WorldCat Identities

Schell, Leo M.

Works: 31 works in 86 publications in 1 language and 2,373 library holdings
Genres: Handbooks and manuals  Academic theses  Bibliographies  Abstracts  Sources 
Roles: Author, Editor, Compiler
Publication Timeline
Most widely held works by Leo M Schell
Elementary school language arts; selected readings by Paul Clay Burns( Book )

13 editions published between 1969 and 1973 in English and held by 505 WorldCat member libraries worldwide

The 59 readings in this collection are grouped into eight chapters: (1) introduction, (2) language learning and linguistics, (3) listening and speaking, (4) literature and creative writing, (5) words and their use, (6) spelling and handwriting, (7) curriculum topics and resources, and (8) evaluation of language learnings. Final readings were chosen with particular attention given to writings since 1960 and were organized into categories on the basis of content and the approach of the article. Topics emphasized include applications from the study of language and the 'new' English; influences of cultural variations; creative writing, especially in primary grades; new trends, materials, and resources; and a few controversial topics. Types of articles are explanations, reports of research, how-to-do-it descriptions, historical surveys, exhortations, points of view, and in-depth explorations. Short chapter introductions provide summaries of the main sections, and article introductions offer questions and opposing viewpoints. Selected references (grouped by chapter) and indexes are provided. (Lh)
Diagnostic and criterion referenced reading tests : review and evaluation by Leo M Schell( Book )

9 editions published in 1981 in English and held by 375 WorldCat member libraries worldwide

Intended to help educators select diagnostic and criterion referenced reading tests for their specific purposes, this book contains reviews of nine individual and three group tests. The reviewed tests were selected for their "importance" from a list of 34 and were reviewed by experts according to their descriptions of content, test development, aspects of validity and reliability, ease of administration and scoring, and manual quality. The individual tests reviewed are (1) the Botel Reading Inventory, (2) the Classroom Reading Inventory, (3) the Diagnostic Reading Scales, (4) the Durrell Analysis of Reading Difficulty, (5) the Gates-McKillop Reading Diagnostic Tests, (6) the Gilmore Oral Reading Test, (7) the Peabody Individual Achievement Test, (8) the Sucher-Allred Reading Placement Inventory, and (9) the Woodcock Reading Mastery Tests. The group tests reviewed are the Individualized Criterion-Referenced Tests, the Prescriptive Reading Inventory Levels a and b, and the Stanford Diagnostic Reading Tests. (Fl)
Fundamentals of decoding for teachers by Leo M Schell( Book )

11 editions published between 1975 and 1979 in English and Undetermined and held by 295 WorldCat member libraries worldwide

Designed for use by prospective elementary school teachers and teachers currently involved in reading instruction, this book is a programed text on the fundamentals of decoding--phonemic and morphemic analysis--using both mastery learning and reviews of each lesson and each section. The sections deal with vowel phonemes, long vowel phoneme-grapheme generalizations, other vowel phoneme-grapheme generalizations, consonant phonemes, consonant phoneme-grapheme generalizations, structural analysis, syllabication, and accenting. In the two appendixes, major decoding generalizations are considered and sources on the utility of those generalizations are listed. (Ll)
Remedial reading: classroom and clinic by Leo M Schell( Book )

5 editions published in 1972 in English and held by 269 WorldCat member libraries worldwide

Countdown to the first day of school by Leo M Schell( Book )

3 editions published between 1992 and 1994 in English and held by 258 WorldCat member libraries worldwide

Remedial reading; an anthology of sources by Leo M Schell( Book )

5 editions published between 1968 and 1969 in English and held by 247 WorldCat member libraries worldwide

Countdown to the first day of school : a K-12 get ready checklist for beginning teachers, teacher transfers, student/preservice teachers, mentors and school administrators, teacher educators by Leo M Schell( Book )

3 editions published in 2000 in English and held by 230 WorldCat member libraries worldwide

This checklist is intended for beginning teachers, transfer teachers, school administrators, mentors, teacher educators, and student teachers. Seven sections focus on "Getting Acquainted" (instructional resources; community facilities and resources; the school district; school rules, procedures, and policies; school personnel, services, and facilities; the classroom; and the students); "Making Management Preparations" (organizing materials, classroom helpers, class lists and rosters, school-home communication, birthdays and other celebrations, and distributing textbooks); "Determining Procedures and Rules"; "Making Instructional Preparations" (weekly time schedules, long-range plans, motivating students, planning for lesson plans, daily lesson plans, preparing a syllabus and policy sheets, tentative student assessment, determining grading policy, planning for homework, backup activities, opening class routine, and folder for substitute teachers); "Planning for the First Day"; "Organizing Your Classroom and Materials" (room identification, desk arrangements, seat selection and name tags, room arrangement, and room decoration); and "The Final Check" (have those materials ready and final check). An annotated bibliography includes 25 references in the areas of beginning the school year, classroom management and discipline, and motivating students. (SM)
Before school starts : a handbook for new elementary rural/small school teachers by Leo M Schell( Book )

