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National Conference on Research in English

Works: 59 works in 168 publications in 1 language and 4,202 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Other
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Most widely held works about National Conference on Research in English
  • Directory by National Conference on Research in English( )
Most widely held works by National Conference on Research in English
Secondary school reading : what research reveals for classroom practice by Allen Berger( Book )

8 editions published in 1982 in English and held by 530 WorldCat member libraries worldwide

A collection of current research related to reading instruction for the classroom teacher in the secondary school
The Dynamics of language learning : research in reading and English by James R Squire( Book )

9 editions published between 1987 and 1989 in English and held by 496 WorldCat member libraries worldwide

Focusing on future directions for English and reading research, the papers presented in this book examine the complex interplay of skills, processes, and classroom conditions that influence the development of children's competence in reading, writing, and the language arts. The titles and authors of the essays are as follows: (1) "Reading and Writing Relations: Assumptions and Directions" (James Flood and Diane Lapp); (2) "The Cognitive Base of Reading and Writing" (Stephen B. Kucer); (3) commentaries by Alan Purves and Julie Jensen; (4) "Thought and Language, Content and Structure in Language Communication" (Diane Lemonnier Schallert); (5) "The Design of Comprehensible Text" (Robert C. Calfee); (6) commentaries by Judith Langer and Robert J. Tierney; (7) "The Shared Structure of Oral and Written Language and the Implications for Teaching Writing, Reading, and Literature" (Miles Myers); (8) "Oral Language, Literacy Skills, and Response to Literature" (David K. Dickinson); (9) commentaries by David Dillon and Roselmina Indrisano; (10) "Research into Classroom Practices: What Have We Learned and Where Are We Going?" (Bryant Fillion and Rita S. Brause); (11) "Classroom Practices and Classroom Interaction during Reading Instruction: What's Going On?" (M. Trika Smith-Burke); (12) commentaries by Arthur N. Applebee and Dolores Durkin; (13) "An Examination of the Role of Computers in Teaching Language and Literature" (Bertram C. Bruce); (14) "Technology, Reading, and Writing" (Lawrence T. Frase); (15) commentaries by Johanna DeStefano, and Edmund J. Farrell; (16)"Organizing Student Learning: Teachers Teach What and How" (Jane Hansen); (17) "Assessing the Process, and the Process of Assessment, in the Language Arts" (Peter Johnston); (18) commentaries by Jerome C. Harste and P. David Pearson; (19) "Constructing Useful Theories of Teaching English from Recent Research on the Cognitive Processes of Language" (M. C. Wittrock); (20) "Themes and Progressions in Research in English" (John T. Guthrie); and (21) "Retrospect and Prospect" (James R. Squire). (JD)
Multidisciplinary perspectives on literacy research by Richard Beach( Book )

3 editions published in 1992 in English and held by 348 WorldCat member libraries worldwide

This collection of conference papers explores the application of a range of different disciplinary perspectives to studying literacy, drawing not only on newer linguistic and cognitive psychological orientations, but also on cultural anthropology, sociolinguistics, reader-response theory, critical theory, and poststructuralist theory. The collection is organized in four major sections as follows: Difficulties in Adopting a Multicultural Approach; Disciplinary Perspectives and Methodological Approaches; Specific Disciplinary Perspectives on Literacy Research; and Reaction Papers. Following a foreword by Jerome C. Harste, the papers and their authors are as follows: (1) "Introduction" (Richard Beach and others); (2) "Multiple Perspectives: Issues and Directions" (Judith L. Green); (3) "Ethnomethodology and the Possibility of a Metaperspective on Literacy Research" (James L. Heap); (4) "Reconciling the Qualitative and Quantitative" (George Hillocks, Jr.); (5) "First, Catch the Rabbit: Methodological Imperative and the Dramatization of Dialogic Reading" (Russell A. Hunt and Douglas Vipond); (6) "Adopting Multiple Stances in Conducting Literacy Research" (Richard Beach); (7) "Modes of Inquiry in Literacy Studies and Issues of Philosophy of Science" (Timothy Shanahan); (8) "a Psychological Perspective Applied to Literacy Studies" (John R. Hayes); (9) "Some Issues Concerning Differences among Perspectives in Literacy Research" (Michael L. Kamil); (10) "Changing Views of Language in Education: The Implications for Literacy Research" (Jenny Cook-Gumperz and John J. Gumperz); (11) "Studying Language and Literacy through Events, Particularity, and Intertextuality" (David Bloome and Francis M. Bailey); (12) "Literacy Research in Community and Classrooms: a Sociocultural Approach" (Luis C. Moll); (13) "World Knowledge, Inferences, and Questions" (Arthur C. Graesser and others); (14) "Inquiries into the Nature and Construction of Literary Texts: Theory and Method" (Joanne M. Golden); (15) "Articulating Poststructural Theory in Research on Literacy" (Linda Brodkey); (16) "Literacy Research and the Postmodern Turn: Cautions from the Margins" (Peter McLaren); (17) "Multiple Perspectives on Multiple Perspectives" (Diane Stephens and P. David Pearson); (18) "Intuition and Ideology: Exploring the Ecosystem" (Susan Hynds); (19) "What It Means To Be Literate" (Robert Gundlach); (20) "Multidisciplinary Research on Literacy and the Possibility of Educational Change" (Marjorie Siegel); (21) and "What I Learned at This Conference: a Personal Narrative of a Literacy Event" (Ann Matsuhashi Feldman). (Sr)
Help for the teacher of written composition : new directions in research by National Conference on Research in English( Book )

