WorldCat Identities

Strickland, Dorothy S.

Overview
Works: 616 works in 1,501 publications in 1 language and 18,575 library holdings
Genres: Juvenile works  Conference papers and proceedings  Poetry  Abstracts 
Roles: Author, Interviewee, Author of introduction, Speaker, Editor, Moderator, Other
Classifications: LB1140.5.R4, 428.4071
Publication Timeline
.
Most widely held works by Dorothy S Strickland
The Administration and supervision of reading programs by Shelley B Wepner( Book )

14 editions published between 1988 and 2014 in English and held by 1,187 WorldCat member libraries worldwide

Now in its Third Edition, this textbook offers valuable information about administering effective reading programs from the pre-elementary through the college level. All chapters have been revised to include the most current information, trends, and research, and a new chapter has been added on college/university reading programs
Emerging literacy : young children learn to read and write by Dorothy S Strickland( Book )

18 editions published between 1989 and 2000 in English and held by 987 WorldCat member libraries worldwide

Designed to be scholarly in content and grounded in research and at the same time be practical and usable for day care workers, classroom teachers, and curriculum specialists, this book discusses various aspects of the view that children's literacy development is a continuous process beginning in infancy with exposure to oral language, written language, books, and stories in the home. Articles in the book focus on theory and practice for children aged two through eight in classrooms ranging from day care facilities and other prekindergarten settings through second grade. Articles include: (1) "Emergent Literacy: New Perspectives" (William H. Teale and Elizabeth Sulzby); (2) "Oral Language and Literacy Development" (Susan Mandel Glazer); (3) "Family Storybook Reading: Implications for Children, Families, and Curriculum" (Dorothy S. Strickland and Denny Taylor); (4) "Literature for Young Children" (Bernice E. Cullinan); (5) "Reading to Kindergarten Children" (Jana M. Mason and others); (6) "Emergent Writing in the Classroom: Home and School Connections" (Elizabeth Sulzby and others); (7) "Is it Reasonable...? A Photo Essay" (Nancy Roser and others); (8) "The Place of Specific Skills in Preschool and Kindergarten" (Judith A. Schickedanz); (9) "Assessment of Young Children's Reading: Documentation as an Alternative to Testing" (Edward Chittenden and Rosalea Courtney); (10) "Designing the Classroom to Promote Literacy Development" (Lesley Mandel Morrow); (11) "a Model for Change: Framework for an Emergent Literacy Curriculum" (Dorothy S. Strickland); and (12)"Fostering Needed Change in Early Literacy Programs" (Jerome C. Harste and Virginia A. Woodward). An appendix contains a statement of concerns about present practices in prefirst grade reading instruction and recommendations for improvement. (Rs)
Bridging the literacy achievement gap, grades 4-12( Book )

4 editions published in 2004 in English and held by 671 WorldCat member libraries worldwide

This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students--primarily African American students, English language learners, and students from low-income homes--continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues
Beginning reading and writing( Book )

6 editions published in 2000 in English and held by 662 WorldCat member libraries worldwide

This book provides current, research-based information on the advances and refinements in the areas of emerging literacy and the early stages of formal instruction in reading and writing. Filled with concrete suggestions for classroom practice, this book is useful for the preservice and inservice professional development of teachers, prekindergarten through grade two. It is also an excellent resource for policy makers, administrators, and supervisors as they plan and implement State and local early literacy initiatives
Families : poems celebrating the African American experience( Book )

2 editions published between 1994 and 1996 in English and held by 645 WorldCat member libraries worldwide

A collection of poems on Afro-American family life, including "Thursday evening bedtime," "Aunt Sue's stories," and "Families, families."
Listen children : an anthology of Black literature( Book )

9 editions published between 1972 and 1999 in English and held by 633 WorldCat member libraries worldwide

Collects poetry, stories, and biographical pieces by Black American writers including Langston Hughes, Maya Angelou, and Kristin Hunter
Teaching phonics today : a primer for educators by Dorothy S Strickland( Book )

7 editions published between 1998 and 2001 in English and held by 572 WorldCat member libraries worldwide

