WorldCat Identities

Weaver, Constance

Works: 32 works in 137 publications in 1 language and 7,382 library holdings
Genres: Case studies  Abstracts 
Roles: Author, Editor, Host
Classifications: LB1576, 428.007
Publication Timeline
Most widely held works by Constance Weaver
Reading process and practice : from socio-psycholinguistics to whole language by Constance Weaver( Book )

16 editions published between 1987 and 2002 in English and held by 1,189 WorldCat member libraries worldwide

Based on the thesis that reading is not a passive process by which readers soak up words and information from the page, but an active process by which they predict, sample, and confirm or correct their hypotheses about the written text, this book is an introduction to the theories of the psycholinguistic nature of the reading process and reading instruction. Each of the 12 chapters includes questions for journals and discussion, and extensive learning activities. The chapters deal with the following topics: (1) beliefs about reading; (2) what language means, and why it matters in the teaching of reading (including schema theory and contrasting models of reading and reading instruction); (3) how words are perceived; (4) how context aids in word identification; (5) why word-identification views of reading (such as phonics and basal reader approaches) are inappropriate; (6) how a socio-psycholinguistic view of reading is relevant to reading instruction; (7) how the acquisition of literacy parallels the acquisition of oral language; (8) how a whole language approach can be implemented (chapter contributed by Dorothy Watson and Paul Crowley); (9) how reading can be taught in the content areas (chapter contributed by Marilyn Wilson); (10) how to assess readers' strengths and begin to determine their instructional needs; (11) how to help those with reading difficulties; and (12) coming whole circle (chapter contributed by Dorothy Watson). Appendixes include a guided visualization based on the text "Petronella," lists of useful addresses, notes, bibliography, suggested readings (subdivided by topic), and an index. (Skc)
Teaching grammar in context by Constance Weaver( Book )

9 editions published in 1996 in English and held by 781 WorldCat member libraries worldwide

With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research that suggests that grammar taught in isolation has little, if any, effect on most students' writing. To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make. Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory. Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, were grammar is taught most intensively
Grammar for teachers : perspectives and definitions by Constance Weaver( Book )

8 editions published in 1979 in English and held by 735 WorldCat member libraries worldwide

Intended for preservice and inservice teachers at all educational levels, but especially for those in English education classes, this book examines the foundations of grammar instruction and supplies some definitions and examples of grammar usage. Part one of the book explores relevant language research, reasons for teaching grammar, the psycholinguistic nature of language processes, and ways to assess and assist students in their reading and writing of the English language. The second part of the book is essentially a grammar handbook, discussing the principles of grammar in three contexts: as product, according to the traditional and structuralist viewpoints; as process, reflecting the attitudes of transformationalists; and as a guidebook, helping writers to learn certain conventions of mechanics (in this particular case, the punctuation of clauses and their reductions). (Rl)
Understanding whole language : from principles to practice by Constance Weaver( Book )

8 editions published between 1990 and 1993 in English and held by 633 WorldCat member libraries worldwide

Providing introduction to the whole language philosophy, this book aims to demonstrate that whole language is indeed good education. It outlines what kinds of research support whole language education, how a whole language philosophy may be carried out in practice, and how to go about implementing a whole language philosophy in a school or a school system. The book is designed for a broad audience of not only teachers and teacher educators but also curriculum supervisors and specialists, principals and superintendents, parents, and members of school boards. The chapters progress from defining whole language to fostering the development of whole language teachers and creating whole language classrooms and schools, from principles to practice. Chapter titles are: (1) What Whole Language Is, and Why Whole Language; (2) Defining and Redefining Literacy; (3) Impetus for Revision and Reform; (4) Developing Language and Literacy; (5) What Does the Research Say? Research in Support of Part-to-Whole; (6) What Does the Research Say? Research in Support of Whole-to-Part; (7) Developing Phonics Knowledge in Whole Language Classrooms; (8) Developing Comprehension and Thinking in Whole Language Classrooms; (9) Reconsidering Standardized Tests for Assessment and Accountability; (10) Reconceptualizing and Reclaiming Assessment and Accountability; and (11) From Understanding to Implementing a Whole Language Philosophy. (Mg)
Reconsidering a balanced approach to reading by Constance Weaver( Book )

7 editions published between 1997 and 1998 in English and held by 478 WorldCat member libraries worldwide

