WorldCat Identities

ERIC Clearinghouse on Reading and Communication Skills

Overview
Works: 340 works in 629 publications in 1 language and 21,118 library holdings
Genres: Abstracts 
Roles: Other
Classifications: LB1050.33, 808.042
Publication Timeline
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Most widely held works by ERIC Clearinghouse on Reading and Communication Skills
Secondary school reading : what research reveals for classroom practice by Allen Berger( Book )

7 editions published in 1982 in English and held by 529 WorldCat member libraries worldwide

A collection of current research related to reading instruction for the classroom teacher in the secondary school
Reading in the content areas : research for teachers by Mary M Dupuis( Book )

4 editions published in 1984 in English and held by 516 WorldCat member libraries worldwide

Intended for both elementary and secondary school teachers, this book is a reference source for the most recent research in content area reading instruction. The seven sections of the book cover the academic disciplines of English, foreign language, mathematics, music, physical education, science, and social studies. Each section opens with a summary of research that shows the major concerns and features of reading within that content area, then discusses the skills emphasized in the area and specific teaching methods for use with each. An appendix lists texts in content area reading. (Fl)
New policy guidelines for reading : connecting research and practice by Jerome C Harste( Book )

3 editions published in 1989 in English and held by 462 WorldCat member libraries worldwide

Intended to help teachers, researchers, curriculum developers, and administrators develop improved policy in reading instruction and research, this book challenges several widespread assumptions about effective reading instruction and concludes with 20 policy guidelines which can be used to evaluate existing reading programs and redesign them to aim at higher levels of comprehension. Following an introduction, the book contains five chapters: (1) "Reading, Reading Instruction, and Reading Research," discussing the relationship among the three; (2) "Supporting Practical Theory," dealing with trusting teachers, supporting inquiry, taking risks, building upon what we know, and supporting self-evaluation; (3) "Effective Change Projects," discussing the characteristics of school reading programs exemplifying effective school change and dynamic, research-based instruction; (4) "The Agenda Ahead"; and (5) "Guidelines for Improving Reading Comprehension Instruction," encapsulating available information about the conditions that are likely to improve the teaching of reading in our schools. A section of 54 notes, and a 228-item bibliography are attached. (Sr)
Teaching reading in the social studies by John P Lunstrum( Book )

1 edition published in 1978 in English and held by 418 WorldCat member libraries worldwide

Approaches to improving students' skills in reading social studies materials are presented in this book. The first chapter discusses reading problems and orientations to reading in the social studies. The remaining three chapters deal with three problem areas: making a suitable match between pupil reading abilities and instructional materials, providing motivation to read in social studies classes, and improving comprehension in the reading of social studies material. Within each problem area, selected strategies, procedures, and resources suitable to different grade levels are identified and described, and where appropriate, detailed activities are suggested. The appendixes review relevant research, describe methods for assessing readability of a text, discuss the use of personal classroom journals in the social studies, present an example of a discovery episode that may be used in social studies instruction, and show how to apply Hugh Rank's "doublespeak" schema to the social studies. An annotated bibliography of related items is included. (Gw)
Miscue analysis: applications to reading instruction by Kenneth S Goodman( Book )

8 editions published between 1973 and 1981 in English and held by 406 WorldCat member libraries worldwide

This book is a series of essays on the subject of miscue analysis, a diagnostic procedure rooted in the psycholinguistic view of reading. The focus of miscue analysis is on the broad field of reading comprehension rather than the isolated decoding of individual words and letters. The contents of this book include: "Introduction" by Sister Rosemary Winkeljohann; "Miscues: Windows on the Reading Process" by Kenneth S. Goodman; "Miscue Analysis and the Training of Junior and Senior High School English Teachers" by Jay B. Ludwig and James C. Stalker; "The Module and Miscue" by Jayne A. DeLawter; "Miscue Analysis for In-Service Reading Teachers" by Yetta M. Goodman; "Clinical Uses of Miscue Research" by William D. Page; "Building Instructional Materials" by Laura A. Smith and Margaret Lindberg; "Miscues of Non-Native Speakers of English" by Catherine Buck; "Using Miscue Analysis to Advise Content Area Teachers" by Ernie Nieratka; "Miscue Analysis in a Special Education Resource Room" by Suzanne Nieratka; and "Helping the Reader: From Miscue Analysis to Strategy Lessons" by Dorothy Watson, a bibliography is also included. (See ed 058 008, ed 039 101 and cs 000 667 for related documents.) (Wr)
Teaching reading comprehension : theory and practice by William D Page( Book )

3 editions published between 1979 and 1980 in English and held by 393 WorldCat member libraries worldwide

Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how people learn to read. The first section, "Theory," is comprised of three chapters, of which the first two synthesize research on language use and on language and reading, and the third presents the theories behind conventional approaches to reading instruction. The second section, "Practice," contains four chapters, which deal with exploring language uses, developing purposes for reading, assessing reading for meaning, and planning for student learning. These chapters describe activities that are consistent with the application of language experience to the development of reading comprehension. In addition to suggesting teaching strategies, they provide guidelines for observational and data gathering activities that teachers can use in their classrooms. (Gt)
Writing about literature by Elizabeth A Kahn( Book )

6 editions published in 1984 in English and held by 347 WorldCat member libraries worldwide

Intended to help secondary school English teachers integrate literature study and composition instruction, this booklet explores the relationship between literature and composition and suggests ways of designing instruction so that students may write effectively about the literature they read. The first portion of the booklet discusses such components of research and theory as the assessment of student response to literature, the basics of literary interpretation, and principles of sequencing and activity design. The practice portion of the booklet presents instructional activity sequences for supporting an interpretation, explicating implied relationships, and analyzing authors' generalizations. (Hth)
Talking into writing : exercises for basic writers by Donald L Rubin( Book )

4 editions published between 1987 and 1989 in English and held by 344 WorldCat member libraries worldwide

Intended for college-level basic writers, this booklet integrates training in selected oral communication activities with writing instruction in order to improve students' academic writing. The first section discusses oral communication theory, emphasizing the underlying rhetorical abilities of invention, audience adaptation, and argumentation, to enhance group interaction in the writing classroom. The second half presents practical exercises to increase writing motivation, such as role switching, peer questioning, topic sculpting, and forensic discussion. This section concludes with an application of these exercises for use in content area writing (writing across the curriculum). (References and a selected bibliography are attached.) (Nka)
Findings of research in miscue analysis : classroom implications by Paul David Allen( Book )

2 editions published in 1976 in English and held by 341 WorldCat member libraries worldwide

Intensive studies of children's miscues in oral reading were conducted from 1965 through 1974 by researchers at Wayne State University. This volume contains the concepts and assumptions underlying that research, the basic research design, the complex nature and function of the Goodman Taxonomy of Oral Reading Miscues, the findings of the research, and its implications for reading instruction. Appendixes include the latest Goodman Taxonomy of Reading Miscues, a brief description of the oral reading miscue studies discussed throughout the volume, and a bibliography of related writings. (Jm)
Language across the curriculum in the elementary grades by Christopher J Thaiss( Book )

4 editions published between 1986 and 1988 in English and held by 324 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, k, p, e, i, t
Learning to spell by Richard E Hodges( Book )

3 editions published in 1981 in English and held by 319 WorldCat member libraries worldwide

Drawing upon research into the nature of the English writing system and about the development of spelling ability, this booklet presents an approach to spelling in which learning to spell is viewed as a highly complex intellectual accomplishment that develops over time and in conjunction with a student's experience with and knowledge of the properties and uses of language. The first section of the booklet reviews theory and research concerning the structure of English orthography, how children learn to spell and its implications for instruction, and the place of handwriting in spelling instruction. The second section presents approximately 40 activities for use in teaching spelling. The activities are grouped under four headings: (1) exploring sound and letter relationships, (2) manipulating letters to form words, (3) building words, and (4) alphabetizing and using the dictionary. (Hth)
Questioning : a path to critical thinking by Leila Christenbury( Book )

6 editions published in 1983 in English and held by 315 WorldCat member libraries worldwide

Intended to help upper elementary and secondary school teachers increase their students' critical thinking, this booklet discusses the theory and techniques behind the use of questioning to evoke prior knowledge and further inquiry. The first portion of the booklet discusses the theory and research that underlie the use of questioning, examining questioning hierarchies and how they are used. The second portion of the booklet puts this research into practice, by introducing the questioning circle--a Venn diagram of intersecting questions dealing with the subject matter, personal reality (prior learning), and external reality. The discussion adapts this structure to literature, language, and composition instruction. Managing classroom interaction, such as what to do when students cannot, do not, or will not answer, and dealing with short or wrong answers are then explored, and suggestions for encouraging student answers are supplied. The booklet concludes with a discussion on helping students generate their own questions to stimulate further critical thinking. (Hth)
Beyond the wasteland : the criticism of broadcasting by Robert Rutherford Smith( Book )

3 editions published between 1976 and 1980 in English and held by 301 WorldCat member libraries worldwide

This book on television and radio criticism is intended to encourage viewers to listen and view the broadcast media more critically. The first part of the book is concerned with the process of criticizing broadcast programs. This part of the book considers criticism as a way of knowing, the varieties of criticism, two critical approaches--the mythological and the public policy oriented--and looks at criteria that have been used by some critics in the past. The second part of the book deals with issues in the broadcast industry. Among these are broadcast journalism, the planning and evaluation of cable and pay-cable television services, and the social effects of broadcasting. (Rb)
Oral language : expression of thought by Nicholas J Anastasiow( Book )

