WorldCat Identities

Lapp, Diane

Overview
Works: 181 works in 525 publications in 1 language and 14,338 library holdings
Genres: Handbooks and manuals  Reference works  Abstracts 
Roles: Author, Editor, Other, Author of introduction
Classifications: LB1576, 428.007073
Publication Timeline
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Most widely held works by Diane Lapp
Teaching reading to every child by Diane Lapp( Book )

16 editions published between 1978 and 2013 in English and Undetermined and held by 846 WorldCat member libraries worldwide

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life. The text highlights the importance of teaching EVERY child to become competent in
Content area reading and learning : instructional strategies by Diane Lapp( Book )

26 editions published between 1989 and 2016 in English and held by 700 WorldCat member libraries worldwide

This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: a Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of Reading in Content Area Instruction" (D. Schallert and N. Roser); "Understanding the Readability of Content Area Texts" (G. Klare); "Comprehension and Instruction in Learning from a Text" (H. Singer and S. Simonsen); "The Students: Who Are They and How Do I Reach Them?" (N. Marshall); "Instructional Strategies for Developing Student Interest in Content Area Subjects" (M. Haggard); "Context for Secondary Reading Programs: Students as Beneficiaries" (C. Smith); "Banish Fears and Sorrows in Beginning Secondary Teachers: Some Suggestions for Teaching Learning-disabled and Gifted Students" (B. Wong); "Bilingual Students: Reading and Learning" (E. Thonis); "The Content Area Teacher's Instructional Role: a Cognitive Mediational View" (L. Roehler and G. Duffy); "Real-World Literacy Demands: How They've Changed and What Teachers Can Do" (L. Mikulecky); "Teaching Secondary Science through Reading, Writing, Studying, and Problem Solving" (C. Santa and others); "The Role of Reading Instruction in the Social Studies Classroom" (B. Hayes and C. Peters); "Teaching the Reading of Literature" (R. Probst); "The Role of Reading Instruction in Mathematics" (J. Curry); "Reading and Writing in the Content Areas of Physical and Health Education" (L. Gentile and M. McMillan); "Teaching Content Area Vocabulary" (M. Graves and others); "Study Techniques That Ensure Content Area Reading Success" (D. Ogle); "Using Conceptual Mapping as an Effective Strategy in Content Area Instruction" (D. Lapp and J. Flood); "Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material" (H. Anthony and T. Raphael); "The Significance of Prior Knowledge in the Learning of New Content-Specific Instruction" (P. Anders and C. Lloyd); "Ways of Activating Prior Knowledge for Content Area Reading" (A. Berger); "Thinking, Writing, and Reading: Making Connections" (A. Glatthorn); "Literacy, Learning, and Student Decision Making" (R. Tierney and J. O'Flavahan); "Using Computers Effectively in Content Area Classes" (C. Mathison and L. Lungren); "Text and Context in Content Area Reading" (R. Vacca and others); "a Cooperative Learning Approach to Content Areas: Jigsaw Teaching" (R. Slavin); "Assessment Instruments and Techniques Used by the Content Area Teacher" (R. Farr and others); "a Look Inside an Effective Content Area Program: Trends" (D. Alvermann); and "Theory Becomes Practice: One Program" (J. Barton and R. Calfee). (Ms)
Handbook of research on teaching literacy through the communicative and visual arts( Book )

in English and held by 669 WorldCat member libraries worldwide

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology
Language skills in elementary education by Paul S Anderson( Book )

9 editions published between 1964 and 1988 in English and held by 583 WorldCat member libraries worldwide

Handbook of research on literacy and diversity by Lesley Mandel Morrow( Book )

14 editions published between 2009 and 2011 in English and held by 554 WorldCat member libraries worldwide

Timely and authoritative, this is the first research handbook to address all dimensions of diversity that have an impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves state-of-the-art research findings together with theory, policy considerations, and discussions of exemplary instructional practices. It offers fresh perspectives on such topics as family literacy, multiliteracies, drawing on cultural resources in th
Teaching and learning : philosophical, psychological, curricular applications by Diane Lapp( Book )

8 editions published in 1975 in English and held by 541 WorldCat member libraries worldwide

Making reading possible through effective classroom management by Diane Lapp( Book )

8 editions published in 1980 in English and held by 425 WorldCat member libraries worldwide

Intended as a theoretical and practical step-by-step guide to the implementation of organized reading programs, the ten chapters in this book address issues that have hindered managed program implementation and suggest ways that classroom teachers can help students extend their basic skills through diagnostically planned learning tasks. The chapters provide information on the following topics: the underlying constructs of classroom organization; six factors that are important in establishing and maintaining an effectively organized classroom; characteristics of effectively organized elementary school and secondary school reading programs; a design for planning a managed, individualized classroom; initial assessment for individualization; continuous assessment of instructional needs in reading; record keeping for effective reading instruction; how to eliminate stumbling blocks to organizational change; and how to assess the components of a managed curriculum. (Fl)
Guiding readers through text : a review of study guides by Karen D Wood( Book )

3 editions published in 1992 in English and held by 413 WorldCat member libraries worldwide

Intended as a comprehensive review of study guides, this monograph combines a discussion of why and how study guides help students comprehend text with a focus on the most effective ways to use these guides in the classroom. The publication is designed to help teachers decide when and how to use these comprehension aids. The monograph presents an array of study guides, explaining the purposes and illustrating their applications, and ends with a set of guidelines that encapsulate the principles governing appropriate and effective use of study guides. The monograph's sections are as follows: (1) What Are Study Guides? (2) Study Guide Effectiveness: Research and Practice; (3) Types of Study Guides; (4) How Do I Choose a Study Guide? (5) Point-of-View Guide; (6) Textbook Activity Guide; (7) Interactive Reading Guide; (8) Collaborative Listening-Viewing Guide; (9) Levels-of-Comprehension Guide; (10) Learning-from-Text Guide; (11) Guided Learning Plan; (12) Extended Anticipation Guide; (13) Processes-of-Reading Guide; (14) Pattern Guide; (15) Concept Guide; (16) Analogical Study Guide; (17) Content Guide; (18) Guide-O-Rama; (19) Reading Road Map; (20) Glossing; (21) Process Guide; (22) Guidelines for Classroom Use; and (23) a Final Note. (55 references) (sr)
Teaching all the children : strategies for developing literacy in an urban setting by Diane Lapp( Book )