This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a foreword by Diane Stephens, an introduction, an article on reading and literacy, and a note on terms (phonics and whole language), articles in the collection and their authors are, as follows: (1) "Toward a Balanced Approach to Reading" (Constance Weaver); (2) "Learning about Literacy: a 30-Year Journey" (P. David Pearson and Diane Stephens); (3) "To Err Is Human: Learning about Language Processes by Analyzing Miscues" (Yetta M. Goodman and Kenneth S. Goodwin); (4) "Considering the Research on Phonological Awareness and Phonics" (Constance Weaver); (5) "Reconceptualizing Phonics Instruction" (Margaret Moustafa); (6) "Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge" (Margareth E. Peterson and Leonard P. Haines); (7) "a Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom" (Ellen McIntyre and Penny A. Freppon); (8) "Phonological Awareness Training of Kindergarten Children: Three Treatments and Their Effects" (Linda R. Ayres); (9) "Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use" (Penny A. Freppon and Ellen McIntyre); (10) "a Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms" (Karin L. Dahl and Penny A. Freppon); (11) "Experimental Research: On Phonemic Awareness and on Whole Language" (Constance Weaver); (12) "Using 'Real' Books: Research Findings on Literature Based Reading Instruction" (Michael O. Tunnell and James S. Jacobs); (13) "Successful Dyslexics: a Constructivist Study of Passionate Interest Reading" (Rosalie Fink); (14) "The Case for Late Intervention: Once a Good Reader, Always a Good Reader" (Stephen Krashen and Jeff McQuillan); (15) "Every Person a Reader" (Stephen Krashen); (16) "The California Reading Situation: Rhetoric and Reality" (Jeff McQuillan); (17) "California, Whole Language, and the National Assessment of Educational Progress (naep)" (Kenneth S. Goodman); and (18) "The Schools We Have. The Schools We Need" (Richard L. Allington). (Contains 55 references.) (Nka)
Lessons to share on Teaching grammar in context( Book )

8 editions published in 1998 in English and held by 477 WorldCat member libraries worldwide

"With Teaching Grammar in Context, thousands of teachers discovered why students achieve better results when they learn grammar during the process of writing. In Lessons to Share, Constance Weaver's promised sequel, she focuses now on the practical, offering valuable "lessons" from educators at all levels." "The book features eighteen articles addressing issues such as: how language is learned; teaching grammar through writing, across the grades; sentence composing, "image grammar," and "breaking the rules" for stylistic effect; the power of dialects and dialects of power; teaching the English language and its grammar to ESL students in kindergarten through college; and using grammar-checking computer software." "While most of the authors illustrate their points with reference to a particular grade or range of grades and levels, the ideas are pertinent to all English teachers - elementary through college."--Jacket
Practicing what we know : informed reading instruction by Constance Weaver( Book )

5 editions published in 1998 in English and held by 423 WorldCat member libraries worldwide

