WorldCat Identities

Unrau, Norman

Overview
Works: 14 works in 72 publications in 1 language and 2,129 library holdings
Genres: Conference papers and proceedings  Anecdotes 
Roles: Author, Editor
Publication Timeline
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Most widely held works by Norman Unrau
Theoretical models and processes of reading by Harry Singer( )

35 editions published between 2004 and 2013 in English and held by 1,297 WorldCat member libraries worldwide

This landmark book has helped countless educators, graduate students, and researchers shape curriculum and stay informed about the latest developments in literacy research and instruction. Now in its fifth edition, the book continues a tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although some pieces from past editions have been retained, this edition highlights more recent works and reflects new findings and promising directions in the field. More than two-thirds of the 56 articles are new to this edition. Questions for reflection accompany each section to prompt discussion and deeper thinking about theory, research, and instruction. The supplementary CD that provides an additional 70 classic and recent research pieces to enrich your understanding. Table of contents Section One: Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future * Introduction * Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century (Richard L. Allington, Anne McGill-Franzen) * A Historical Perspective on Reading Research and Practice (Patricia A. Alexander, Emily Fox) * Literacy Policy and Policy Research That Makes a Difference (Sheila W. Valencia, Karen K. Wixson) Section Two: Processes of Reading and Literacy * Introduction Part 1: Language and Cognition in Sociocultural Contexts * Reading as Situated Language: A Sociocognitive Perspective (James Paul Gee) * The Place of Dialogue in Children's Construction of Meaning (M.A.K. Halliday) * Writing and the Sea of Voices: Oral Language In, Around, and About Writing (Anne Haas Dyson) * Exploring Vygotskian Perspectives in Education: The Cognitive Value of Peer Interaction (Ellice A. Forman, Courtney B. Cazden) * The Children of Trackton's Children: Spoken and Written Language in Social Change (Shirley Brice Heath) * Literacy and Identity Development of Latina/o Students (Robert T. Jiménez) * Young Bilingual Children and Early Literacy Development (Patton O. Tabors, Catherine Snow) * This Wooden Shack Place: The Logic of an Unconventional Reading (Glynda Hull, Mike Rose) Part 2: Foundations for Literacy Development * Preschoolers' Developing Ownership of the Literate Register (Beverly E. Cox, Zhihui Fang, Beverly White Otto) * Learning to Read Words: Linguistic Units and Instructional Strategies (Connie Juel, Cecilia Minden-Cupp) * Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers (Linnea C. Ehri, Sandra McCormick) * The Texts of Beginning Reading Instruction (Elfrieda H. Hiebert, Leigh Ann Martin) * Fluency: A Review of Developmental and Remedial Practices (Melanie R. Kuhn, Steven A. Stahl) * Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (Keith E. Stanovich) * A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention (Louise Spear-Swerling) Part 3: Comprehension Development From Words to Worlds * Vocabulary Processes (William E. Nagy, Judith A. Scott) * Role of the Reader's Schema in Comprehension, Learning, and Memory (Richard C. Anderson) * Schema Activation and Schema Acquistion: Comments on Richard C. Anderson's Remarks (John D. Bransford) * To Err Is Human: Learning About Language Processes by Analyzing Miscues (Yetta M. Goodman, Kenneth S. Goodman) * Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains (Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, Daniel K. Anderson) * Principled Pluralism for Adaptive Flexibility in Teaching and Learning (Rand J. Spiro) * Building Representations of Informational Text: Evidence From Children's Think-Aloud Protocols (Nathalie Coté, Susan R. Goldman) * Traversing the Topical Landscape: Exploring Students' Self-Directed Reading-Writing-Research Processes (Joyce E. Many, Ronald Fyfe, Geoffrey Lewis, Evelyn Mitchell) * A Research Agenda for Improving Reading Comprehension (RAND Reading Study Group) Part 4: Extending Comprehension Through Metacognition * Self-Regulated Comprehension During Normal Reading (Douglas J. Hacker) * Instructing Comprehension-Fostering Activities in Interactive Learning Situations (Ann L. Brown, Annemarie Sullivan Palincsar, Bonnie B. Armbruster) * Effects of Structure Strategy Training and Signaling on Recall of Text (Bonnie J.F. Meyer, Leonard W. Poon) Part 5: Reader Response, Motivation, and Engagement * Response to Literature as a Cultural Activity (Lee Galda, Richard Beach) * Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs (Donna E. Alvermann, Josephine Peyton Young, Colin Green, Joseph M. Wisenbaker) * The Effect of Reader Stance on Students' Personal Understanding of Literature (Joyce E. Many) * Motivational and Cognitive Predictors of Text Comprehension and Reading Amount (John T. Guthrie, Allan Wigfield, Jamie L. Metsala, Kathleen E. Cox) * The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation (Robert B. Ruddell, Norman J. Unrau) Part 6: Instructional Effects on Literacy Development * Researching the Influential Literacy Teacher: Characteristics, Beliefs, Strategies, and New Research Directions (Robert B. Ruddell) * A Quasi-Experimental Validation of Transactional Strategies Instruction With Low-Achieving Second-Grade Readers(Rachel Brown, Michael Pressley, Peggy Van Meter, Ted Schuder) * Beating the Odds: Teaching Middle and High School Students to Read and Write Well (Judith A. Langer) * Can Minimally Trained College Student Volunteers Help Young At-Risk Children to Read Better? (Jill Fitzgerald) Section Three: Models of Reading and Writing Processes Introduction Part 1: Cognitive-Processing Models * Toward a Theory of Automatic Information Processing in Reading, Revisited (S. Jay Samuels) * Toward an Interactive Model of Reading (David E. Rumelhart) * One Second of Reading: Postscripts (Philip B. Gough) * A Theory of Reading: From Eye Fixations to Comprehension (Marcel Adam Just, Patricia A. Carpenter) * Modeling the Connections Between Word Recognition and Reading (Marilyn Jager Adams) * The Landscape Model of Reading: Inferences and the Online Construction of a Memory Representation (Paul van den Broek, Michael Young, Yuhtsuen Tzeng, Tracy Linderholm) * The Construction-Integration Model of Text Comprehension and Its Implications for Instruction (Walter Kintsch) Part 2: A Dual Coding Model * A Dual Coding Theoretical Model of Reading (Mark Sadoski, Allan Paivio) Part 3: A Transactional Model * The Transactional Theory of Reading and Writing (Louise M. Rosenblatt) Part 4: An Individual-Environmental Model of Writing * A New Framework for Understanding Cognition and Affect in Writing (John R. Hayes) Part 5: An Attitude-Influence Model * Model of Attitude Influence Upon Reading and Learning to Read (Grover C. Mathewson) Part 6: A Sociocognitive Model of Reading * Reading as a Meaning-Construction Process: The Reader, the Text, and the Teacher (Robert B. Ruddell, Norman J. Unrau) Section Four: Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice * Introduction * Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality (Deborah R. Dillon, David G. O'Brien, Elizabeth E. Heilman) * Strategies for Developing a Research Program on Reading Comprehension (RAND Reading Study Group) * Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies (Donald J. Leu, Jr., Charles K. Kinzer, Julie Coiro, Dana W. Cammack) * The Role of Assessment in a Learning Culture (Lorrie A
Thoughtful teachers, thoughtful learners : a guide to helping adolescents think critically by Norman Unrau( )

