WorldCat Identities

ERIC Clearinghouse on Reading and Communication Skills

Works: 363 works in 781 publications in 1 language and 22,014 library holdings
Genres: Abstracts 
Roles: Other
Publication Timeline
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 )

8 editions published in 1982 in English and held by 530 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 )

6 editions published in 1984 in English and held by 502 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 447 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)
Miscue analysis: applications to reading instruction by Kenneth S Goodman( Book )

8 editions published between 1973 and 1981 in English and held by 408 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 in the social studies by John P Lunstrum( Book )

1 edition published in 1978 in English and held by 404 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)
Teaching reading comprehension : theory and practice by William D Page( Book )

4 editions published between 1979 and 1980 in English and held by 385 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)
Language across the curriculum in the elementary grades by Christopher J Thaiss( Book )

5 editions published between 1986 and 1988 in English and held by 375 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, k, p, e, i, t
Talking into writing : exercises for basic writers by Donald L Rubin( Book )

5 editions published between 1987 and 1989 in English and held by 356 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)
Writing about literature by Elizabeth A Kahn( Book )

7 editions published in 1984 in English and held by 336 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)
Findings of research in miscue analysis : classroom implications by Paul David Allen( Book )

3 editions published in 1976 in English and held by 330 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)
Questioning : a path to critical thinking by Leila Christenbury( Book )

7 editions published in 1983 in English and held by 325 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)
Reading for pleasure : guidelines by Dixie Lee Spiegel( Book )

1 edition published in 1981 in English and held by 324 WorldCat member libraries worldwide

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

4 editions published in 1981 in English and held by 311 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)
Beyond the wasteland : the criticism of broadcasting by Robert Rutherford Smith( Book )

3 editions published between 1976 and 1980 in English and held by 290 WorldCat member libraries worldwide

This second edition of "Beyond the Wasteland" provides an updated review of broadcast criticism. It offers teachers information to sharpen their own critical capacities and help for exploring media criticism with their students. It also provides suggestions and contextual insights for the mass media researcher. The book is divided into two parts. The first part discusses the aims and varieties of criticism, mythology and the criticism of broadcasting, structuralist critics and broadcasting, public policy and the criticism of broadcasting, and criteria for evaluating broadcasting. Issues in broadcast criticism are discussed in the second part of the book, including broadcast journalism, cable television, and the social effects of broadcast criticism. (Rl)
Writing is reading : 26 ways to connect by Eileen Tway( Book )

3 editions published in 1985 in English and held by 272 WorldCat member libraries worldwide

Oral language : expression of thought by Nicholas J Anastasiow( Book )

2 editions published in 1979 in English and held by 268 WorldCat member libraries worldwide

The purpose of this publication is to explain how a child learns and how language development is related to motor, emotional, and cognitive development. Following a brief introductory chapter, it presents a chapter on how a child learns, divided into the following categories: motor development; emotional development; language development; the rhythmic and motoric basis of learning; and oral language development, reading readiness, and black or poverty English. The third chapter, which outlines teaching techniques designed to develop oral language in preparation for reading, is divided into sections on specific assessment techniques and suggestions for developmental instruction. (GT)
Critical thinking : a semiotic perspective by Marjorie Gail Siegel( Book )

5 editions published between 1989 and 1990 in English and Undetermined and held by 236 WorldCat member libraries worldwide

Intended for teachers, this monograph encourages readers to consider the notion that thinking critically is a matter of reading signs, that it is the function of signs that makes reflective thinking possible. The book contains the following chapters: (1) "Beyond a Literal Reading"; (2) "Current Thinking on Critical Thinking"; (3) "The Roots of a Semiotic Perspective: C.S. Peirce and Semiosis"; (4) Critical Thinking in Semiotic Perspective: a Process of Inquiry"; (5) "The Practice of Critical Thinking"; and (6) "Classroom Contexts for Critical Thinking." Forty-nine references and an annotated bibliography derived from searches of the eric database are attached. (Ms)
Listening skills schoolwide : activities and programs by Thomas G Devine( Book )

6 editions published in 1982 in English and held by 234 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)
Composing and comprehending by Julie M Jensen( Book )

11 editions published between 1984 and 1990 in English and held by 214 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)
Reducing writing apprehension by Michael W Smith( Book )

4 editions published in 1984 in English and held by 195 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)
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Audience level: 0.35 (from 0.30 for Writing ab ... to 0.43 for Composing ...)

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


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

English (95)