Offering 33 essays that represent the best in current reading instruction, this book offers detailed insight into key issues and topics in the teaching of reading, including phonics and word skills, reading strategies, miscue analysis, the use of literature, cultural and linguistic diversity, and the needs of special populations. After an introduction ("Literacy Education as a Political Act" by Diane Stephens), essays in section 1, Teaching Phonics and Word Skills, are the following: (1) "Phonics and the Politics of Reading Instruction" (Leah Brumer); (2) "Whole-to-Parts Phonics Instruction" (Margaret Moustafa); (3) "Learning about Phonics in a Whole Language Classroom" (Penny A. Freppon and Karin L. Dahl); (4) "Kindergarteners Talk about Print: Phonemic Awareness in Meaningful Contexts" (Donald J. Richgels, Karla J. Poremba, and Lea M. McGee); (5) "Why Talk about Phonics?" (Regie Routman and Andrea Butler); (6) "Learning Phonics while Sharing and Responding to Literature" (Debbie Powell and David Hornsby); and (7) "Looking for Patterns: Phonics Activities That Help Children Notice How Words Work" (Patricia Cunningham). Essays in section 2, Teaching Reading Strategies, are: (8) "a Sociopsycholinguistic Model of the Reading Process and Reading Strategy Instruction" (Yetta Goodman and Dorothy Watson); (9) "Teaching Strategies and Skills during Readers' Workshop: Setting the Stage for Successful Readers and Writers" (Pam Chomsky-Higgins); (10) "Developing Primary Voices" (Kathleen Visovatti); (11) "The Teaching of Reading Strategies" (Donna Maxim and Cora Lee Five); (12) "How Do I Actually Teach Reading Now That I Am Using Literature?" (Regie Routman and Andrea Butler); (13) "Authenticity as the Basis for Instruction" (Stephen B. Kucer); (14) "Teaching Reading Strategies in a 'Remedial' Reading Class" (Marie Dionisio); and (15) "Readers 'Fresh' from the Middle" (Linda R. Morrow). Essays in section 3, From Miscue Analysis to Revaluing and Assisting Readers, are the following: (16) "Miscue Analysis for Classroom Teachers: Some History and Some Procedures" (Yetta M. Goodman); (17) "Revaluing Readers while Readers Revalue Themselves: Retrospective Miscue Analysis" (Yetta M. Goodman); (18) "I Do Teach and the Kids Do Learn" (Wendy J. Hood); (19) "Taking Another Look at (Listen to) Shari" (Alan D. Flurkey); (20) "Listening to What Readers Tell Us" (Paul Crowley); and (21) "Reconceptualizing Reading and Dyslexia" (Constance Weaver). Essays in section 4, Teaching Literacy through Literature, are: (22) "Harnessing the Power of Language: First Graders' Literature Engagement with 'Owl Moon'" (Kathy Egawa); (23) "Bringing Children and Literature Together in the Elementary Classroom" (Karen Smith); and (24) "Book Club: An Alternative Framework for Reading Instruction" (Taffy E. Raphael and Susan I. McMahon). Essays in section 5, Working with Special Populations, are the following: (25) "Selected Reading-Writing Strategies for L. D. and Other At-Risk Students" (Regie Routman); (26) "Educating African American Learners at Risk: Finding a Better Way" (Dorothy S. Strickland); and (27) "Effective Literacy Practices for English Learners" (Yvonne S. Freeman and David E. Freeman). Essays in section 6, Providing Extra Help: In the Classroom and Beyond, are the following: (28) "Reading Express: Supporting Literacy in First-Grade Classrooms" (Kathryn Kinnucan-Welsch, Dodie Magill, Marie H. Dean, and Barbara Schmich); (29) "Becoming Readers and Writers over Time" (Jean W. Fennacy); (30) "Reading Recovery: Teaching Phonemic Awareness and Phonics in the Context of Strategies and Meaning" (Grace Vento-Zogby); (31) "From Reading Strategies to Strategies for Teaching in Tutorial and Small Group Situations" (Constance Weaver with Suki Stone); (32) "'I Could Read If I Just Had a Little Help': Facilitating Reading in Whole Language Contexts" (Janet Norris); and (33) "More on the Schools We Have versus the Schools We Need" (Richard L. Allington). (Some papers contain references.) (Rs)
Success at last! : helping students with attention deficit (hyperactivity) disorders achieve their potential( Book )

3 editions published in 1994 in English and held by 417 WorldCat member libraries worldwide

This book on helping students with Attention Deficit (Hyperactivity) Disorders is like none other. Success at Last! focuses not on controlling students' behavior, but on supporting them in becoming involved, active, and successful learners - which in turn improves their behavior in the classroom. The book includes articles by and discussions among young adults with AD(H)D, who describe their own AD(H)D-related difficulties in school and explain some ways that teachers and parents can alleviate or circumvent such difficulties. Written by parents and teachers, many of the other articles are in effect case studies that demonstrate why and how students with AD(H)D succeed academically and socially in classrooms that reflect whole language principles of learning and teaching. The concluding chapter further clarifies the nature and benefits of education based on whole language principles. Success at Last! is especially appropriate for teachers, parents, and psychologists working with AD(H)Ders, as well as for teenage and adult AD(H)Ders themselves. It is strongly recommended for graduate and undergraduate courses in teaching special needs students, because it demonstrates practices that have proven effective not only with AD(H)Ders but with other "at risk" and special needs students. Since several articles characterize whole language classrooms in considerable detail, the book is equally valuable for courses in language arts and the development of literacy, and for courses in whole language and teaching across the curriculum. Because some of the articles emphasize a nontraditional cognitive and humanistic approach to dealing with classroom behavior and discipline, the book could also serve as a supplemental text in courses dealing with classroom management
Psycholinguistics and reading : from process to practice by Constance Weaver( Book )

14 editions published between 1980 and 1985 in English and held by 386 WorldCat member libraries worldwide

