ERIC Number: ED377449
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Multidimensional Aspects of Literacy Research, Theory, and Practice. Forty-Third Yearbook of the National Reading Conference.
Kinzer, Charles K., Ed.; Leu, Donald J., Ed.
The 55 conference papers, the annual review of research, and the student-award-winning paper in this yearbook cover such diverse topics in the field of reading as assessment, content-area reading, early literacy, teacher education, teacher behavior, and construction of meaning through writing. The yearbook opens with the presidential address to the conferees: "Comparative Perspectives on Literacy Instruction, Education Research, and Knowledge of Teaching" (R. Barr). Other papers in the yearbook include: "Portfolio Process and Teacher Change: Elementary, Middle, and Secondary Teachers Reflect on their Initial Experiences with Portfolio Evaluation" (R. D. Kieffer and M. A. Faust); "Examining Teachers' Beliefs, Decisions, and Practices about Content-Area Reading in Secondary Social Studies" (B. C. Konopak and others); "Life Experiences and Teacher Knowledge: How a Content Teacher Decides to Use Literacy Strategies" (E. B. Moje); "Preschoolers Doing 'Code-Switching'" (B. E. Griffin Cox and B. P. Dixey); "English-Only Children from Bilingual Homes: Considering the Home-School Connection" (C. A. Evans); "Examining the Participation of Young, Linguistically Diverse Children at a Writing Center" (J. Peter); "Some Observations on Acquiring and Using Reading Skill in Elementary Schools" (A. Biemiller); "The Nature of First Graders' Talk in Conferences: With and Without Adult Participation" (J. White and others); "Welcome to Our Rain Forest: Whole-Language Orientation and Implementation" (N. P. Bertrand); "Implementing Large-Scale Change in Literacy Instruction" (C. A. Bridge); "Constructing Chains of Reasoning in Reading Recovery Demonstration Lessons" (C. A. Lyons); "Why Strategies Fail: Students' and Researchers' Perceptions" (S. L. Nist and M. L. Simpson); "Transforming the Literacy Classroom through Reader Response and Computer Networking" (M. Fey); "Exploring Artistic Response to Literature" (P. Smagorinsky and J. Coppock); "Summarization: Preservice Teachers' Abilities and Instructional Views" (J. Dynak and M. J. Smith); "Constructing Knowledge and Expertise in Literacy Teaching: Portfolios in Undergraduate Teacher Education" (J. Mosenthal); "Preparing Teacher Educators and Prospective Teachers to Meet the Challenge of Diversity" (P. Ross); "Exploring Critical Thinking from a Feminist Standpoint: Limitations and Potential" (M. Commeyras);"Elementary Teachers' Beliefs and Decisions about Vocabulary Learning and Instruction" (B. C. Konopak and N. L. Williams); "The Teacher as 'More Knowledgeable Other': Changing Roles for Teachers in Alternative Reading Instruction Programs" (T. E. Raphael and V. J. Goatley); and Literacy Learning in a Multiage Classroom: Some Findings from an Investigation of Peer Writing Events" (M. L. Chapman). (RS)
Descriptors: Content Area Reading, Elementary Secondary Education, Emergent Literacy, Higher Education, Portfolio Assessment, Reading Research, Reading Strategies, Reading Writing Relationship, Student Evaluation, Teacher Attitudes, Teacher Behavior, Teacher Education, Theory Practice Relationship
National Reading Conference, Inc., 200 N. Michigan Ave., Suite 300, Chicago, IL 60601 ($55).
Publication Type: Collected Works - Proceedings; Books
Education Level: N/A
Authoring Institution: National Reading Conference, Inc.
Note: For the 42nd Yearbook, see ED 362 855.