Commission on Reading which lends support (based on research findings) to many of the practices embodied in the Direct Instruction Model. The Commission recommends practices such as early teaching of reading and parent involvement that are closely tied to Direct Instruction strategies. (DB)
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Reading Instruction
Peer reviewed
Anderson, Richard C.; And Others – Reading Research Quarterly, 1991
Compares teaching emphasizing story meaning (major plot elements) with teaching emphasizing surface features of language (word analysis and accurate reading). Finds an emphasis on story meaning led to superior performance on an array of outcome measures. Finds differences especially notable for children in low and average reading groups. (SR)
Descriptors: Grade 3, Instructional Effectiveness, Primary Education, Reading Improvement
Previous Page | Next Page ยป
Pages: 1 | 2