Abstract: Introduction Problems of the Research Interview 1. Standard Practice 2. Research Interviews as Speech Events 3. The Joint Construction of Meaning 4. Language, Meaning, and Narrative Analysis 5. Meaning in Context and the Empowerment of Respondents Conclusion: Prospects for Critical Research Appendix: Suggested Reading in Narrative Analysis Notes Reference Index

Abstract: To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.

Abstract: Prior knowledge is extremely impor tant in influencing how we interpret what we read and what we learn from reading (Anderson, 1977). To read well, we must access the knowledge we already have about the topic, or make it available appropriately so that comprehension can occur (Anderson and Pichert, 1978; Bransford, 1983). Despite the research highlighting the importance of this prior knowledge and many calls for more interactive teaching, the reading "scripts" used for teaching children to read in schools too often ignore the importance of what the children bring to reading. Teachers are instructed to begin by telling chil dren the gist of what they are going to read about and why they should read this particular information. Even when there are directions for teachers to find out what the children already know about the topic, teachers often over look this instruction. As Durkin's classroom observations demonstrated (1984), the most neglected part of reading lessons is that which instructs teachers to elicit children's background knowledge. To help teachers honor what chil dren bring to each reading situation and model for their students the impor tance of accessing appropriate knowl edge sources before reading, we have developed a simple procedure that can be used with nonfiction selections at any grade level and in any content, whether in reading groups or in con tent learning situations. We have found that the simplicity of instructional demands on them makes

Abstract: In Bibliography and the Sociology of Texts, D. F. McKenzie shows how the material form of texts crucially determines their meanings. He unifies the principal interests of both critical theory and textual scholarship to demonstrate that, as all works of lasting value are reproduced, re-edited and re-read, they take on different forms and meanings. By witnessing the new needs of their new readers these new forms constitute vital evidence for any history of reading. McKenzie shows this is true of all forms of recorded information, including sound, graphics, films, representations of landscape and the new electronic media. The bibliographical skills first developed for manuscripts and books can, he shows, be applied to a wide range of cultural documents. This book, which incorporates McKenzie's classic work on orality and literacy in early New Zealand, offers a unifying concept of texts that seeks to acknowledge their variety and the complexity of their relationships.

Abstract: Literacy is an important concern of contemporary societies. This book offers a comprehensive survey of recent efforts to understand the nature of written language and its role in cognition and in social and intellectual life. The authors represent a wide range of disciplines - cognitive psychology, linguistics, anthropology, sociology, education, history and philosophy - and address a wide range of questions. Is literacy a decisive factor in historical and cultural change? Does it alter the mental and social lives of individuals? If so how and via what mechanisms? Does learning to read and write change children's speech, thought or orientation to language? What are children and adults learning when they acquire literate skills? Are there differences - linguistic, psychological and functional - between speaking and writing? And are there differences between oral and written languages?

Abstract: There are surprisingly few theories of the normal development of literacy that take into account the different cognitive processes underlying reading and spelling skills. The present framework suggests three phases, corresponding to the acquisition of logographic, alphabetic, and, finally, orthographic skills. At each phase, a new skill is introduced with either reading (input processes) or writing (output processes) acting as pacemaker. This stepwise progress is driven by a certain opposition between reading and writing processes. At any of the critical points where a new step has to be taken, breakdown can occur. This will result in different types of literacy disorder. However, the disorder will not only be characterized by the deficiency in a particular skill, but also by compensatory skills which will inevitably develop. Only by using models of this type will we be able to achieve a properly developmental perspective for developmental dyslexia.