6 editions published in 1976 in English and held by 246 WorldCat member libraries worldwide

What we know about high school reading; what does research in reading reveal? by National Conference on Research in English( Book )

10 editions published between 1958 and 1969 in English and held by 234 WorldCat member libraries worldwide

The eight studies on reading reported in this publication focus on research in the areas of greatest concern to the general English teacher. The findings and conclusions of systematic empirical investigations as well as descriptive analyses, status studies, and surveys are presented on (1) preparation for teaching reading; (2) variations in reading growth among high school students and factors affecting such growth; (3) attitudes of students toward reading; (4) successful reading programs; (5) practices in teaching reading; (6) reading in the content fields; (7) materials for teaching reading; and (8) methods of evaluating growth in reading above grade 3. Authors are M. Agnella Gunn, Robert Karlin, James R. Squire, Margaret J. Early, Constance M. McCullough, Walter J. Moore, Thomas G. Devine, and Paul Diederich. References are provided with each article. (Jm)
Research in oral language; a research bulletin prepared by a committee of the National Conference on Research in English by National Conference on Research in English( Book )

3 editions published in 1967 in English and held by 219 WorldCat member libraries worldwide

This collection of six articles on oral language is a product of the cooperative efforts of the National Conference on Research in English, the Association for Supervision and Curriculum Development, the International Reading Association, the Association for Childhood Education International, and the National Council of Teachers of English. It is intended to acquaint educators with research into various aspects of listening and speaking and to emphasize the need for oral language instruction in elementary schools. The articles are "Oral Language and Personal and Social Development" by Walter T. Petty and Roberta J. Starkey, "Oral Language and the Development of Other Language Skills" by Robert B. Ruddell, "The Effects of Environment on Oral Language Development" by Frank B. May, "Listening: a Facet of Oral Language" by Gloria L. Horrworth, "The Evaluation of Oral Language Activities: Teaching and Learning" by O.W. Kopp, and "Three Statements Regarding Needed Research in Oral Language: by Ruth G. Strickland, Howard E. Blake, Anthony J. Amato, and Walter T. Petty. (Js)
Composing and comprehending by Julie M Jensen( Book )

13 editions published between 1984 and 1990 in English and held by 216 WorldCat member libraries worldwide

Intended for elementary school teachers of reading and composition, this book assembles several articles on the reading/writing relationship that have appeared in 1982 and 1983 issues of the journal "Language Arts." The three sections of the book define the relationship between composing and comprehending, explore relevant research, and discuss the implications of this relationship to the learning and teaching processes. The 19 articles discuss (1) research on reading/writing relationships; (2) composing and comprehending as two sides of the same basic process; (3) a composing model of reading; (4) reading like a writer; (5) reading and writing as meditation; (6) children reading their own stories aloud in the classroom; (7) writing and the teaching of reading; (8) reading for style; (9) writing and reading developmental trends among low socioeconomic status children; (10) how reading affects children's writing; (11) the concept of the word in beginning reading and writing processes; (12) a theory of how children learn to read and write naturally; (13) observations of learning to read and write naturally; (14) translating children's everday uses of print into classroom practice; (15) pragmatic functions of reading and writing relationships; (16) young children solving the puzzle of reading, writing, and language; (17) reading with a sense of the writer and writing with a sense of the reader; (18) reading and writing as natural language activities; and (19) schema theory as a writing approach to reading comprehension. (HTH)
Teachers thinking, teachers knowing : reflections on literacy and language education by National Conference on Research in English( Book )