Noting that the role of phonics in learning to read is hotly debated, this book speaks to educators who seek to establish sound instructional practice that values phonics as an important tool for understanding and using written language within a balanced, comprehensive program for reading and writing. It explains what phonics is and the controversy surrounding it, shows how changes in literacy instruction have influenced the teaching of phonics, presents phonics strategies that support beginning readers and writers, and offers examples of curriculum frameworks for different elementary grade levels. After an introduction, chapters in the book are: (1) "What Is Phonics and Why Is It Such a Controversial Topic?"; (2) "How Readers and Writers Use Phonics"; (3) "How Have Changes in Literacy Instruction Influenced the Teaching of Phonics?"; (4) "Finding the Balance: Systematic, Intensive, Code-Driven Phonics versus Holistic, Embedded, Meaning-Driven Approaches"; (5) "Learning Phonics: Strategies That Support Beginning Readers and Writers"; (6) "Shaping Curriculum: Instruction and Assessment"; and (7) "Articulating the Phonics Program to Parents and the Community." Contains 51 references. An appendix contains a phonics quiz for teachers. (Rs)
Using computers in the teaching of reading by Dorothy S Strickland( Book )

5 editions published between 1986 and 1987 in English and held by 570 WorldCat member libraries worldwide

Supporting struggling readers and writers : strategies for classroom intervention, 3-6 by Dorothy S Strickland( Book )

10 editions published between 2001 and 2002 in English and Undetermined and held by 547 WorldCat member libraries worldwide

Presents methods of helping third through sixth graders with literacy problems, covering such topics as motivation, small-group instruction, differentiated instruction, and standardized tests
Literature, literacy, and learning : classroom teachers, library media specialists, and the literature-based curriculum by Eleanor Kulleseid( Book )

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

Process reading and writing : a literature-based approach( Book )

2 editions published in 1991 in English and held by 456 WorldCat member libraries worldwide

Family storybook reading by Denny Taylor( Book )

6 editions published in 1986 in English and held by 426 WorldCat member libraries worldwide

Drawn from the experiences of actual families as well as from research findings, this book is intended to show parents how storybook reading promotes language and literacy development and instills in children a love of books and reading. Each section of the book contains parent-child vignettes and photographs of families reading books together. The six sections are entitled (1) "Why Should I Share Storybooks with My Children?" (2) "How Can I Make Storybook Reading an Important Part of Family Life?" (3) "How Will Family Storybook Sharing Help My Child to Read and Write?" (4) "What Can I Do to Help My Child Learn More about Written Language While We Are Sharing Books?" (5) "Where Can I Find Good Books to Share?" And (6) "What Should I Look for When I'm Choosing Books to Share with My Child?" An appendix contains names and addresses of book clubs for children, a list of magazines for children, and a list of resources for parents. (Fl)
Learning about print in preschool : working with letters, words, and beginning links with phonemic awareness by Dorothy S Strickland( Book )

6 editions published between 2004 and 2009 in English and held by 409 WorldCat member libraries worldwide

Presents instructional strategies for preschool teachers to help their students understand the structure and function of the written language, alphabet knowledge, phonics, and more
Preparing our teachers : opportunities for better reading instruction by Dorothy Strickland( Book )

4 editions published in 2002 in English and held by 392 WorldCat member libraries worldwide

This book outlines what classroom teachers need to know and what they need to be able to do to give children in preschool through grade 4 the essential opportunities to become good readers. It discusses what teacher education programs need to do to make their students good teachers of good readers adn looks at what schools and school districts need to do to keep their teachers up to date for teaching reading
Literacy leadership in early childhood : the essential guide by Dorothy S Strickland( Book )

4 editions published in 2007 in English and held by 375 WorldCat member libraries worldwide

"This volume in TC Press's Practitioner's Bookshelf offers valuable information for leaders in preschool settings and pre-kindergarten classrooms. A handy reference, it covers key aspects of literacy learning and teaching, including child development, standards, curriculum planning, assessment and accountability, professional development, and home-school connections. Attention is given throughout to issues related to linguistic and cultural diversity among children and families, and all chapters end with "leadership strategies" that serve as a quick guide for action and reflection."--BOOK JACKET
Beginning reading instruction in different countries by Lloyd O Ollila( Book )

3 editions published in 1981 in English and held by 352 WorldCat member libraries worldwide

