WorldCat Identities

Singer, Harry

Works: 48 works in 183 publications in 4 languages and 3,512 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Editor, Author, Other, Instrumentalist
Publication Timeline
Most widely held works by Harry Singer
Theoretical models and processes of reading by Harry Singer( Book )

70 editions published between 1969 and 1999 in 3 languages and held by 1,867 WorldCat member libraries worldwide

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the second section discuss the various processes of reading, and are organized under subheadings for language, visual perception, word recognition, comprehension, metacognition, affective domain, and culture. Specific topics discussed in this section include oral and written language acquisition and the reading process, comprehension of text structures, development of selective attention strategies for learning from text, and the social context of learning to read. Essays in the third section explore various models of reading, including developmental, information processing, interaction, inferential, transactional-psycholinguistic, and affective models. Essays in the fourth section deal with teaching and research issues. Each of the four sections begins with a short introduction to its topic of focus
Reading and learning from text by Harry Singer( Book )

25 editions published between 1900 and 1989 in English and Undetermined and held by 674 WorldCat member libraries worldwide

Appropriate for teachers of any grade who want to teach their students how to read and learn from text, this book explains how to develop and use strategies that will enable all students to read and learn in the content areas without stigmatizing them. The book is divided into four parts. The first part explains the changing role of the school and the need for teachers and schools to shift from directing instruction toward college-bound students to teaching subject-matter to all students. The second part describes single-text strategies that meet the wide range of individual differences in reading and learning from text, and presents methods of teaching students to discuss in groups and to report to the class in a variety of ways, including in writing. The third part starts with an explication of a blueprint for instruction used in both single- and multiple-text strategies focusing on how the teacher phases out and the students phase in any strategy in reading and learning from text, and concludes with an explanation and application of multiple-text strategies in a phase out/phase in sequence in the content areas of English, social studies, science, and mathematics. The final part of the book focuses on the complementary role of the reading and learning-from-text specialist as a member of the faculty. (Hod)
Perception of print : reading research in experimental psychology by Ovid J. L Tzeng( Book )

11 editions published between 1981 and 2017 in English and held by 533 WorldCat member libraries worldwide

Reading as a Special Kind of Language Understanding -- The Role of the Sound System of the Language in Reading -- 9. What Good is Orthographic Redundancy? -- The Problem -- The Role of Spelling-To-Sound Correspondences -- Sequential Redundancy and Letter Identification -- Sequential Redundancy and Letter Order -- Orthographic Redundancy and the Perception of Multisyllabic Words -- 10. Language Structure and Optimal Orthography -- Speech and Script -- The Units of Spoken Language -- The Units of Written Language -- The Spread of Hanzi in Asia -- Structure of Hanzi -- The Future of Hanzi -- 11. Linguistic Determinism: A Written Language Perspective -- Linguistic Determinism and Visual Information Processing -- Relations Between Script and Speech -- Effects of Orthographic Variations on Visual Information Processing -- Conclusion -- 12. Speech Understanding and Reading: Some Differences and Similarities -- Introduction -- The Receptor Systems for Auditory and Visual Language -- The Stimulus -- The Perceptual Unit in Speech Understanding and Reading -- Information Assimilation -- Top-Down Processes in Language Comprehension -- Toward a Model of Speech Understanding and Reading -- 13. Instruction in Reading Acquisition -- Rationale for Teaching Students How To Read -- Sequence for Teaching Reading Acquisition -- Individual Differences in Reading Achievement -- Learning From Text Phase of Reading Instruction -- Summary -- List of Some Widely Used Basal Readers -- Author Index -- Subject Index
Speed and power of reading in high school by Jack A Holmes( Book )

5 editions published in 1966 in English and held by 179 WorldCat member libraries worldwide

The major focus of this investigation was concerned with discovering differences in the substrata-factor patterns which underlie speed and/or power of reading in various known groups: boys versus girls, bright versus dull, fast versus slow readers, and powerful versus nonpowerful readers. Subjects were 211 boys and 189 girls selected at random from the summer school population of the University of California Demonstration Secondary School. The 54 independent variables consisted of group-administered paper and pencil tests selected or constructed for the purpose of assessing areas which might bear a meaningful relationship to the criteria. Main areas assessed for the independent variables included mental abilities, linguistic abilities, verbal perception, listening comprehension, music ability and appreciation, academic attitudes and habits, interests, emotional-social problems, and chronological age. A substrata-factor analysis, a centroid-factor analysis, and separate treatment of the total group were performed. Results indicated that while reading ability is a composite of speed and power, beyond certain basic skills, different students may draw upon different factors to achieve reading success. Charts, tables, appendixes, and references are included. (Wb)
Substrata-factor reorganization accompanying development in speed and power of reading at the elementary school level; final report, covering contract no. 2011 by Harry Singer( Book )

5 editions published in 1965 in English and held by 63 WorldCat member libraries worldwide

The substrata-factor theory: substrata factor differences underlying reading ability in known-groups at the high school level by Jack A Holmes( Book )

6 editions published in 1961 in English and held by 51 WorldCat member libraries worldwide

