NotesFAQContact Us
Search Tips
ERIC Number: ED522784
Record Type: Non-Journal
Publication Date: 2004
Pages: 453
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-1-8935-9105-0
53rd Yearbook of the National Reading Conference
Worthy, Jo, Ed.; Maloch, Beth, Ed.; Hoffman, James V., Ed.; Schallert, Diane L., Ed.; Fairbanks, Colleen M., Ed.
National Reading Conference
This volume presents the 53rd Yearbook of the National Reading Conference (NRC). The papers in this Yearbook reflect NRC's practice of pursuing not only traditionally important topics in literacy but also many issues that may not be deemed worthy of funding and government attention. Rather than a narrowing of the field, the submitted manuscripts, as well as the papers published in this volume, reflect the rapidly growing and changing field of literacy research. Joining papers focusing on foundational topics such as instructional practices, literature, reading processes, and teacher education are works on topics as diverse as multiple literacies, identity development in various contexts, popular culture texts, cultural and linguistic diversity, affective dimensions of learning, expanded uses of technology, and policy. Included in this volume are: (1) The Language, Literacy, Achievement, and Social Consequences of English-Only Programs for Immigrant Students (Lee Gunderson); (2) Promises and Politics: Images of Research in the Discourse of Teaching and Teacher Education (Marilyn Cochran-Smith); (3) Teaching, Learning and Research in "Real Reading": Some Observations from a Laboratory School (Fredrick Erickson); (4) "Simply by Sailing in a New Direction You Could Enlarge the World" (Marie M. Clay); (5) A Bakhtinian Analysis of Computer-Mediated Communication: How Students Create Animated Utterances in Graduate Seminar Discussions (Yoon-Hee Na); (6) Theoretical Promise, Perennial Problems and Empirical Progress Concerning Latino Students and Literacy (Robert T. Jimenez); (7) Literacy as Laminated Activity: Rethinking Literacy for English Learners (Kris Gutierrez); (8) New Literacies for the New Information Age: Conceptions, Instruction and Teacher Preparation (Marlene Asselin and Mariam Jean Dreher); (9) Preparing Novices for Teaching Literacy in Diverse Classrooms: Using Written, Video and Hypermedia Cases to Prepare Literacy Teachers (Erica C. Boling); (10) Establishing a Culture of Acceptance: "This Kinda Stuff Don't Happen Ever'where" (Margaret Compton-Hall); (11) Computer-Mediated Collaboration: Teaching Future Teachers How to Respond to Student Writers (Marion H. Fey); (12) Reconsidering Our Research: Collaboration, Complexity, Design, and the Problem of "Scaling Up What Works" (Susan Florio-Ruane and Taffy E. Raphael); (13) Constructing Struggling Readers: Policy and the Experiences of Eighth-Grade Readers (Judith K. Franzak); (14) Zining: The Unsanctioned Literacy Practice of Adolescents (Barbara J. Guzzetti and Margaret Gamoba); (15) Children's Strategic Awareness for Reading Different Genres and Text Types (Janis M. Harmon, Miriam G. Martinez, and Amy Deckard); (16) "The Blood they Carry": Puerto Rican Mothers Re-envisioning and Reconstructing Educational and Cultural Identities in a Family Literacy Context (Laura Ruth Johnson); (17) Listening to the Stories Families Tell: Promoting Culturally Responsive Language and Literacy Experiences (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Tharp); (18) Literacy to Inform and Transform: Empowering Lessons From Children's Literature (Janelle B. Mathis and Leslie B. Patterson); (19) Positioning Theory as Lens to Explore Teachers' Beliefs About Literacy and Culture (Mary B. McVee, Maria Baldassarre, and Nancy Bailey); (20) Why Literacy Researchers Have Little Influence on Policy and What to Do About It (David Reinking); (21) Beginning Chapter Books: Their Features and Their Support of Children's Reading (Nancy L. Roser, Miriam G. Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) The Impact of Clinical Experience on the Reading Comprehension Instruction of K-12 Inservice Teachers (Pamela Ross and Cynthia McDaniel); (23) Features of Early Field Experiences at Sites of Excellence in Reading Teacher Education Programs (Misty Sailors, Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Joyce Fine, and Deborah Eldridge); (24) Authentic or Meretricious Multiculturalism in Commercial Reading Programs? (Martha L. Smith, Linda M. Phillips, Marion R. Leithead, and Nabiha Rawdah); (25) The Complexity of Cultural Authenticity in Children's Literature: A Critical Review (Kathy G. Short and Dana L. Fox); (26) Developing a Conscious Understanding of Genre: The Relationship Between Implicit and Explicit Knowledge During the Five-to-Seven Shift (Laura B. Smolkin and Carol A. Donovan); (27) Engaging in Critical Literacy Practices in a Multiliteracies Classroom (Katie Van Sluys); and (28) Teachers' Reading of Students' Popular Culture Texts: The Interplay of Students' Interests, Teacher Knowledge, and Literacy Curriculum (Shelley Hong Xu). (Individual papers contain tables, figures, references, and appendices.) [For the 52nd Yearbook, see ED522783.]
National Reading Conference. 7044 South 13th Street, Oak Creek, WI 53154. Tel: 414-908-4924; Fax: 414-768-8001; e-mail:; Web site:
Publication Type: Collected Works - Proceedings
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Reading Conference, Inc.
Identifiers - Location: New Zealand; United States