WorldCat Identities

Venezky, Richard L.

Works: 231 works in 728 publications in 3 languages and 6,275 library holdings
Genres: Conference papers and proceedings  Concordances  Bibliography  Glossaries, vocabularies, etc  Dictionaries  Examinations 
Roles: Author, Editor, Composer, Honoree, Compiler, Dedicatee
Classifications: PE2817, 421.54
Publication Timeline
Most widely held works about Richard L Venezky
  • by Martin Joos( )
Most widely held works by Richard L Venezky
The structure of English orthography by Richard L Venezky( )

23 editions published between 1970 and 2011 in English and French and held by 1,296 WorldCat member libraries worldwide

The American way of spelling : the structure and origins of American English orthography by Richard L Venezky( Book )

9 editions published in 1999 in English and held by 611 WorldCat member libraries worldwide

"Can ghoti really be pronounced fish? Why is <o> short in glove and love, but long in rove and cove? Why do English words carry such extra baggage as the silent in doubt and the silent <k> in knee? Addressing these and many other questions about letters and the sounds they make, this volume provides a comprehensive analysis of American English spelling and pronunciation. Venezky illuminates the fully functional system underlying what can at times be a bewildering array of exceptions, focusing on the basic units that serve to signal word form or pronunciation, where these units can occur within words, and how they relate to sound. This authoritative book affords new insight into the teaching of reading and the acquisition and processing of spelling-sound relationships."--Jacket
Orthography, reading, and dyslexia by James F Kavanagh( Book )

13 editions published between 1979 and 1980 in English and held by 463 WorldCat member libraries worldwide

From orthography to pedagogy : essays in honor of Richard L. Venezky by Tom Trabasso( )

7 editions published between 2005 and 2013 in English and held by 456 WorldCat member libraries worldwide

This book catalogues findings related to speech and language development, reading and spelling's role in infant speech development, and the present and future advances in the study and theory of speech and cognitive development
Toward defining literacy by Richard L Venezky( Book )

10 editions published in 1990 in English and Undetermined and held by 444 WorldCat member libraries worldwide

This collection of four papers (each with a response) given at a 1987 symposium focuses on a renewed consideration of literacy in America and its implications for national, state, and local policy. The papers include "Definitions of Literacy" (Richard L. Venezky); "Literacy for What Purpose?" (Larry Mikulecky); "Measuring Adult Literacy" (Irwin S. Kirsch); and "Policy Implications of Literacy Definitions" (Jeanne S. Chall). A concluding section summarizes the basic issues raised in the papers and gives an interpretation of the positions presented on each. (Rs)
The subtle danger : reflections on the literacy abilities of America's young adults by Richard L Venezky( Book )

4 editions published in 1987 in English and held by 276 WorldCat member libraries worldwide

Noting that the demands of literacy have increased and that it is in this context that literacy performance must be evaluated, this book summarizes the most important results of the Young Adult Literacy Assessment, and provides thoughtful analysis of their implications from the standpoint of unemployment, economic competitiveness, the problem of poverty, and inequality among subgroups in the population. The first chapter of the book provides an orientation to the problem of literacy, defining literacy and differentiating between schooling and education, while the second chapter traces the history of literacy and its assessment in the United States. The Young Adult Literacy Assessment is described in the third chapter, including sampling methods and text types used, and how the results are categorized, while the fourth chapter discusses the resulting assessment of abilities based on document types and processing demands. The fifth chapter compares the performance of selected subgroups, classified by factors including socioeconomic status and educational level. The final chapter draws some conclusions about ways in which literacy levels can be increased, and a brief epilogue puts the current literacy situation into a less than catastrophic perspective. Several pages of notes and references are appended. (Hth)
The intelligent design of computer-assisted instruction by Richard L Venezky( Book )

6 editions published between 1990 and 1991 in English and held by 269 WorldCat member libraries worldwide

Theoretical and experimental base for teaching reading by Richard L Venezky( Book )

11 editions published in 1976 in English and held by 196 WorldCat member libraries worldwide

A microfiche concordance to Old English by Richard L Venezky( Book )

31 editions published between 1980 and 1985 in English and English, Old and held by 188 WorldCat member libraries worldwide

A microfiche concordance to Old English : the high-frequency words by Richard L Venezky( Book )

24 editions published between 1980 and 1985 in 3 languages and held by 137 WorldCat member libraries worldwide