5 editions published in 1994 in English and held by 197 WorldCat member libraries worldwide

Growing out of a 1992 conference that attracted teachers and educators from around the world, this book presents 13 essays which share the insights of 16 leading university scholars and teacher-researchers regarding the re-emergence of teacher education as a central focus in the field of English education. The book explores what teachers of the English language arts must know to be effective, how such knowledge can best be assessed, and the impact of cultural differences in the classroom, as well as preservice and inservice training and the roles of the university and the teacher-researcher. The book discusses methods of supporting teacher development such as the study of cases, teacher groups, ethnographic research in the classroom and community, and teacher lore. After some preliminaries concerning teacher thinking, essays in the book are: (1) "Knowing, Believing, and the Teaching of English" (Pamela L. Grossman and Lee S. Shulman); (2) "Producing and Assessing Knowledge: Beginning to Understand Teachers' Knowledge through the Work of Four Theorists" (Anthony Petrosky); (3) "Teacher as Learner: Working in a Community of Teachers" (Judy Buchanan); (4) "Is There a Problem with Knowing Thyself? Toward a Poststructuralist View of Teacher Identity" (Deborah P. Britzman); (5) "Cultural Differences as Resources: Ways of Understanding in the Classroom" (Beverly J. Moss); (6) "Teacher Research: Seeing What We Are Doing" (Glenda L. Bissex); (7) "Teacher Lore: Learning about Teaching from Teachers" (William Ayers and William H. Schubert); (8) "Teacher Change: Overthrowing the Myth of One Teacher, One Classroom" (Sally Hampton); (9) "What's Effective Inservice?" (Richard Beach); (10) "Issues Emerging from the Teacher-Researcher Discussion Group" (Christine C. Pappas); (11) "The Role of Universities in the Professional Development of Practicing Teachers" (James Marshall); (12) "What Followed for Me" (Michael W. Smith); and (13) "In Search of Community within English Education" (Renee T. Clift). (RS)
Context-responsive approaches to assessing children's language( Book )

2 editions published in 1991 in English and held by 151 WorldCat member libraries worldwide

Research on handwriting and spelling; a research bulletin prepared by a committee of the National Conference on Research in English by National Conference on Research in English( Book )

2 editions published in 1966 in English and held by 138 WorldCat member libraries worldwide

Language and the higher thought processes by Russell G Stauffer( Book )

3 editions published in 1965 in English and held by 133 WorldCat member libraries worldwide

This collection of seven significant articles on higher thought processes stresses the important relationship of these processes to the teaching of language skills. The articles are: (1) "Language and the Habit of Credulity" by Russell G. Stauffer. (2) "Research on the Processes of Thinking with Some Applications to Reading " by David H. Russell, (3) "Form Consciousness, an Important Variable in Teaching Language, Literature, and Composition" by James R. Squire, (4) "The Teaching of Thinking" by Hilda Taba, (5) "Concept Formation in Children" by Harriett Amster, (6) "The Quality of Qualification" by Murray S. Miron, and (7) "Expressive Thought by Gifted Children in the Classroom" by James J. Gallagher. (Dl)
Research bases for oral language instruction by National Conference on Research in English( Book )

3 editions published in 1971 in English and held by 131 WorldCat member libraries worldwide

The 12 articles in this bulletin were originally published in various issues of "Elementary English" volumes 47 and 48. The purpose of the bulletin is to provide a qualitative analysis of data in the various Educational Resources Information Centers (eric) that are related to research in oral language learning. (Db)
Development of taste in literature by National Conference on Research in English( Book )

5 editions published in 1963 in English and held by 123 WorldCat member libraries worldwide