The basic thesis of this book is that reading is not a passive process by which people soak up words and information from pages, but an active process by which they predict, sample, and confirm or correct hypotheses about written text. Part One of the book examines the reading process and reading instruction, and it contains chapters that deal with the following topics: teacher and learner beliefs about reading, how reading instruction has been viewed commonly, how words are perceived, how context aids in word identification, why a word-identification view of reading is inappropriate, and how a psycholinguistic view of reading is relevant to reading instruction. Part Two of the book focuses on reading in the classroom, and contains chapters that discuss methods of assessing reader strengths and instructional needs, helping readers develop good reading strategies, and designing psycholinguistically based reading programs. A brief introduction to English grammar is appended. A bibliography of references and suggested readings is attached. (Rl)
Supporting whole language : stories of teacher and institutional change( Book )

3 editions published in 1992 in English and held by 310 WorldCat member libraries worldwide

Transgrammar: English structure, style, and dialects by Jean Malmstrom( Book )

9 editions published in 1973 in English and Undetermined and held by 298 WorldCat member libraries worldwide

Theme exploration : a voyage of discovery by Constance Weaver( Book )

5 editions published in 1993 in English and held by 266 WorldCat member libraries worldwide

A narrative of three educators who decided to research how teachers and students engage in theme study in a truly effective and holistic way. It provides comfort for others who are experiencing difficulties and tensions of becoming "whole language" teachers
Grammar to enrich & enhance writing by Constance Weaver( Book )

4 editions published in 2008 in English and held by 265 WorldCat member libraries worldwide

In this book, the author looks at what's wrong with the way grammar has been taught traditionally, and outlines current theories, research, and principles underlying grammar instruction for writing, advocating that grammar instruction be incorporated throughout the writing process, not broken out into isolated units. She offers teaching ideas and lesson plans for primary and secondary students, and gathers practicing teachers to describe their methods for responding to student errors, helping English language learners, and supporting code switching among speakers of African American English. Exercises for students and examples of student work at all levels are included
Creating support for effective literacy education : workshop materials and handouts by Constance Weaver( Book )

4 editions published between 1996 and 1997 in English and held by 180 WorldCat member libraries worldwide

Designed for workshops or college courses focusing on professional development and inservice teacher training, this book presents over 200 reproducibles (including transparencies, brochures, and fact sheets) to help parents and administrators understand how reading and writing flourish in whole language classrooms. The book addresses the need to help others understand the nature of learning and the processes of language and literacy development, as well as some of the specific ways teachers nurture independent and competent readers and writers. After an introduction, sections of the book are: (1) Learning Theory and the Acquisition of Language and Literacy; (2) Language Acquisition: Learning to Talk; (3) The Reading Process; (4) Teaching and Learning to Read; (5) Phonics and the Teaching of Phonics; (6) Strategies and the Teaching of Strategies; (7) Writing and Learning to Write; (8) Assessment; (9) Fliers; (10) Letters; (11) Brochures; and (12) Fact Sheets. (Rs)
The grammar plan book : a guide to smart teaching by Constance Weaver( Book )

5 editions published between 2006 and 2007 in English and held by 176 WorldCat member libraries worldwide

Two reactions to the Report card on basal readers by Constance Weaver( Book )

2 editions published in 1989 in English and held by 115 WorldCat member libraries worldwide

Alternatives in understanding and educating attention-deficit students : a systems-based whole language perspective by Constance Weaver( Book )

1 edition published in 1991 in English and held by 64 WorldCat member libraries worldwide

Reading process : brief edition of Reading process and practice by Constance Weaver( Book )

1 edition published in 2009 in English and held by 54 WorldCat member libraries worldwide

The language arts teacher in action : papers from the Elementary/Middle School English Conference March 12, 1976, Western Michigan University by Constance Weaver( Book )

3 editions published between 1970 and 1977 in English and held by 51 WorldCat member libraries worldwide

Writing with power : language, composition, 21st century skills by J. A Senn( Book )

in English and held by 16 WorldCat member libraries worldwide

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Teaching grammar in context
Alternative Names
Weaver Connie

English (114)

Teaching grammar in contextUnderstanding whole language : from principles to practiceReconsidering a balanced approach to readingLessons to share on Teaching grammar in contextGrammar to enrich & enhance writingCreating support for effective literacy education : workshop materials and handoutsThe grammar plan book : a guide to smart teachingReading process : brief edition of Reading process and practice