Abstract: The research on effective teaching conducted since 1974 has yielded a pattern of instruction that is particularly useful for teaching a body of content or well-defined skills. This pattern is a systematic method for presenting material in small steps, pausing to check for student understanding, and eliciting active and successful participation from all students. Although this method was derived primarily from reading and mathematics research conducted in elementary and junior high schools, the results are applicable to any “well-structured” (Simon 1973) discipline where the objective is to teach performance skills or mastery of a body of knowledge. Specifically, these results are most applicable to the teaching of mathematical procedures and computations, reading decoding, explicit reading procedures such as distinguishing fact from opinion, science facts and concepts, social studies facts and concepts, map skills, grammatical concepts and rules, and foreign language vocabulary and grammar. These findings are less relevant for teaching in areas that are less well-structured, that is, where the skills do not follow explicit steps or the concepts are fuzzier and entangled. Thus, the results of this research are less relevant for teaching composition, writing of term papers, reading comprehension, analyzing literature or historical trends, for the discussion of social issues, or for teaching entangled concepts such as “liberal” or “modernism” (Spiro and Meyers 1984).

Abstract: Acknowledgements Preface Part I. Words: Their Meanings and Forms: 1. Language awareness activities 2. Words and their meanings 3. Words and their forms Part II. Principles in Learning and Teaching Vocabulary: 4. Decisions about content 5. How the learner discovers meaning 6. Memory and written storage Part III. Classroom Activities: 7. Using visual aids 8. Using authentic reading texts 9. Teacher designed contexts and the use of the dictionary 10. Speaking activities 11. Games, questionnaires and problem solving Part IV. Vocabulary in Course Books: 12. Vocabulary in course books Key Bibliography Index.

Abstract: Summary. In 1980 steps were undertaken in Australia to commence a review of the Neale Analysis of Reading Ability (Neale, 1958) which culminated in a revision and restandardisation of the test in 1984. This paper outlines the major features of this revision and presents data on the reading performance of boys and girls from the standardisation sample drawn from two Australian states, Victoria and South Australia. The results overall suggest that girls and boys do not differ significantly in performance at different age levels, except in speed of reading (Rate) and word recognition skills (Accuracy), in their first year of schooling. It was also observed that differences exist between the original norms and the revised norms for Australian children and that continued use of the former would result in significantly biased estimation of the reading performance of Australian children.

Abstract: Contents: Part I:Introduction. J. Orasanu, M. Penney, Introduction: Comprehension Theory and How It Grew. Part II:The Comprehension Process. P.A. Carpenter, M. Adam-Just, Cognitive Processes in Reading. P. Wilson, R.C. Anderson, The Role of Prior Knowledge in Comprehension (or, What They Don't Know Will Hurt Them). A.L. Brown, B. Armbruster, L. Baker, The Role of Metacognition in Reading and Studying. R.W. Shuy, Changing Linguistic Perspectives on Literacy. W.S. Hall, T.G. White, L. Guthrie, Skilled Reading and Language Development: Some Key Issues. Part III:Instructional Implications. I. Beck, M. McKeown, Instructional Research in Reading: A Retrospective. R. Farr, R. Carey, B. Tone, Recent Theory and Research Into the Reading Process: Implications for Reading Assessment. T. Anderson, B. Armbruster, Readable Textbooks (or, Selecting a Textbook is Not Like Buying a Pair of Shoes). A. Rubin, J. Hansen, Reading and Writing: How Are the First Two "R's" Related? A. Collins, Teaching Reading and Writing With Personal Computers. J.A. Langer, Computer Technology and Reading Instruction: Perspectives and Directions. G.P. Knott, Literacy in the Secondary Level. Part IV:From Research to Practice: Case Studies. C.M.T. Smith-Burke, L.H. Ringler, STAR: Teaching Reading and Writing. K.H. Au, D. Crowell, C. Jordan, K.C.M. Sloat, G.E. Speidel, T.W. Klein, R.G. Thays, Development and Implementation of the KEEP Reading Program. G.M. McDonnell, The Step Up Language Arts Program: A Study of Effective Change. R.T. Schuder, Rethinking Reading and Listening in a Large Public School System: A Case History. D. Ogle, Collaboration for School Improvement: A Case Study of a School District and a College. C.M. Santa, Content Reading in Secondary Schools. L. Mikulecky, Effective Literacy Training Programs for Adults in Business and Municipal Employment.