6 editions published in 1984 in English and held by 65 WorldCat member libraries worldwide

Intended primarily for preservice and beginning teachers, this handbook can also be used by inservice teachers, school administrators, and college professors as an aid in helping new teachers meet the challenges of the opening days of the school year. The handbook begins with instructions for getting acquainted with available instructional resources; facilities, personnel, services; district and school rules, procedures, and policies; the children; the district; and the community's resources. Next, the handbook presents outlined guidance on the following topics: effective room arrangements, decorations, and materials; discipline, control, and management; routines and procedures; class lists; home-school communication; folders for substitute teachers; celebrations; and pupil identification methods. The handbook also includes instructions to new teachers about making plans and schedules and tentatively determining pupils' skill levels. The handbook concludes with bibliographies of articles and books about the first year of teaching (9 entries) and about classroom management and discipline (46 entries). (SB)
Reading: approaches and rituals by John R Pescosolido( Book )

4 editions published between 1967 and 1968 in English and held by 64 WorldCat member libraries worldwide

How to create an independent reading program by Leo M Schell( Book )

1 edition published in 1991 in English and held by 29 WorldCat member libraries worldwide

Two aspects of introductory multiplication : the array and the distributive property by Leo M Schell( )

2 editions published in 1964 in English and held by 8 WorldCat member libraries worldwide

Resources for teaching word identification by Leo M Schell( Book )

3 editions published between 1973 and 1977 in English and held by 8 WorldCat member libraries worldwide

Only materials specifically designed to teach one or more of the following word identification skills were included in this booklet: sight words, context clues, phonic analysis, structural analysis, and dictionary skills. Materials for grades one through six are stressed, although a few materials suitable for secondary school students are listed. The areas of material covered include: (1) "Audio-Visual Materials," which lists charts and posters, films, filmstrips, flannel and peg board materials, machines, records and coordinated materials, tachistoscopic materials, tapes and coordinated materials, and transparencies and coordinated materials; (2) "Non-Book Practice Material," which includes drill cards, games and similar drill materials, liquid duplicating masters, and word wheels; (3) "Phonic Readers"; (4) "Programed Materials"; (5) "Word Analysis Programs"; (6) "Workbooks"; and (7) "Sources of Reading Games, Activities, and Ideas." An appendix listing names and addresses of publishers and producers is included. (Wr)
Countdown to the First Day of School : a 60-Day Get-Ready Checklist for: First-Time Teachers, Teacher Transfers, Student Teachers, Teacher Mentors, Induction-Program Administrators, Teacher Educators. NEA Checklist Series by Leo M Schell( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

This text lists crucial activities a teacher can undertake in preparation for the first day of school. The suggestions are especially helpful for beginning, transfer, and student teachers. They may also be used by experienced teachers, administrators, and teacher educators. Suggestions are organized in the format of a 60-day countdown to the first day of school and are grouped in three categories: (1) getting acquainted; (2) classroom environment; and (3) instructional planning. The first category covers suggestions concerning instructional resources, school facilities, district and school policies, students, and community resources. Suggestions in the second category address topics of room arrangement and decoration, supplementary learning materials, organization of materials, discipline, classroom routines, class rosters, communication between home and school, communication between teacher and students, celebration of holidays and student birthdays, and student and teacher identification. Suggestions for instructional planning relate to long-range and day-to-day plans, supplementary learning materials, weekly schedules, pupil assessment, and information for substitute teachers. A 37-item bibliography is provided. (BC)
How Accurate are Oral Reading Tests? by Leo M Schell( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Errors in oral reading tests result from inaccuracies that tend to creep in because children are not totally consistent while taking a test and from inaccuracies caused when the examiner does not catch a word recognition error, giving credit for an answer that is more wrong than right or vice versa. Every test contains a standard error of measurement (sem), indicating how much an individual's score is likely to fluctuate on repeated testings. Some standardized oral reading tests also report this, but SEMs are almost totally ignored by authors of informal or standardized oral reading tests. An examination of recently published informal reading inventories revealed that three of five did not mention that the obtained score was not totally accurate and dependable. In the other two, only a sentence or two at the end of the manual hinted that the results might need to be verified. The same also is true of two recently revised standardized oral reading tests. Studies have shown how subjective the scoring of oral reading tests is and the amount of examiner error these scores contain. The score one receives definitely depends upon who is doing the scoring. Reading instructors should abandon the idea that a score on an oral reading test represents a point on a continuum and substitute for it the more reasonable notion that the score lies within a band of scores at least a grade level in range. (Hod)
An Investigation of Sex Bias in Teacher Assessment of Reading Achievement of Elementary School Pupils. Final Report by Leo M Schell( Book )

