ERIC Number: ED491853
Record Type: Non-Journal
Publication Date: 2005
Reading, Writing, Thinking: Proceedings of the 13th European Conference on Reading
Pandis, Meeli, Ed.; Ward, Angela, Ed.; Mathews, Samuel R., Ed.
International Reading Association (NJ3)
This collection of papers presented at the 13th European Conference on Reading brings together a vast range of knowledge, research, and perspectives about literacy and its complex processes. The book explores topics including: (1) Literacy and critical thinking; (2) Working with learners at all levels, from young children to adolescents to preservice teachers; (3) Multiculturalism and language learning Literature and libraries; and (4) The power of writing Assessment. The reader will gain a better understanding of the processes involved in language and literacy and learn how to apply this knowledge in practical and policy-oriented contexts at all levels. Following a foreword and a preface, this book is divided into eight sections. Section 1, Literacy and Critical Thinking, contains: (1) Teaching and Learning in a Global Society: Examining Changing Definitions of Literacy (MaryEllen Vogt and Maureen McLaughlin); (2) Inquiry as an Instrument of Understanding (Irina Nizovskaya); and (3) Dialogue and Creativity within a Command Curriculum (George Hunt). Section 2, Multiculturalism and Language Learning, consists of: (4) Teaching Finnish as a Second Language (Heini-Marja Jarvinen); (5) Reading Strategies Used by Teachers of Immigrant Children (Vuokko Kaartinen); and (6) Changing Bulgarian Language Learning in Bulgarian Secondary Schools (Tatyana Angelova). Section 3, Literature and Libraries, contains: (7) Changes in Estonian Book Publishing and Distribution during the Last Decade (Aile Moldre); (8) Motivating Slovenian Students through the Reading Badge Program (Tilka Jamnik); and (9) Book Discussions Improve Reading, Writing, Speaking, and ICT Skills in Netlibris Literature Circles (Teresia Volotinen and Kaarina Kolu). Section 4, Beginning Reading and Writing, consists of: (10) Family Literacy Programs: Fostering Early Literacy (Margie I. Mayfield); (11) Encouraging Young Children's Language Development (Maili Vesiko); (12) The Two R's: A Study of Current Early Reading and Writing Practice in Irish Primary Schools (Brian Murphy); (13) Greek Kindergarteners' Concepts About Print (Eufimia Tafa); (14) Phonemic Awareness: Teaching Segmenting and Blending (Priscilla L. Griffith and Judy A. Leavell); and (15) Strategic Reading: Helping Children Understand Text (Mary W. Spor and Barbara Kane Schneider). Section 5, Adolescent Literacy, contains: (16) Trends in the Reading Culture of 15- to 17-Year-Old Students in Hungary (Attila Nagy); (17) Seventh-Grade Students' Competence in Reading Expository Texts (Joaquim Agostinho de Oliveira Guerra); and (18) Helping Struggling Readers and Writers in Middle School (Catherine M. O'Callaghan). Section 6, Working with Teacher Educators and Preservice Teachers, contains: (19) Reading, Writing, and Knowledge Acquisition in Secondary, Post-Compulsory Secondary, and Higher Education in Spain (Mariana Miras, Marta Gracia, and Nuria Castells); (20) Reading Literary Texts in Portuguese Schools: Considering Teacher Roles and Perspectives (Angelina Rodrigues); (21) Improving Literary Understanding through Conversation (Ester Salasoo and Eija Rougle); (22) Can Case Studies Help Student Teachers to Learn How to Teach Literacy and Numeracy in Primary School? (Ulla-Britt Persson, Marie Karlsson, and Anna Pettersson); and (23) The Power of Reflective Writing for Students and Teachers (Penny L. Beed, Victoria Gentry Ridgeway, Faye Brownlie, and Sandra Kalnina). Section 7, The Power of Writing, contains: (24) Creative Writing on Computers: 6- to 10-Year-Olds Writing to Read (Arne Trageton); (25) Spelling Acquisition: A Developmental Pathway across Two Cultures (Neva Viise, Meeli Pandis, Herbert Richards, and Klaire Sinisalu); and (26) Writing as a Learning Tool: A New Conception of Writing in the Portuguese Curriculum (Jose Brandao Carvalho). Section 8, Assessment of Language and Literacy Development, contains: (27) Associations between Attributes of Self-Regulated Learning and Reading Literacy in PISA 2000 (Gerry Shiel); (28) Concepts of Difficulty: A Child's Eye View (Martin Johnson); (29) Reading and Behavioral Difficulties: Overlap and Assessment Practice (Christopher J. Rees, Peter Farrell, and Paul G. Rees); and (30) The Accuracy of Tester Listening in Oral Reading Assessment (Carol S. Christy).
Descriptors: Foreign Countries, Cultural Pluralism, Literacy Education, Reading Skills, Thinking Skills, Writing Skills, Young Children, Adolescents, Creativity, Language Acquisition, Beginning Reading, Beginning Writing, Preservice Teachers, Early Reading, Teacher Role, Spelling, Teacher Educators, Teaching Methods
International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: email@example.com; Web site: http://www.reading.org/publications/index.html.
Publication Type: Books; Collected Works - Proceedings
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.
Identifiers - Location: Bulgaria; Estonia; Finland; Greece; Hungary; Ireland; Portugal; Slovenia; Spain
Identifiers - Assessments and Surveys: Program for International Student Assessment