2 editions published in 1979 in English and held by 278 WorldCat member libraries worldwide

A child's language reflects his thought processes and his level of development. Motor, emotional, and language development all have a direct relationship to the child's cognitive functioning--each follows the pattern of moving from gross and loosely differentiated states to refined and differentiated systems. Research in early childhood education suggests that all learning is essentially motoric and that oral language is a manifestation of early motor and language training. Therefore, learning activities which incorporate emotional, motor, cognitive, and language expression have the greatest potential for maximizing the child's intellectual growth. In assessing the language development of dialect-speaking poverty children we have come to recognize oral expression as a reflection of a system of cognitive processes--that these children are not deprived of such systems but that they have different systems. Approaches to teaching oral expression in early childhood include the use of the dictated story, puppets, sentence repetition, play, dramatization, dance, field trips, and singing. Materials designed for rhythmic-physical involvement include rhymes, jingles, dramas, pictures, and chalk boards. The teacher must accept the child's dialect, but also provide a model of Standard English for her students. (Al)
Writing is reading : 26 ways to connect by Eileen Tway( Book )

5 editions published in 1985 in English and held by 267 WorldCat member libraries worldwide

Listening skills schoolwide : activities and programs by Thomas G Devine( Book )

5 editions published in 1982 in English and held by 241 WorldCat member libraries worldwide

Designed for workshop, teacher inservice, and classroom use, this monograph pulls together theory, research findings, and descriptions of successful classroom practices to improve instruction in listening skills. Chapter 1 discusses the importance of listening instruction, providing general background information on the nature of listening. The next three chapters provide suggestions for teaching (1) accurate listening (using personal involvement to improve attention to detail and summary); (2) purposeful listening (following directions, recognizing the organization of spoken discourse); and (3) critical listening (distinguishing fact from opinion). The final chapter outlines steps for developing a schoolwide program of listening instruction, including information on how teachers may test most effectively for listening success using both standardized and teacher-made instruments. Appendixes contain reproducible exercise pages for class sets and annotated references both for further reading and for additional teaching materials. (Hth)
Critical thinking : a semiotic perspective by Marjorie Gail Siegel( Book )

3 editions published in 1989 in English and held by 233 WorldCat member libraries worldwide

Reducing writing apprehension by Michael W Smith( Book )

3 editions published in 1984 in English and held by 201 WorldCat member libraries worldwide

Useful for writing teachers at all levels, this monograph explores the nature of writing apprehension and presents nonthreatening teaching and evaluation methods. The first section of the booklet examines theory and research on writing anxiety and its effects, along with some teaching behaviors likely to aggravate the problem. The second section reviews teaching approaches for reducing anxiety, explaining how to introduce the writing process and discussing model lessons. In considering evaluation procedures, this section suggests a strategy for helping students understand evaluation criteria, offers advice on grouping students for peer criticism, and describes effective grading practices. (Hth)
Interpersonal communication: teaching strategies and resources by Alton Barbour( Book )

2 editions published in 1974 in English and held by 194 WorldCat member libraries worldwide

The purpose of this monograph is to facilitate the development of curricula in interpersonal communication by describing the area and identifying methods and resources available to teachers and students who wish to develop coursework in interpersonal communication. Some of the topics covered include: a definition of interpersonal communication, interpersonal communication and group communication, approaches to interpersonal communication, conflict resolution, general rules and guidelines for interpersonal communication teaching and learning, comments on teaching methods, models, and a laboratory approach to interpersonal learning. A resource section on theories of interpersonal communication, textbooks in interpersonal communication, content of interpersonal communication, and methods for interpersonal learning is also included. (Wr)
Composing and comprehending by Julie M., Ed Jensen( Book )

8 editions published between 1984 and 1990 in English and held by 193 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)
 
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Audience level: 0.35 (from 0.30 for Writing ab ... to 0.43 for Critical t ...)

Associated Subjects
Alternative Names

controlled identityERIC Clearinghouse on Reading, English, and Communication

controlled identityNational Institute of Education (U.S.)

controlled identityUnited States. Office of Educational Research and Improvement

Educational Research Information Center Clearinghouse on Reading and Communication Skills

Educational Resources Information Center (U.S.). Clearinghouse on Reading and Communication Skills

ERIC Clearinghouse on Reading and Communication Skills

ERIC/RCS

National Institute of Education (U.S.). ERIC Clearinghouse on Reading and Communication Skills

United States. Office of Educational Research and Improvement. ERIC Clearinghouse on Reading and Communication Skills

Languages
English (82)