Various aspects of beginning reading programs in six countries are discussed in the five articles in this booklet. In the first article, the principles and methods of instruction used in Sweden are described and trends in beginning reading instruction are noted. The importance of a verbal environment, teacher competence, and early diagnosis in reducing reading disabilities is stressed. The second article reports that children in Japan begin reading prior to school in an informal setting with the help of their parents. Beginning reading in Canada and the United States is described in the third article, first from an historical perspective and then in terms of current practices and trends. The fourth article acquaints the reader with three aspects of the English education system: (1) the autonomy of the head teacher, (2) the flexibility of that system, and (3) the length of time involved in infant education. The organization and reading schemes used in infant classes are described. The last article contains a brief review of the administration of Mexican schools and details the official method of reading instruction, showing how it is applied from grade one through grade six. (Fl)
Language, literacy and the child by Lee Galda( Book )

6 editions published between 1993 and 2002 in English and held by 342 WorldCat member libraries worldwide

This book is about teaching and learning the English language and about using children's literature to support that teaching and learning in k-8 classrooms. The book is organized to help preservice teachers first develop a knowledge of language, and then examine the ways in which teachers can teach and children can learn about language. Chapters are: (1) Language, Learning, and Teaching; (2) The Development of Oral Language; (3) The Emergence of Literacy; (4) Literature: Reading, Responding, Becoming a Reader; (5) Composition: Writing, Revising, Becoming a Writer; (6) Talking with Children; (7) Language across the Curriculum; (8) Observing and Assessing Children Using Language; (9) Reading, Writing, Listening, and Speaking: Early Years; (10) Reading, Writing, Listening, and Speaking: Intermediate Grades; and (11) Reading, Writing, Listening, and Speaking: Upper Grades. Each chapter concludes with sections on activities for teachers, resources for further reading, and a reference list. (Nka)
The role of literature in reading instruction : cross-cultural views by Dorothy S Strickland( Book )

11 editions published between 1978 and 1981 in English and held by 334 WorldCat member libraries worldwide

The four papers in this collection focus on cross-cultural concerns related to literature and literacy. The first paper discusses the development of children's literature as a field of study, and describes the emerging interest in children's literature as reflected in library collections, exhibits and book fairs, professional conferences, professional literature, and teacher education programs around the world. The second paper explores the problems connected with the translation of books for children. It describes the problems involved in the selection of books, the quality of the translation, and the difficulty in reviewing the books. The paper stresses the importance of making books from all countries available to all children in order to help them understand and appreciate the cultural diversity of the world. The third paper reports on the use of children's literature in early childhood education in Japan and describes how literature is used in the schools to support the social and cognitive development of young children. The final paper focuses on what various countries are doing to promote reading among children, as well as the general public. It describes book promotion projects and programs designed to develop lifelong reading habits. (Fl)
Mobilizing family forces for worldwide reading success by Harry Wendell Sartain( Book )

5 editions published between 1978 and 1981 in English and held by 311 WorldCat member libraries worldwide

Noting that the task of increasing literacy around the world is far too massive for the schools alone to undertake, this book is intended as part of an effort to increase the role of parents and families in promoting the reading development of children. The six articles in the book discuss the following topics: (1) family contributions to reading attainment; (2) opportunities to use family resources for reading in the developing countries of Africa and of Southeast Asia; (3) family forces for preschool development of health, vocabulary, and perceptual skills; (4) family forces for early school development of language fluency and beginning reading; and (5) the role of families in curriculum planning and tutoring in reading and in developing cultural appreciation. (Fl)
Teaching phonics today : word study strategies through the grades by Dorothy S Strickland( Book )

8 editions published between 2011 and 2014 in English and Undetermined and held by 186 WorldCat member libraries worldwide

 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.29 (from 0.03 for Supporting ... to 0.41 for The role o ...)

Bridging the literacy achievement gap, grades 4-12
Alternative Names
Strickland, Dorothy.

Strickland, Dorothy S.

Languages
English (133)

Covers
Bridging the literacy achievement gap, grades 4-12Beginning reading and writingFamilies : poems celebrating the African American experienceListen children : an anthology of Black literatureTeaching phonics today : a primer for educatorsSupporting struggling readers and writers : strategies for classroom intervention, 3-6Family storybook readingLearning about print in preschool : working with letters, words, and beginning links with phonemic awareness