WorldCat Identities

Readence, John E. 1947-

Overview
Works: 31 works in 117 publications in 1 language and 5,059 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Author
Classifications: LB1050, 428.407
Publication Timeline
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Most widely held works by John E Readence
Reading strategies and practices : a compendium by Robert J Tierney( Book )

18 editions published between 1985 and 2005 in English and held by 1,320 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t
Prereading activities for content area reading and learning by David W Moore( Book )

22 editions published between 1982 and 2004 in English and Undetermined and held by 1,152 WorldCat member libraries worldwide

How do you prepare students for the unfamiliar concepts, new terms, and unusual writing styles they will encounter during their study of subjects such as biology, history, or vocational arts? This book, an update to the bestselling second edition, offers you practical solutions to maximize adolescent students' learning in the content classroom. You'll find activities on asking and answering questions before reading, forecasting passages, understanding vocabulary, graphically representing information, and writing before reading. The book also provides updated research findings about prereading activities, and contains a new chapter that addresses the nuances of selecting, combining, and using prereading activities across lessons and units. The wealth of strategies and expanded reference list offered in this book will help you make printed materials in all content areas understandable and interesting to your students
Helping children learn to read by Lyndon W Searfoss( Book )

10 editions published between 1985 and 2001 in English and held by 878 WorldCat member libraries worldwide

Content area reading : an integrated approach by John E Readence( Book )

7 editions published between 1981 and 1992 in English and Undetermined and held by 476 WorldCat member libraries worldwide

Reading strategies and practices : a guide for improving instruction by Robert J Tierney( Book )

7 editions published between 1980 and 1990 in English and held by 381 WorldCat member libraries worldwide

Content area literacy : an integrated approach by John E Readence( Book )

7 editions published between 1995 and 2011 in English and held by 234 WorldCat member libraries worldwide

Provides theory and teaching strategies designed to assist middle and secondary students in reading and learning from textbooks
Reading in the content areas : improving classroom instruction by Ernest K Dishner( Book )

3 editions published in 1981 in English and held by 173 WorldCat member libraries worldwide

Research in literacy : merging perspectives by John E Readence( Book )

6 editions published between 1987 and 1988 in English and Undetermined and held by 162 WorldCat member libraries worldwide

Dialogues in literacy research by John E Readence( Book )

7 editions published in 1988 in English and Undetermined and held by 135 WorldCat member libraries worldwide

Concentrating on theoretical perspectives on reading, writing and language research, this yearbook contains 33 articles which cover the politics of literacy, emergent and early literacy, vocabulary, comprehension, content area reading, writing, and teacher effectiveness. Articles include: (1) "Tomorrow's Readers Today: Becoming a Profession of Collaborative Learners" (Jerome C. Harste); (2) "Storytelling, Reading, and the Micropolitics of Literacy" (Ron Scollon); (3) "Young Children's Explanations of Spaces between Words in Written Text" (Beth R. Spencer and Peter P. Afflerbach); (4) "Transitional Knowledge in Emergent Literacy" (George Kamberelis and Elizabeth Sulzby); (5) "First Graders' Perceptions of Reading and Writing" (Alice Boljonis and Kathleen Hinchman); (6) "Sixth Graders' Use of Mnemonic Imagery in Recalling Content Material" (Nancy L. Williams and Bonnie C. Konopak); (7) "The Effects of an Elaborated Directed Reading Activity on the Metacomprehension Skills of Third Graders" (Maribeth Cassidy Schmitt); (8) "Carl: a Case Study of Executive Control in a Gifted Adolescent Reader" (Elizabeth E. Sparks); (9) "Enhancing Children's Comprehension through Previewing" (Susan B. Neuman); (10) "Extended Wait-Time and Its Effect on the Listening Comprehension of Kindergarten Students" (Marilyn J. McKay); (11) "The Development of Teacher Explanations during Content Reading Lessons" (Mark W. Conley and Scott Warren); (12) "How Ethnographers of Communication Study Writing in School" (Susan Florio-Ruane); (13) "Peer Conferences as Social Contexts for Learning about Revision" (Karen L. Dahl); (14) "An Exploratory Study of Preservice Teachers' Evolving Knowledge Structures" (Beth Ann Herrmann); and (15) "The Relationship between Preservice Teachers' Evolving Instruction of Reading and Their Emerging Conceptions of Reading" (Janet Johnson). The program for the 1987 National Reading Conference is appended. (Mm)
Revisiting the first-grade studies by John E Readence( Book )

