WorldCat Identities

Baker, Linda

Works: 80 works in 162 publications in 3 languages and 3,276 library holdings
Genres: Longitudinal studies  Case studies  Dictionaries  Handbooks and manuals  Abstracts 
Roles: Author, Other, Editor, Performer
Classifications: LB1573, 428.4
Publication Timeline
Most widely held works about Linda Baker
Most widely held works by Linda Baker
Becoming literate in the city : the Baltimore Early Childhood Project by Robert Serpell( )

16 editions published between 1958 and 2010 in English and held by 1,250 WorldCat member libraries worldwide

With its broad-based consideration of the contexts of early literacy development, the book makes an important contribution to understanding how best to facilitate attainment of literacy for children from diverse backgrounds."--Jacket
Engaging young readers : promoting achievement and motivation by Linda Baker( Book )

8 editions published in 2000 in English and held by 743 WorldCat member libraries worldwide

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. The book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school. --From publisher's description
Developing engaged readers in school and home communities by Linda Baker( Book )

11 editions published between 1995 and 2012 in English and held by 364 WorldCat member libraries worldwide

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruct
Documenting the child's everyday home experiences : the ecological inventory as a resource for teachers by Susan Sonnenschein( Book )

2 editions published in 1995 in English and held by 92 WorldCat member libraries worldwide

This paper describes the Ecological Inventory, a technique developed to document the range and frequency of literacy-related activities available in pre-kindergartners' everyday lives. This technique can be used by teachers to broaden understanding of their students' home-based experiences. Results from the Ecological Inventory can be used as a basis for improved understanding between teachers and parents, for developing classroom educational plans, and for identifying the socialization agents in children's lives. Contains 25 references. Appendixes present guidelines for telling parents about the diaries, guidelines for diary keeping, and the Ecological Inventory. (Author/RS)
Contexts of emergent literacy : everyday home experiences of urban pre-kindergarten children by Linda Baker( Book )

3 editions published in 1994 in English and held by 91 WorldCat member libraries worldwide

This report presents the first phase of an ongoing longitudinal study that explores the contexts in which children of various sociocultural groups experience literacy as they make the transition to formal schooling. Participants were the caregivers of pre-kindergarten children attending Baltimore public schools that served neighborhoods varying in income level and ethnicity. Parents' spontaneous reports of children's everyday activities were collected over a one-week period. Parents were later questioned about children's participation in selected activities. The goal was to document the home experiences through which early literacy is nurtured and to explore the cultural themes informing the literate activities in the home. Families in all socio-cultural groups reported that their children had frequent opportunities to engage in activities with the potential to foster development in several domains conducive to literacy: orientation toward print (e.g., storybook reading), phonological awareness (e.g., singing), knowledge of the world (e.g., television viewing), and narrative competence (e.g., mealtime conversation). Middle-income families showed greater endorsement of literacy as a source of entertainment. Lower-income families, in contrast, gave more attention to literacy as a skill to be deliberately cultivated. (Contains 63 references and 6 tables of data. The recording form for the second visit with the family, and the coding scheme for print-related experiences reported in the diaries are attached.) (Author/RS)
Children's emergent literacy experiences in the sociocultural contexts of home and school by Linda Baker( Book )

2 editions published in 1994 in English and held by 81 WorldCat member libraries worldwide

A longitudinal qualitative study examined the variety and scope of literacy experiences in the homes of families from diverse sociocultural backgrounds. Original participants were 41 children enrolled in pre-kindergarten programs during the 1992-93 school year and their families from public elementary schools serving Baltimore City neighborhoods consisting of various combinations of low- and middle-income African American and European American families. Two of the components of the longitudinal study focused on an ecological inventory of socialization resources and activities, and an assessment of individual children's emergent literacy competencies in a variety of theoretically important domains. Qualitative analyses of diaries completed by parents indicated that literacy is (1) a source of entertainment; (2) a set of skills to be deliberately cultivated; and (3) an integral ingredient of everyday life. Assessments conducted during the spring of both their pre-kindergarten and kindergarten years indicated significant growth on almost all measures, and children performed better on tasks that were more sensitive to their home experiences. Analyses will be extended through the children's first few years of formal literacy instruction
Engaging parents and kindergartners in reading through a class lending library by Geraldine Britt( Book )

1 edition published in 1997 in English and held by 73 WorldCat member libraries worldwide

Effects of inconsistent information on text processing : evidence for comprehension monitoring by Linda Baker( Book )

5 editions published in 1981 in English and held by 61 WorldCat member libraries worldwide