1 edition published in 1969 in English and held by 2 WorldCat member libraries worldwide

This study investigated whether a random sample of 50 elementary teachers, 10 in each of grades 2 through 6, in Topeka, Kansas, discriminated against elementary school boys--and in favor of girls--in rating of pupil reading achievement and assignment to reading groups. Teachers rated each pupil in their class on level of general reading achievement and classroom behavior. They also reported which reading group pupils were assigned to. Unknown to teachers, standardized test scores of reading comprehension from the regular schoolwide testing program were obtained from the central administrative office. Data were analyzed by comparative frequency distributions, intercorrelations, and multiple regression analysis. No sex bias was found either in assigning pupils to reading groups or in judging pupil reading achievement. A slight behavior bias was found on both reading group placement and teacher rating of pupil reading achievement. There was no convincing evidence of systematic, large-scale teacher bias on either criterion, overall or at any grade level, contrary to hypotheses. A bibliography is included. (Author/NH)
Before School Starts A Handbook for the Inexperienced Elementary School Teacher by Leo M Schell( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

This handbook offers pre-planning (before school opens) guidelines for elementary school teachers. Outlines contain suggestions for considerations in the areas of: (1) facilities, personnel, and services; (2) district and school rules, procedures, and policies; (3) individual students; (4) instructional resources; (5) community resources; (6) room arrangement and decoration; (7) discipline, control, and management; (8) classroom routines and procedures; (9) class lists/rosters; (10) communicating with home and pupils; (11) preparing a folder for substitute teachers; (12) class celebrations; (13) organizing materials; (14) plans and schedules; and (15) pupil assessment. A sample long-range plan for reading instruction is included. (JD)
The Validity of the Potential Level Via Listening Comprehension A Cautionary Note by Leo M Schell( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

The concept that a child's potential reading level can be measured via listening comprehension has at least one major shortcoming: it is of doubtful worth for children in grades one through three. First, reading comprehension and listening comprehension are not approximately equal early in a child's schooling. In fact, it seems that they generally do not become approximately equal until about grade six. Second, listening and reading comprehension do not grow at approximately equal rates. Data have shown that the normal differences between these two modes of understanding are so great for children in the early grades that, if compared to the typical differences suggested by reading authorities for identifying students for remedial instruction, they would drastically overrefer children and would include vast numbers of primary grade students progressing normally in learning to read. It seems obvious that in grades one through three listening comprehension should not be unthinkingly accepted as an equal and valid substitute for measures of academic aptitude in determining reading potential. (HOD)
The Dilemma of within-Class Grouping by Leo M Schell( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

Three conclusions were drawn about within-class grouping after reviewing the work of several researchers on the following topics: teacher and student behavior, academic achievement, perceptions about reading groups, social class membership and reading group assignment, and the role of group cohesiveness. The conclusions were that: (1) although the evidence is far from conclusive, justification can be found both for grouping or for not grouping (whole class instruction); (2) when instructional reading level conditions are met, no reliable and/or significant differences are found for grouping over whole-class instruction; and (3) the low reading group has numerous psychological and social strikes against it, but there is no strong evidence that these decrease or limit the reading achievement of the group members. A few educators argue that grouping is not strictly a school matter but that it contributes to an undesirable caste system within American society. (Twenty references are attached.) (Mg)
The Nelson reading skills test, levels A, B, and C( Book )

1 edition published in 1977 in English and held by 1 WorldCat member library worldwide

The Nelson reading skills test : levels A, B and C, forms 3 and 4 by Gerald Hanna( Book )

2 editions published between 1976 and 1977 in English and held by 1 WorldCat member library worldwide

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Countdown to the first day of school : a K-12 get ready checklist for beginning teachers, teacher transfers, student/preservice teachers, mentors and school administrators, teacher educators
English (74)