2 editions published in 1998 in English and held by 47 WorldCat member libraries worldwide

This collection of articles commemorates the 30th anniversary of an influential study by Guy Bond and Robert Dykstrain reading research, known as the First-Grade Studies. These articles provide a view of the historical implications of the First-Grade Studies and how the Studies continue to provide valuable insights for those who seek answers about effective beginning reading instruction. The articles in the collection are entitled: "Introduction: Revisiting the First-Grade Studies: The Importance of Literary History" (John E. Readence and Diane M. Barone); "Contextualizing the First-Grade Studies: What Is the Best Way To Teach Children To Read?" (Michael F. Graves and Robert Dykstra); "The Cooperative Research Program in First-Grade Reading Instruction" (Guy L. Bond and Robert Dykstra); "The First-Grade Studies: a Personal Reflection" (P. David Pearson); "Connecting the Past with the Present: The Legacy and Spirit of the First-Grade Studies" (Lyndon W. Searfoss); and "Expanding the Boundaries: a Reaction to the First-Grade Studies" (Arlette Ingram Willis and Violet J. Harris). (Nka)
Envisioning the future of literacy by John E Readence( Book )

2 editions published in 2000 in English and held by 31 WorldCat member libraries worldwide

This reprint of the January/February/March 2000 issue of the scholarly journal "Reading Research Quarterly" features researchers' responses to questions about what the new millennium will hold for literacy research and instruction. The authors are given an opportunity to imagine, speculate, and predict the future of literacy research, teacher education, the nature of politics, literacy instruction, and children's literacy materials. Following the initial article, "Envisioning the Future of Literacy," by the reprint's editors, articles are: "Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality" (D. R. Dillon; D. G. O'Brien; E. E. Heilman); "Reading Teacher Education in the Next Millennium: What Your Grandmother's Teacher Didn't Know That Your Granddaughter's Teacher Should" (J. Hoffman and P. D. Pearson); "Mentoring and Reporting Research: a Concern for Aesthetics" (D. E. Alvermann and G. G. Hruby); "Snippets: How Will Literacy Be Defined?" (J. W. Cunningham; J. E. Many; R. P. Carver; L. Gunderson; P. B. Mosenthal); "Political Acts: Literacy Learning and Teaching" (A. I. Willis and V. J. Harris); "'What's My Name?': A Politics of Literacy in the Latter Half of the 20th Century in America" (P. Shannon); "The Convergence of Literacy Instruction with Networked Technologies for Information and Communication" (D. J. Leu, Jr. And C. K. Kinzer); "Snippets: What Will Classrooms and Schools Look Like?" (E. B. Moje; L. D. Labbo; J. F. Baumann; I. W. Gaskins); "Looking Back, Looking Forward: a Conversation about Teaching Reading in the 21st Century" (R. L. Allington and A. McGill-Franzen); "Children's Literature and Reading Instruction: Past, Present, and Future" (M. G. Martinez and L. M. McGee); and "Equity and Literacy in the Next Millennium" (K. H. Au and T. E. Raphael). (Nka)
Content-area literacy : reaching and teaching the 21st century adolescent by Thomas W Bean( Book )

2 editions published in 2012 in English and held by 12 WorldCat member libraries worldwide

Targeted reading : improving achievement in middle and secondary grades by R. Scott Baldwin( Book )

1 edition published in 2004 in English and held by 10 WorldCat member libraries worldwide

A psycholinguistic analysis of the oral reading miscues of impulsive and reflective third grade children by John E Readence( )

4 editions published between 1975 and 1977 in English and held by 4 WorldCat member libraries worldwide

Content area reading : an integrated approach by John E Readence( Recording )

2 editions published between 1981 and 1985 in English and held by 2 WorldCat member libraries worldwide

