ERIC Number: ED298454
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Research in Literacy: Merging Perspectives. Yearbook of the National Reading Conference (36th, Austin, Texas, December 3-6, 1986).
Readence, John E., Ed.; Baldwin, R. Scott, Ed.
The 30 conference papers contained in this yearbook are as follows: "Assessment, Accountability, and Professional Prerogative" (P. D. Pearson and S. Valencia); "Cloze Procedure and the Sequence of Text" (A. G. Gamarra and J. Jonz); "Factors Affecting Summary Writing and Their Impact on Reading Comprehension Assessment" (M. H. Head and R. R. Buss); "Emergent Literacy: Reading and Writing Development in Early Childhood" (W. H. Teale); "The Effect of One-to-One Story Readings on Children's Questions and Responses" (L. M. Morrow); "Understandings of the Forms and Functions of Written Language: Insights from Children and Parents" (L. A. Kastler and others); "Kindergarten Spelling: Explaining Its Relationship to First-Grade Reading" (L. Ferroli and T. Shanahan); "Literacy Learning as an Intertextual Process" (D. W. Rowe); "Should Reading Comprehension Skills Be Taught?" (R. P. Carver); "Variables Influencing Importance Assignment" (P. Afflerbach); "Effects of Practice in Retelling upon the Reading Comprehension of Proficient and Less Proficient Readers" (B.A. Kapinus and others); "In-Process Measures of Ambigious Text Interpretation: Another Look at the Influence of Prior Knowledge" (W. A. Henk and J.P. Helfeldt); "Learning to Teach Comprehension: A Collaborative Approach" (J. A. Niles and R. V. Lalik); "Main Idea Treatment in Secondary Reading Skill Development Materials" (D. W. Moore and B. Smith); "Learning from Discussion: Requirements and Constraints on Classroom Instruction in Reading Comprehension Strategies" (J. H. Mosenthal); "Explicitness in Sixth-Grade Social Studies Textbooks" (M. J. Dreher and others); "An Analysis of Ambiguous Oral Discourse during Reading Instruction" (J. J. Sweetland and others); "Children's Oral Language during Teacher-Directed Reading Instruction (L. B. Gambrell); "Students' and Teachers' Perceptions of an Innovative Reading Strategy" (N. D. Padak and G. M. Padak); "The Status of Literacy in Our Society" (L. Mikulecky); "Coping Strategies of Four Successful Learning Disabled College Students: A Case Study Approach" (W. G. Brozo and C. L. Curtis); "Writing in Constrained Genres: Pushing the Limits of Writing Models" (G. M. Schumacher and others); "The Relationship between Teachers' Beliefs and Instruction and Students' Conceptions about the Writing Process" (K. L. Fear and others); "An Instructional Investigation of Students' Ideas Generated during Content Area Writing" (M. A. Martin and B. C. Konopak); "Relating Reading and Writing via Comprehension, Quality and Structure" (A. Schewe and V. Froese); "Two Young Writers: The Relationship between Text Revisions and Teacher/Student Conferences" (C. Vukelich and L. D. Leverson); "Through Teachers' Eyes: Reflections on Ethnography and Writing" (S. Perl); "Cohesive Harmony Analysis: Issues of Text Pragmatics and Macrostructure" (L.B. Friedman and E. Sulzby); and "Yearbook of the National Reading Conference Membership Survey and Results," (J. Fitzgerald and D.L. Spiegel). (MS)
Descriptors: Elementary Secondary Education, Emergent Literacy, Higher Education, Instructional Effectiveness, Literacy, Reading Comprehension, Reading Instruction, Reading Research, Reading Writing Relationship, Writing Instruction
National Reading Conference, 11 E. Hubbard St., Suite 200, Chicago, IL 60611 ($40.00).
Publication Type: Books; Collected Works - Proceedings
Education Level: N/A
Authoring Institution: National Reading Conference, Inc.