Developing literary taste in the elementary grades through the senior high school is examined in the four articles of this bulletin. Nila Banton Smith examines the need for improving taste, notes the dearth of current research on this subject, and indicates where further research must occur. Helen Huus discusses elements inherent in the development of taste in the elementary grades, presents methods of improving student taste, and defines some questions that need to be answered. Leonard W. Joll reviews studies related to the development of taste in the junior high school and points out promising teaching practices. Angela M. Broening takes up factors affecting taste in the senior high school and discusses literary materials, teaching methods, and tests appropriate to this age group. A bibliography is appended to each article. (Lh)
Teacher effectiveness in elementary language arts: a progress report by H. Alan Robinson( Book )

4 editions published in 1974 in English and held by 123 WorldCat member libraries worldwide

This survey of recent research on teacher behaviors probes seven areas of elementary language arts teaching: teaching linguistics to elementary and preschool children; teaching listening skills to children in the elementary school; teaching literature to children; children's oral language/speaking; reading instruction; spelling instruction; and the teaching of writing. Answers were sought to these questions: (1) What teaching behaviors are associated with pupil "success" as defined in the respective studies? and (2) How can one identify and describe these activities in the classroom milieu? It was concluded that gaps exist in the crucial area of "precise activities at points of interaction between teacher and pupil." In addition to sections reporting on each of the seven areas probed, the book includes "Plan for a Five-Phase Study of Teaching Effectiveness,""Criteria of Excellence in Teaching the Language Arts,""Evaluative Instruments and Pertinent Research," and "A Forward Look." (HOD)
Readability in 1968; a research bulletin by National Conference on Research in English( Book )

4 editions published in 1968 in English and held by 81 WorldCat member libraries worldwide

This bulletin presents four papers on how to control, manipulate, and predict the readability of printed materials. The first paper describes trends in readability brought about by research tools developed by psychologists and linguists. The second paper explores the effects of word frequency in printed materials on comprehension and concludes that we tend to recognize and understand readily the more frequently used words. Experimental studies which contribute to the improvement of the readability and teaching capacity of preschool books are discussed in the third paper which also illustrates how readable preschool books may be created by exploiting children's love for television and cartoons. The fourth paper is an evaluation of the use of the cloze procedure to determine the suitability of reading materials. Each article is followed by a brief summary and a bibliography. These articles were originally published in the 1967 and 1968 issues of "Elementary English." (Ns)
Interrelationships among the language arts by National Conference on Research in English( Book )

3 editions published in 1954 in English and held by 69 WorldCat member libraries worldwide

Handbook of English for boys and girls by National Conference on Research in English( Book )

5 editions published in 1939 in English and held by 66 WorldCat member libraries worldwide

Readiness for reading and related language arts; a digest of current research by National Conference on Research in English( Book )

2 editions published in 1950 in English and held by 61 WorldCat member libraries worldwide

This monograph reviews research into the desirability and possibility of applying the readiness concept to all stages of growth in reading and at all levels of maturation in the elementary school. Chapters include "Readiness for Reading," which analyzes physiological, intellectual, emotional, social, and experiential factors involved in determining reading and language readiness; "Readiness for Oral and Written Language," which considers stages of development, environmental factors, and vocabulary factors in readiness for oral and written expression; "Readiness for Spelling," which discusses the dearth of research into readiness for spelling; "Vocabulary Readiness," which examines the size of children's vocabularies, the extent of vocabulary knowledge in a class of children, and approaches to increasing the child's vocabulary; and "Readiness for Handwriting," which explores motor coordination, visual perception, sequences in drawing, and sequences in the development of language. Each chapter contains a bibliography and a discussion of areas which need to be further researched. (Rb)
Education and the mass media of communication by National Conference on Research in English( Book )

2 editions published in 1950 in English and held by 59 WorldCat member libraries worldwide

Children's writing: research in composition and related skills by National Conference on Research in English( Book )

2 editions published in 1960 in English and held by 58 WorldCat member libraries worldwide

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Teachers thinking, teachers knowing : reflections on literacy and language education
Alternative Names

controlled identityNational Conference on Research in Language and Literacy

Conference on Research in English


N.C.R.E. (National Conference on Research in English)

National conference on research in English


NCRE (National Conference on Research in English)


English (95)