This experiment was designed to further earlier investigations of the general "substrata-factor theory of reading" and to test two hypotheses at the high school level of such known-groups as (1) total, (2) boys versus girls, (3) bright versus dull, (4) fast versus slow readers, and (5) powerful versus nonpowerful readers. The major hypothesis stated that different known-groups use different substrata-factor hierarchies for the purpose of reading with speed and/or power. The minor hypothesis was that a person must learn to read by learning to integrate that characteristic hierarchy or working-system of substrata factors which will maximize the use of his strong abilities or skills and minimize the use of his weak ones. Approximately 50 independent test variables were used for diagnostic comparison among the known-groups of the study. The major categories of these variables consisted of mental abilities, linguistic abilities, verbal perception, listening comprehension, elements of musical ability, academic attitudes-habits, interests, emotional and social problems, musical appreciation, and chronological age. Centroid factor analyses were made of the correlation matrices obtained for the total and known-groups, and these results were compared with the results of the substrata analyses. These studies gave conclusive proof of the correctness of the major hypothesis. As a general statement, the minor hypothesis was not substantiated, but means were provided by accumulated study evidence to modify the hypothesis in order to make it valid. A snythesis of centroid and substrata factors was then made and a preliminary foundation of reading ability criteria prepared. (Jh)
Der Sicherungsanspruch des Bauhandwerkers nach [paragraph] 648 BGB by Harry Singer( Book )

9 editions published in 1930 in German and held by 28 WorldCat member libraries worldwide

Ellis Island oral history project, series EI, no. 185 interview of Harry Singer by Harry Singer( )

1 edition published in 2003 in English and held by 24 WorldCat member libraries worldwide

Effect of integration on achievement of Anglos, Blacks, and Mexican-Americans by Harry Singer( Book )

3 editions published in 1970 in English and held by 9 WorldCat member libraries worldwide

Integration in Riverside Unified School District, California, justified on moral, legal, social, and educational grounds, provided a natural time-series experiment for testing the unexpected effects of lateral transmission of peer group values and normalization of instruction on the achievement of Anglos (81.5 percent), blacks (6.1 percent), and Mexican-Americans (10.7 percent). After 1-3 years integration for the various groups, results were analyzed by comparison of 1966-68 post-integration data with 1966 pre-integration cross-sectional data for primary and intermediate grades. Interpretation of these analyses supports the Coleman Report conclussion only partially: Anglo achievement was not reduced, but black and Mexican-American achievement was not improved due to integration. Determinants other than physical integration--very likely psychological and social integration--have to be considered for this continuing disparity in academic achievement. Plans and future research, based on differential input for attaining equal output, are aimed in this direction in the University of California--school district cooperative teacher education and research programs. When these plans become operative, then a test of consequence of a more sophisticated type of integration on the achievement and adjustment of Anglos, blacks, and Mexican-Americans would be available. (Author/RJ)
Conceptual ability in the substrata-factor theory of reading by Harry Singer( )

4 editions published in 1960 in English and held by 8 WorldCat member libraries worldwide

Factors contributing to adjustment and achievement in racially desegregated public schools by California( Book )

2 editions published in 1966 in English and held by 7 WorldCat member libraries worldwide

The overall design is elaborated for a proposed research program which would examine the antecedents, concomitants, and consequences of successful integration of Black, Mexican-American, and white children in the elementary grades of the Riverside, California public school system. Essentially, the proposed research is a 7-year longitudinal study involving some 1800 children, of whom approximately half are minority group members and half are white. The basic research strategy proposed is extensive multiple measures of all variables: (1) achievement, personality, and adjustment of the child; (2) parental values and attitudes; and (3) school and teacher characteristics. More specifically, the study would provide basic information on the antecedent child, and school characteristics which promote achievement and adjustment following termination of "de facto" segregation. The impact of desegregation on the children will also be assessed for the extent to which its effects feed back through the child to alter family attitudes, values, interaction patterns, and community participation. (Author/TL)
Reading. Learning to read by Deakin University( Book )

1 edition published in 1979 in English and held by 7 WorldCat member libraries worldwide

Reading. Comprehension, interacting with text by Deakin University( Book )

1 edition published in 1979 in English and held by 6 WorldCat member libraries worldwide

IQ is and is not related to reading by Harry Singer( Book )

3 editions published in 1973 in English and held by 4 WorldCat member libraries worldwide

Whether iq is or is not related to reading depends on such variables as the difficulty of the task, the time allowed for learning, the quality of instruction, and the nature of the tests used for assessing intelligence and reading. The relationship between intelligence--as assessed by an individual measuring instrument, such as the Stanford-Binet--and reading is at least minimized if the difficulty of the task is within the capabilities of the learner, individual differences in rate of learning are taken into account, instruction is organized to facilitate sequential learning, directions are given clearly so that all students understand them, and assessment of progress is based on criterion-referenced tests. On the other hand, if all of these variables are at the other extremes of their continua, and particularly if group tests of intelligence and criterion-referenced tests of reading achievement are used, then the relationship between intelligence and reading tends to be maximized. (Author)
Der Sicherungsanspruch des Bauhandwerkers nach Paragraph 648 BGB by Harry Singer( Book )

1 edition published in 1930 in German and held by 3 WorldCat member libraries worldwide

Vic Lewis by Vic Lewis( Recording )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

Effect of integration on achievement in Riverside: a three year trend by Harry Singer( Book )

1 edition published in 1969 in English and held by 2 WorldCat member libraries worldwide

Language, Linguistics, and Learning to Read by Harry Singer( Book )

2 editions published in 1972 in English and held by 2 WorldCat member libraries worldwide

Productive application of linguistics to the field of reading has made necessary the formulation, revision, and expansion of theories and models of reading to incorporate relationships among stimulus characteristics of writing systems and response components of phonological, morphological, syntactical, lexical, and affective systems. These variables are mobilized and organized according to the purposes of the reader in order to process and transform surface characteristics of oral or printed stimuli into a structural form and level that could result in a semantic interpretation. Reviewed herein are selections from the voluminous research evidence leading to these changes in theories and models of reading and implications of this evidence for reading theory and practice are discussed. (A 121-item bibliography is appended.) (Author/RD)
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Theoretical models and processes of reading
Alternative Names
Singer, Harry

English (139)

German (11)

Chinese (1)

French (1)