Expository passages containing either main point inconsistencies, detail inconsistencies, or no inconsistencies were presented sentence by sentence to 90 college students. Subjects read through the passages at their own pace and were encouraged to reread sections of text whenever they wished. As expected, subjects spent more time on sentences containing information that conflicted with information presented elsewhere, and they looked back more often at inconsistent sentences. These modifications in processing indicated that the subjects monitored their comprehension as they were reading, actively evaluating whether the ideas expressed in the text were consistent with one another. Several postreading measures provided additional support for this conclusion. The relationship between reading behavior and subsequent identification of the inconsistencies was also examined. Large individual differences were found both in processing strategies and in confusion detection. (Author)
FORTH encyclopedia : the complete FORTH programmer's manual by Mitch Derick( Book )

8 editions published between 1982 and 1983 in English and held by 60 WorldCat member libraries worldwide

Children's effective use of multiple standards for evaluating their comprehension by Linda Baker( Book )

4 editions published in 1983 in English and held by 57 WorldCat member libraries worldwide

Two experiments examined children's ability to apply three different standards for evaluating their understanding. Five-, seven-, nine-, and eleven-year-old children were presented with short narrative passages within which were embedded three types of problems (nonsense words, internal inconsistencies, and prior knowledge violations), each of which could only be identified if a specific standard of evaluation were used (lexical, internal consistency, and external consistency, respectively). Since the focus of the study was on the effectiveness with which children could apply the standards, rather than on the likelihood that they would spontaneously adopt and then apply them, the subjects were explicitly instructed in advance that their task was to find the "mistakes." Moreover, the subjects were given immediate feedback after each trial and a second opportunity to find any missed problems. Although older children used all three standards more effectively than younger children, overall problem identification was considerably better than that reported in non-instructed settings. The internal consistency standard was applied least effectively, but even the youngest children were able to use it. The results illustrate the need to consider comprehension monitoring skills with respect to specific standards of evaluation, rather than as a unitary phenomenon. (Author)
Spontaneous versus instructed use of multiple standards for evaluating comprehension : effects of age, reading proficiency, and type of standard by Linda Baker( Book )

5 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide

Fourth and sixth grade children differing in reading proficiency read and commented on brief expository passages containing three different types of embedded problems (nonsense words, prior knowledge violations, and internal inconsistencies). Half of the children were specificially instructed as to the types of standards they should apply in order to detect the problems (lexical, external consistency, and internal consistency); the remaining children were simply instructed to look for problems. Both quantitative and qualitative differences in standard use were revealed by the children's comments about all parts of the passages. Older and better readers used more different standards and they used them more frequently than younger and poorer readers. The lexical standard was more likely to be adopted spontaneously than the other two standards and it was the only standard used by a substantial proportion of both younger and poorer readers. The results demonstrate that children differ in their ability to decide for themselves whether or not they understand but that their performance depends in part on the amount of guidance they are given. (Author)
Differences in the standards used by college students to evaluate their comprehension of expository prose by Linda Baker( Book )

4 editions published in 1983 in English and held by 53 WorldCat member libraries worldwide

Understanding Asperger's( Visual )

5 editions published between 2000 and 2011 in English and held by 36 WorldCat member libraries worldwide

Interviews with children and young adults who have Asperger's syndrome and with their parents
Intimate partner violence in rainbow communities : a discussion paper informed by the Learning Network Knowledge Exchange by Linda Baker( )

3 editions published between 2000 and 2015 in English and held by 33 WorldCat member libraries worldwide

Songs and chamber music by Alban Berg( Recording )

2 editions published in 2004 in German and Undetermined and held by 29 WorldCat member libraries worldwide

Links between the Maltreatment of Girls and Later Victimization or Use of Violence by Linda Baker( )

3 editions published in 2017 in English and held by 28 WorldCat member libraries worldwide

Home and school contexts of emergent literacy by Robert Serpell( Book )

2 editions published in 1996 in English and held by 17 WorldCat member libraries worldwide

Pocket guide to FORTH by Linda Baker( Book )

1 edition published in 1983 in English and held by 14 WorldCat member libraries worldwide

La scommessa di amare by Linda Baker( Book )

2 editions published in 2007 in Italian and held by 13 WorldCat member libraries worldwide

Towards enhancing written communication skills in the Army : cognitive and metacognitve perspective by Linda Baker( Book )

2 editions published in 1987 in English and held by 10 WorldCat member libraries worldwide

moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.29 (from 0.10 for Take 04 : ... to 0.94 for La scommes ...)

Engaging young readers : promoting achievement and motivation
Engaging young readers : promoting achievement and motivation