Testing in reading : assessment and instructional decision making by Richard L Venezky( Book )

6 editions published in 1974 in English and held by 127 WorldCat member libraries worldwide

This booklet is designed to provide guidelines for testing in reading and suggestions for using the test results in ways which will most benefit the student. Ten canons are presented which are intended to serve as guidelines for program-related assessment within a framework of instructional decision making. They are concerned primarily with the amount and types of assessment which individuals should receive within the bounds of reading instruction, but they also address themselves to some of the problems related to program assessment and to the distribution and protection of assessment results. Some of the canons are: "The function of assessment in reading is to aid in instructional decision making.""The value of an assessment is measured in terms of its unique contribution to a decision.""The content of assessment should be compatible with the content of instruction.""The exactness of assessment should be determined by adaptability of instruction.""The amount of assessment an individual receives within a program should be proportional to his needs within that program.""Program related assessment should provide continual information for making program improvements.""Assessments related to program outcomes should be based upon realistic expectancies." (Wr)
Supply and demand for literacy instruction in the United States by Richard L Venezky( Book )

3 editions published in 1994 in English and held by 96 WorldCat member libraries worldwide

Existing research on supply and demand (s & d) in adult literacy education in the United States was reviewed to determine the types of data needed to model s & d more accurately. Recent state/national studies of literacy service providers/technology, data on the demand for literacy instruction, the recent National Adult Literacy Survey, and studies of participation were reviewed. It was discovered that few s & d studies in adult literacy have gone beyond enumerating service providers or examining barriers to further participation (demand). The s & d equations for literacy instruction in the United States were found to be complicated by several factors: changing demands for basic skills in the workplace, an increase in immigrants with limited command of English, changing federal welfare policies, and limited awareness on the part of persons with low reading/writing ability that their skills are insufficient for everyday needs. Types of data required for modeling s & d were identified. It was concluded that the s & d characteristics in U.S. literacy policy have not been well understood, s & d are often poorly equilibrated, and recent national studies can provide useful guidance toward providing a better s & d balance. (The bibliography contains 24 references. Appended is a table detailing funding of/participation in California's work force literacy programs.) (mn)
Literacy and voting behavior : a statistical analysis based on the 1985 young adult literacy survey by David Kaplan( Book )

3 editions published in 1995 in English and held by 89 WorldCat member libraries worldwide

A study explored the contribution of selected literacy, demographic, and sociopolitical variables on registering to vote and on voting, using as a database a subset of the respondents to the Young Adult Literacy Survey, administered in 1985 to a stratified national sample of 21- through 25-year-olds. Three sets of independent variables were explored: demographic characteristics, political participation, and literacy practices and proficiencies. When a bivariate probit regression model with sample selection was applied to these data, only the amount of hard news read and years of education were significant predictors of voting, given registration. For registration, these variables, plus ethnicity/race, television viewing, and the degree to which one keeps up with governmental affairs were all significant predictors. The conclusion was that increased education and increased attention to hard news reading within school and adult education curricula could lead to increased propensities to vote. Appendixes include five data tables. Contains 6 endnotes and 24 references. (Author/YLB)
Adult literacy : the next generation by Daniel A Wagner( Book )

3 editions published between 1995 and 1999 in English and held by 87 WorldCat member libraries worldwide

This article reviews recent ground-breaking research studies that can provide guidance for policymakers and practitioners interested in improving literacy in the United States. Each section provides a brief analysis of major research findings, followed by a series of recommendations. These issues are identified: the close relationship between literacy and education and a nation's economic development; identification of effective instructional practices for different subject areas and different types of learners; role of learners in setting of learning goals; degree of specificity of instruction; workforce literacy and competitiveness; need for services in English as a Second Language; family literacy; professionalization and standards; and inadequate use of new electronic technologies in adult literacy programs. The article concludes with a synthesis of the recent past and a prognosis for what is believed to be the next generation of literacy work in the United States. It suggests that more funding would help, but that resources need to be targeted better to improving the quality of education offered--in terms of effectiveness, efficiency, professionalization, and innovation. The article proposes that the adult literacy field along with policymakers and legislators must pull together for the next generation of adult literacy work to be an improvement over the previous one. (Ylb)
Ginn English by Richard L Venezky( Book )

24 editions published between 1984 and 1986 in English and held by 84 WorldCat member libraries worldwide