Abstract: Map Use: Reading, Analysis, Interpretation, seventh edition, is a comprehensive, foundational textbook designed for the college curriculum. Now updated with a new section on map interpretation, Map Use provides students with the knowledge and skills to read and understand maps, and offers professional cartographers a thorough reference resource. Nearly 600 full-color maps, photographs, and graphs illustrate the concepts behind communicating with maps, while an extensive glossary and resource DVD for instructors (lecture slides, lab exercises, and answer keys) further support use of the text in the classroom. The book renders basic cartographic principles accessible to all, from students of cartography and map design to those without a formal education in geography. Accommodating new developments in GPS and geographic information system technology, this newest edition could serve as an introductory GIS text as well.

Abstract: I. Teaching Basic Comprehension Processes 1. Comprehension Processes: An Overview 2. Overview of Comprehension Process Teaching 3. Teaching Microprocesses and Integrative Processes 4. Teaching Macroprocesses 5. Teaching Elaborative Processes 6. Teaching Metacognitive Processes II. Factors That Affect Comprehension Processes 7. Individual Reader Contexts: Who Is Reading? 8. Text Contexts: What Is Being Read? 9. Situational Contexts: Why, When, and Where Are They Reading? III. Putting It All Together 10. Asking Questions. 11. Informal Comprehension Assessment 12. Developmental and Remedial Applications: Some Examples.

Abstract: The reading development of the individual members of a class of new entrants to primary school (aged 4 1/2–5 1/2 years) was studied over a period of a year. The teaching they received emphasised the formation of a “sight vocabulary”. Instruction in letter-sound associations was restricted to spelling and writing. The children appeared to “read without phonology”, that is without the application of letter-sound (grapheme-phoneme) associations. Words could be read only after they had been taught. Errors involved visual confusions and occasional semantic, visual-then-semantic, derivational, and functor substitution paralexias. Error responses were generally selected from the set of words the child had been taught and this set was represented in episodic memory. In many cases spatial distortions which were destructive of word shape were not effective in abolishing reading. The results are discussed in terms of the formation of a rudimentary word recognition system, termed a “logographic lexicon”.

Abstract: This volume presents the results of a two-year research project which examined the development and use of reading and writing by school-aged children. The studies examined the relationships between children's reading and writing by looking at the social contexts that surrounded their understandings and uses of reading and writing; the cognitive processes that the readers and writers invoked in completing different kinds of tasks; and the products that were produced, including the ideas that were developed in reading and writing, and the ways in which these ideas were structured in presentation or recall. The results point to new understandings about children's context for literacy, and ways in which children at distinctly different phases of their schooling experiences approach reading and writing. The author contrasts ways in which children at each of the differing ages approach their reading and writing tasks, illuminating the knowledge they already have and what they have yet to learn.

Abstract: Using the observation procedures developed by Leinhardt, Zigmond, and Cooley (1981), we conducted a large-scale field study of reading instruction in special education resource room programs for fourth-, fifth-, and sixth-grade mildly handicapped students. Children in 23 resource rooms in one district and those from 5 resource rooms in another district were observed during reading instruction. Observations were also made in regular classrooms for a subset of handicapped students and their nonhandicapped peers. The research sought to answer questions regarding the standardization of resource room reading instruction, the nature and amount of reading instruction in these programs, factors associated with how students are scheduled for special reading instruction, reading instruction in resource rooms versus regular classrooms, and special education students’ reading instruction (resource room plus classroom) versus that of nonhandicapped peers. Process-product relations similar to those of the Leinhardt et ...

Abstract: This book represents a variety of views about an enduring question that is central to the concerns of developmental psychologists--are there broad, developmental, cross-do-main mental representations and processes, or are they domain-specific? This book gives a state-of-the-art reading from researchers who are sympathic to the constructs of stage and structure, but who suggest alternatives to the Piagetian orthodoxy