ERIC Number: ED357330
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction. Fortieth Yearbook of the National Reading Conference. Proceedings of the Annual Meeting of the National Reading Conference (40th, Miami, Florida, November 27-December 1, 1990).
Zutell, Jerry, Ed.; McCormick, Sandra, Ed.
Focusing on literacy learning and instruction, the 44 papers in this yearbook highlight the increasing sense of responsibility of literacy teachers as learners themselves and to understand the nature and impact of teacher change on student learning. Papers in the yearbook include: "What Counts in Teacher Education? Dilemmas in Educating Empowered Teachers" (G. G. Duffy); "Critical Pedagogy, Postcolonial Politics and Redemptive Remembrance" (P. McLaren); "The Intertextual Links of Readers Using Multiple Passages: A Postmodern/Semiotic/Cognitive View of Meaning Making" (D. K. Hartman); "Academic Libraries and Research in the Teaching of English" (M. L. Kamil and T. Shanahan); "Now That Literacy Happens in Contexts, How Do We Know if the Contexts Are Authentic?" (J. Myers);"Alternative Assessments of Literacy: Teachers' Actions and Parents' Reactions" (E. H. Hiebert and others); "The Computer as a Social/Physical Environment in Emergent Literacy" (K. Olson and E. Sulzby); "Relationships among Physical Design of Play Centers, Teachers' Emphasis on Literacy in Play, and Children's Literacy Behaviors during Play" (L. M. Morrow); "The Effects of 'Storybook Partnerships' on Young Children's Conceptions of Stories" (S. B. Neuman and C. Soundy); "A Longitudinal Study of the Growth of Spelling Abilities within the Context of the Development of Literacy" (M. Hughes and D. Searle); "The Relationship between Rapid Automatized Naming and Orthographic Knowledge" D. R. Bear and D. Barone); "The Effects of the CVS Strategy on Children's Learning" (E. Carr and others);"The Relationship between Reading Practices Literature and Teachers' Talk about Practices" (P. L. Anders); "Prediction Training and the Comprehension and Composing Performance of Fourth-Grade Students" (M. W. Spears and L. B. Gambrell); "Elementary Students' Use of Imagery in Developing Meaning in Literary Text" (B. C. Konopak and others); "Bridging across Instances of a Concept in Science Instruction" (C. S. White and others); "An Analysis of the Array of Literary Works in District Core Reading Lists, Grades K-6" (J. Flood and others); "Bart: A Case Study of Discourse about Text" (S. I. McMahon and others); "A Community of Learners Selecting and Developing Writing Topics" (E. A. Connell and P. P. DiStefano); "Implementing Whole-Language Learning: Adult Literacy Teachers' Problems and Concerns" (N. D. Padak and others); "Thriving and Growing with Change" (L. R. Roehler and others); "Basals, Teacher Power, and Empowerment: A Conceptual Framework" (K. F. Thomas and others); "Preservice Teachers' Conceptions of Content Area Literacy" (C. J. Gordon and M. Hunsberger); and "Comprehension Instruction in Literature-Based Reading-Language Arts Classroom" (D. W. Emery). (RS)
Descriptors: Adults, Alternative Assessment, Classroom Environment, Computers, Elementary Secondary Education, Emergent Literacy, Instructional Effectiveness, Reading Comprehension, Reading Instruction, Reading Research, Teacher Attitudes, Vocabulary Development
National Reading Conference, 200 North Michigan Avenue, Third Floor, Chicago, IL 60601 ($55).
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: National Reading Conference, Inc.