Assessing higher order thinking and communication skills : literacy by Richard L Venezky( Book )

2 editions published in 1991 in English and held by 82 WorldCat member libraries worldwide

Assessment of higher order literacy skills encounters three initial problems aside from assessment methods: (1) definition of literacy; (2) range of skills to assess; and (3) whether or not higher order literacy can be assessed independently of a particular content area. Regardless of definitions, the general performance areas to be covered must be decided. Issues to be resolved are the question of how many lower-level literacy skills to include in a higher-level assessment and the degree to which a pure literacy assessment can be separated from any particular content. The cognitive base for assessment of adult literacy is thin, and that dealing with higher-level skills is almost non-existent. In the future, text-based tasks might be developed from analyses of basic reading comprehension processes. These tasks might be aligned with the Delphi classification of core critical thinking skills. To be compatible with the basic directions of critical thinking and communications research, it is suggested that literacy assessment be built around a definition of human expertise, confined primarily to reading and writing, and integrated with content-area assessments, at least for areas where text-based information must be integrated with information previously acquired. Three figures illustrate the discussion, and a 52-item list of references is included. Reviews by R. Calfee, M. A. Miller, and M. Scriven of this position paper are provided. (Sld)
Literacy assessment in the service of literacy policy by Richard L Venezky( Book )

1 edition published in 1996 in English and held by 81 WorldCat member libraries worldwide

Literacy policy has often developed independently of other social and employment programs. As a consequence, literacy tends to become an end unto itself, and assessment is directed more toward academic, archival ends than toward policy evaluation. Many justifications given for large-scale literacy programs are not based upon empirical data. Foremost among these justifications are the projected skills mismatch between the job market and new entrants to the work force. Additionally, the target audience for literacy training is often greatly inflated. The basis of most recent assessments of adult literacy is functional literacy, but there are concerns that it fails to provide a basis for predicting abilities in new literacy contexts and it lacks a basis for selecting specific assessment tasks. Rather than abandoning functional literacy, an attempt should be made to support it both theoretically and empirically. Questions have also been raised about the effectiveness of different literacy programs and limited experience in measuring literacy program performance. The need for an extensive database to support literacy policy becomes imperative. Perhaps the most important lesson to be learned from national literacy surveys is that they have limitations for policy formation and evaluation. What is needed in most developed countries is more focused information on the groups who need assistance and the effectiveness of programs instituted to assist them. (Contains 41 references.) (Ylb)
[Ginn reading program] by Theodore Clymer( Book )

24 editions published between 1982 and 1984 in English and held by 69 WorldCat member libraries worldwide

Rules to aid in the teaching of reading by Ruth Hirsch Weir( Book )

8 editions published between 1963 and 1980 in English and held by 63 WorldCat member libraries worldwide

A linguistic model development for describing spelling-to-sound correspondences was undertaken and a number of spelling-to-sound patterns analyzed, continuing an earlier study performed under project no. S-039 (ed 003 445). research emphasized vowel spellings and the influence of various consonants upon the pronunciations of these spellings. It was based on these hypotheses--(1) that english spelling relates not only to phonology, but also to morphology and syntax and (2) that, when viewed with this understanding, a much higher degree of regularity emerges than when understanding is confined to a simple letter-to-sound relationship. Raw data were accumulated through use of a digital computer. Such basic sets of correspondences as--(1) spelling-to-morphophoneme, (2) morphophoneme-to-morphophoneme, and (3) morphophoneme-to-phoneme were established. It was concluded that the major emphasis in teaching the relationship between spelling and sound should center on spelling-to-morphophoneme patterns. Additional study was recommended, however, before adapting the material presented to the teaching of reading. (Jm)
Old English concordance : high-frequency by Richard L Venezky( Book )

14 editions published between 1980 and 1985 in English and English, Old and held by 43 WorldCat member libraries worldwide

While spellings in the Old English citations are never normalized, for the purpose of alphabetization the main entries have been respelled according to the following conventions: tailed e is treated as æ, j as i, k as c ... initial and final th as þ, and v as u; while the double consonants ... when final are treated as though they were single
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The American way of spelling : the structure and origins of American English orthography
Alternative Names
Venezky, Richard, 1938-

Venezky, Richard 1938-2004

From orthography to pedagogy : essays in honor of Richard L. Venezky