The file box system : flexibility in a volunteer aide program by John N Mangieri( Book )

in English and held by 2 WorldCat member libraries worldwide

A successful, flexible, system for coordinating volunteers in the Meigs, Ohio, local school district's elementary schools utilizes a file box containing the names of aides selected to participate in the volunteer program, the times and days they are available, and the services they can provide. A teacher needing a volunteer to perform certain duties at specific times selects the aide who best meets his/her needs according to time and performance. By selecting and notifying the volunteer prior to the specified time (usually two days), the teacher secures from the volunteer a commitment to fulfill the teacher's classroom or clerical needs. Utilization of the file box system at each school is the responsibility of the building coordinator. A central coordinator maintains a central file box system to accommodate volunteers who are capable of making a contribution or have talents of value to more than one school site. Arrangements are made to secure the services of a multi-site volunteer by request to the central coordinator. The volunteer program at each school is conducted at a ready room--a central gathering place where volunteers may be obtained by teachers when they are needed. The ready room is staffed by volunteers whose duties are primarily clerical but who are able to provide instructional assistance if needed. The room is equipped with duplicating machines, typewriters, and work tables. (Mm)
Reading strategies and practices : a compendium by Robert J Tierney( Recording )

2 editions published between 1985 and 2006 in English and held by 2 WorldCat member libraries worldwide

This book is a compendium of strategies; it is not a description of a single approach, nor is it intended to be eclectic. The inclusion of a strategy should not be perceived as [the authors] endorsement of that strategy. There are some strategies that [they] view as problematic; they are others about which [they] disagree ... [This book is intended to be] used in numerous courses at the undergraduate and graduate level ... [The authors] also recommend the book to administrators and other concerned with reading improvement - including parents.-Pref
Reading strategies and practices: a compendium( )

in English and held by 1 WorldCat member library worldwide

A Comparative Study of Content Area Literacy Students' Attitudes Toward Reading Through Autobiography Case Study Analysis by Thomas W Bean( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

A study examined what factors made content area literacy learners have positive or negative attitudes toward reading at various stages and what sociocultural dimensions influenced positive or negative attitudes toward reading. Subjects, 35 Hawaii students and 18 mainland students, completed an autobiography assignment as part of a required content area reading class. Subjects were asked to consider their reading experiences from the earliest memory of being read to through elementary school years, middle, high school, and the present. In the Hawaii sample, 23% of participants revealed a consistently positive attitude toward reading and 77% exhibited periods of time where both positive and negative attitudes emerged. The mainland participants showed a similar pattern with 17% in the consistently positive category and 83% with mixed attitudes. Sociocultural factors also played a role in the subjects' attitudes toward reading, particularly for the Hawaiian students. Results also indicated that most of the negative attitudes toward reading occurred in the middle stage; most of the participants moved back to a more positive attitude in the later stage. Those students who found that their early interest in reading was rekindled at the later stage usually forged a connection between an early autobiographical interest and their chosen profession. Future research should explore the impact of courses, workshops, and seminars aimed at changing the middle stage decline in students' attitudes toward reading. (Contains eight references.) (Rs)
A Systematic Procedure for Teaching Main Idea by Ernest K Dishner( Book )

1 edition published in 1973 in English and held by 1 WorldCat member library worldwide

This paper suggests a sequence of requisite skills for the identification of main ideas including identifying the key words or topic of a sentence, identifying the key words or topic of a paragraph, identifying the topic sentence of a paragraph, recognizing an explicitly stated main idea of a paragraph, recalling an explicitly stated main idea, inferring the main idea of a paragraph not explicitly stated, recognizing the relationships among main ideas in related paragraphs of longer selections, and inferring an overall thesis statement or main idea of longer selections. A logical step-by-step procedure for teaching the main idea is outlined for elementary teachers, including teaching main idea skills and teaching main ideas of paragraphs. The four step procedure includes writing a brief statement identifying what each sentence says, identifying the one idea that all of the sentences discuss, writing the main idea in a complete sentence, and locating the sentence that states the main idea. Once the procedure has been mastered, the four steps can be applied equally to sentences, paragraphs, and longer selections. (Ts)
 
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Prereading activities for content area reading and learning
Alternative Names
Readence, John

리든스, 존

리든스, 존 E

Languages
English (102)

Covers
Prereading activities for content area reading and learningHelping children learn to readContent area literacy : an integrated approachContent-area literacy : reaching and teaching the 21st century adolescent