7 editions published in 2004 in English and held by 361 WorldCat member libraries worldwide

This practical, empowering book addresses the challenges facing educators, school administrators, and families in low socioeconomic status urban settings and presents field-tested strategies for promoting reading, writing, and oral language success
Teaching literacy in first grade( Book )

2 editions published in 2005 in English and held by 357 WorldCat member libraries worldwide

First grade is an important year of new experiences for students and teachers alike. Some students will arrive knowing how to read, others will know a few letters of the alphabet, and most will be somewhere in between. Including dozens of reproducibles, this book guides first-grade teachers in the many decisions they face about how to orchestrate effective, appropriate, and engaging instruction. Special strengths of the book are the authors' understanding of the oral language base of literacy learning--both reading and writing--and their expertise in differentiating instruction for English language learners
Language/reading instruction for the young child by James Flood( Book )

6 editions published in 1981 in English and held by 312 WorldCat member libraries worldwide

National assessment of educational progress in reading by International Reading Association( Book )

4 editions published in 1979 in English and held by 298 WorldCat member libraries worldwide

This publication was developed to provide factual information and interpretive commentary on the National Assessment of Educational Progress in Reading, a federally funded survey of the educational attainments of representative samples of children and adults in the United States. It summarizes the context and results of the 1970-71 and 1974-75 national assessments in reading that indicate achievement gains for several population groups. Discussions of the implications for various persons at all levels of reading instruction written by experts in special areas of reading are included. The strengths and weaknesses of the two reading assessments are examined and suggestions are made for needed improvements for purposes of subsequent assessment. (Mkm) Aspect of National Assessment (naep) dealt wlth in this document: Results (Interpretation)
Handbook of research on teaching the English language arts by James Flood( Book )

19 editions published between 2003 and 2011 in English and held by 283 WorldCat member libraries worldwide

Now in its third edition, the Handbook of Research on Teaching the English Language Arts ' sponsored by the International Reading Association and the National Council of Teachers of English ' offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the
Text complexity : raising rigor in reading by Douglas Fisher( Book )

10 editions published in 2012 in English and Undetermined and held by 256 WorldCat member libraries worldwide

The Common Core State Standards place an emphasis on teaching students to read and understand increasingly complex texts. That teaching requires more than just assigning students hard books and hoping they get better at reading. Teaching starts with a deep understanding about what makes text complex. In this book, you'll learn about the quantitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. The book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives
Teaching new literacies in grades K-3 : resources for 21st-century classrooms by Barbara Moss( Book )

8 editions published between 2009 and 2010 in English and held by 239 WorldCat member libraries worldwide

Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing K-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Prominent authorities explain the research base underlying the book's 23 complete lessons and provide practical activities and assessments for promoting decoding, fluency, comprehension, and other key literacy skills. Snapshots of diverse classrooms bring the material to life; helpful reproducibles are included
Teaching new literacies in grades 4-6 : resources for 21st-century classrooms by Barbara Moss( Book )

9 editions published between 2009 and 2010 in English and held by 238 WorldCat member libraries worldwide

Upper-elementary students encounter a sometimes dizzying array of traditional and nontraditional texts both in and outside of the classroom. This practical handbook helps teachers in grades 4 6 harness the instructional potential of fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Twenty-four complete lessons promote critical literacy skills such as comprehending, analyzing, and synthesizing information and using writing to communicate new ideas and pose
Essential Readings on Comprehension( Book )

3 editions published in 2009 in English and held by 136 WorldCat member libraries worldwide

Handbook of research on teaching literacy through the communicative and visual arts by James Flood( Book )

24 editions published between 1996 and 2015 in English and held by 94 WorldCat member libraries worldwide

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology
A close look at close reading : teaching students to analyze complex texts, grades K-5 by Diane Lapp( Book )

6 editions published in 2015 in English and Undetermined and held by 82 WorldCat member libraries worldwide

While primary school teachers are certainly willing to teach students to closely read both literacy and informational text, many are wondering what, exactly, this involves. Is there a process to follow? How is close reading different from guided reading or other common literacy practices? How do you prepare students to have their ability to analyse complex texts measured by Common Core assessments? Is it even possible for students in grades K-5 to "read to learn" when they're only just learning to read?
Using data to focus instructional improvement by Cheryl James-Ward( )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Overcome uncertainty and concerns as you and your colleagues learn how to analyze and use data to get better at teaching students
 
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Handbook of research on teaching literacy through the communicative and visual artsHandbook of research on teaching literacy through the communicative and visual arts
Alternative Names
Lapp, Diane

Lapp, Diane K.

Lapp, Diane K., 1950-

Lapp, Dianne

Languages
English (181)

Covers
Content area reading and learning : instructional strategiesHandbook of research on teaching literacy through the communicative and visual artsHandbook of research on literacy and diversityTeaching all the children : strategies for developing literacy in an urban settingTeaching literacy in first gradeHandbook of research on teaching the English language artsTeaching new literacies in grades K-3 : resources for 21st-century classroomsTeaching new literacies in grades 4-6 : resources for 21st-century classroomsHandbook of research on teaching literacy through the communicative and visual arts