ERIC Number: ED109617
Record Type: RIE
Publication Date: 1973
Reference Count: N/A
Reading and School Achievement--Cognitive and Affective Influences; Selected Readings from the 8th Annual Spring Reading Conference at Rutgers University.
Kling, Martin, Ed.
This conference report contains the following papers: "Ability versus Knowledge in Testing Educational Achievement" and "Knowledge vs. Ability in Achievement Testing," by Robert L. Ebel; "A Four-Domain Taxonomy for Classifying Educational Tasks and Objectives," by Bruce W. Tuckman; "On the Social Psychology of the Self-Fulfilling Prophecy: Further Evidence for Pygmalion Effects and Their Mediating Mechanisms," by Robert Rosenthal; "Beyond Pygmalion: Galatea in the Schools," a study of the self-fulfilling prophecy by Bruce W. Tuckman and Milton L. Bierman; "Quest for Synthesis," by Martin Kling, dealing with models for reading and reading research; "Learning to Read: Six Papers in Search of a Model," by Joanna P. Williams; "For Johnny's Reading Sake," by J. Michael Palardy, dealing with "Pygmalion effects" on the reading achievement of young boys; "The Disadvantaged Can Succeed," by Blanche Hope Smith; "Reading Difficulty and Classroom Acceptance," by Deon O. Stevens; and "Some Experiments on Visual and Aural Word Recognition," by Joanna P. Williams. (MKM)
Descriptors: Academic Achievement, Achievement Tests, Affective Behavior, Beginning Reading, Classification, Cognitive Ability, Cognitive Measurement, Conference Reports, Disadvantaged Youth, Reading Achievement, Reading Research, Remedial Reading, Word Recognition
Conferences Dept., Rutgers University, Continuing Education Center, Clifton Avenue, New Brunswick, New Jersey 08903 ($4.00)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Univ. Extension Div.