15 editions published between 1997 and 2008 in English and held by 537 WorldCat member libraries worldwide

Grade level: 8, 9, 10, 11, 12, i, s, t
Content area reading and writing : fostering literacies in middle and high school cultures by Norman Unrau( Book )

7 editions published between 2004 and 2008 in English and held by 262 WorldCat member libraries worldwide

"This theory-based, strategy-driven approach to teaching content area and secondary reading keeps an eye on the cultural issues affecting secondary students while emphasizing reflective practice to promote the most effective teaching. Chapters on assessment, motivation, struggling readers, aligning standards with strategies and assessment, and a constant focus on diversity set this text apart. Frequent opportunities for readers to apply the concepts they are learning help to make this a truly informative text. Book jacket."--Jacket
THEORETICAL MODELS AND PROCESSES OF LITERACY by Donna E Alvermann( )

3 editions published between 2018 and 2019 in English and held by 18 WorldCat member libraries worldwide

Content area reading and writing : fostering literacies in middle and high school cultures by Norman Unrau( Book )

2 editions published between 2004 and 2007 in English and held by 5 WorldCat member libraries worldwide

Normania by Norman Unrau( Book )

2 editions published in 1998 in English and held by 2 WorldCat member libraries worldwide

Theoretical models and processes of reading, Supplementary articles( )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

Clifford and emily elizabeth by Norman Unrau( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

Content area reading and writing : fostering literacies in middle and high school cultures by Norman Unrau( Recording )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

This theory-based, strategy-driven approach to teaching content area and secondary reading keeps an eye on the cultural issues affecting secondary students while emphasizing reflective practice to promote the most effective teaching. Chapters on assessment, motivation, struggling readers, aligning standards with strategies and assessment, and a constant focus on diversity set this text apart. Frequent opportunities for readers to apply the concepts they are learning help to make this [an] informative text.-Back cover
Content area reading and writing : and improving adolescent literacy, strategies at work by Norman Unrau( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

Those were the days! : a short journey into the by-gone era including segments from the 1930's, the forty's and-- by Norman Unrau( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

Content area reading and writing : and education on the internet by Norman Unrau( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

The Effects of Explicit Instruction on Critical Reading and Argumentative Writing: The Task of Reading and Writing by Norman Unrau( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

A study investigated the impact of a procedure called Thesis Analysis and Synthesis Key (task), which was embedded in a curriculum designed to help high school students read and write arguments. Subjects, 120 11th-graders in San Francisco were instructed in argumentation under 3 conditions. Their gains in the ability to read arguments were measured with adaptations of the Ennis-Weir Essay Test of Critical Thinking; their gains in the ability to write arguments were measured by holistic scores. Results indicated that in reading arguments, students who received instruction in task demonstrated statistically significant improvement. In writing arguments, only those students given task in a cooperative learning environment made significant gains in holistic scores when direct comparisons of treatments were made. However, the pre-to-post holistic scores of students in both task conditions showed significant gains. In both the reading and writing of arguments, low achieving readers receiving task made significantly greater gains than their low achieving counterparts in the control treatment, indicating that facilitators like task help students to improve in both the reading and writing of arguments. (Ten tables of data and a figure are included; an appendix contains the thesis analysis and synthesis key.) (Author/PRA)
Content area reading and writing : and esol strategies for teaching content, facilitating ... instruction for english language learners by Norman Unrau( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

 
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Theoretical models and processes of reading
Covers
Thoughtful teachers, thoughtful learners : a guide to helping adolescents think criticallyContent area reading and writing : fostering literacies in middle and high school culturesContent area reading and writing : fostering literacies in middle and high school cultures
Alternative Names
Unrau, Norman J.

Languages
English (72)