WorldCat Identities

Langer, Judith A.

Overview
Works: 143 works in 309 publications in 1 language and 10,516 library holdings
Genres: Conference papers and proceedings  Abstracts 
Roles: Author, Other, Speaker, Editor, Teacher
Classifications: LB1575.5.U5, 808.0420712
Publication Timeline
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Most widely held works by Judith A Langer
Envisioning literature : literary understanding and literature instruction by Judith A Langer( Book )

10 editions published between 1995 and 2011 in English and held by 878 WorldCat member libraries worldwide

How writing shapes thinking : a study of teaching and learning by Judith A Langer( Book )

8 editions published between 1987 and 1989 in English and held by 669 WorldCat member libraries worldwide

Children reading and writing : structures and strategies by Judith A Langer( Book )

12 editions published between 1986 and 1988 in English and Undetermined and held by 622 WorldCat member libraries worldwide

Literature instruction : a focus on student response( Book )

6 editions published in 1992 in English and held by 479 WorldCat member libraries worldwide

Intended to provide an overview of current thinking on response-oriented literature instruction and meant to stimulate dialogue leading to reform, this book reports research findings and ideas from teacher conferences of the Center for the Learning and Teaching of Literature at the State University of New York at Albany. The book contains the following articles: (1) "The Background for Reform" (Arthur N. Applebee); (2) "Testing Literature" (Alan C. Purves); (3) "Rethinking Literature Instruction" (Judith A. Langer); (4) "Five Kinds of Literary Knowing" (Robert A. Probst); (5) "Challenging Questions in the Teaching of Literature" (Susan Hynds); (6) "Teaching Literature: From Clerk to Explorer" (Jayne DeLawter); (7) "Literary Reading and Classroom Constraints: Aligning Practice with Theory" (Patrick X. Dias); and (8) "To Teach (Literature)?" (Anthony Petrosky). (Nka)
Reading assessment redesigned : authentic texts and innovative instruments in NAEP's 1992 survey( Book )

3 editions published in 1995 in English and held by 463 WorldCat member libraries worldwide

Reader meets author/bridging the gap : a psycholinguistic and sociolinguistic perspective by Judith A Langer( Book )

12 editions published between 1982 and 1983 in English and held by 458 WorldCat member libraries worldwide

The 10 articles in this book examine how comprehension is affected by what the reader brings to the text, the manner in which the text is structured by the author, and the contextual variables that shape the meaning derived by the reader. Specific topics covered in the articles are (1) background knowledge and comprehension, (2) learning how to learn from reading, (3) discourse comprehension and production, (4) children's initial encounters with print, (5) situational differences in the use of language, (6) facilitating text processing through the elaboration of prior knowledge, (7) extending concepts through language activities, (8) comprehending narrative discourse, (9) reading to children, and (10) dialect and reading. (Fl)
Getting to excellent : how to create better schools by Judith A Langer( Book )

7 editions published in 2004 in English and held by 417 WorldCat member libraries worldwide

Getting to Excellent is for everyone educators, parents, civic leaders who want students to think sharply, like learning, and have the high literacy skills that will open the path to success in school, work, and life. Using data from her groundbreaking study of diverse middle and high schools, Judith Langer shows us what makes the difference between highly effective schools and typical, business-as-usual schools
Envisioning knowledge : building literacy in the academic disciplines by Judith A Langer( Book )

7 editions published between 2010 and 2014 in English and held by 410 WorldCat member libraries worldwide

This book by Judith Langer--internationally known scholar in literacy learning--examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs. Essential reading for pre- and inservice teachers and curriculum developers, this book: (1) Offers a new framework on content-area literacy, building on a decade of research and responding to the implications of high-stakes testing; (2) Connects to current concerns about adolescent literacy, offering ways for educators to understand essential distinctions between knowledge and information; (3) Treats new literacies in the digital-age classroom as essential context for teaching and learning; and (4) Includes examples of instructional activities that will engage students in critical and creative thinking
Contexts for learning to write : studies of secondary school instruction by Arthur N Applebee( Book )

7 editions published in 1984 in English and held by 387 WorldCat member libraries worldwide

Who reads best? : factors related to reading achievement in grades 3, 7, and 11 by Arthur N Applebee( Book )

4 editions published in 1988 in English and held by 371 WorldCat member libraries worldwide

Language, literacy, and culture : issues of society and schooling( Book )

12 editions published in 1987 in English and held by 353 WorldCat member libraries worldwide

Effective literacy instruction : building successful reading and writing programs by Judith A Langer( Book )

3 editions published in 2002 in English and held by 316 WorldCat member libraries worldwide

This book focuses on middle school and high school literacy programs that effectively support student learning in an era of national and state standards and high-stakes testing. The book offers a programmatic vision, a set of principles, and real-life examples to guide educators who wish to inform their practice with research-based knowledge to help their students to become more highly literate. Drawing on the author's 5-year study of classes in 25 schools that are attempting to improve student learning, the book discusses the essential features of teachers' professional experiences and of curriculum and instruction that mark the more effective programs. By studying each school for 2 years, the book examines both teachers' professional lives and students' learning experiences and identified the pivotal elements that empower the best-performing teachers and schools, where high test scores are part of overall achievement in active student learning. The book is divided into two main sections: first it discusses key characteristics of effective English programs--the kind of English curriculum and instruction that mark the more effective programs, as well as the related features of professional support empowering individual teachers who are effective in their classrooms; and second, field researchers who worked with the author provide portraits of particularly effective teachers and programs to bring the principles to life. Chapters in the book are: (1) Effective Literacy Programs; (2) Effective English Instruction in Middle School and High School; (3) Teachers' Professional Lives in Effective Schools; (4) Effective Teachers in an Urban District (Steven D. Ostrowski); (5) An Effective Teacher in a Newcomers' School (Ester Helmar-Salasoo with Sally Jo Bronner and Paola R. Bonissone); (6) Rich Webs of Professional Support in a Suburban District (Eija Rougle); and (7) Creating the Educational Culture within Which Students Learn. Appendixes contain brief descriptions of each school that participated in the Excellence in English Project; a list of 12 related reports from the project; and an activity guide for the Motion Team at International High School. (Contains 6 tables, 17 notes, and 53 references.) (Nka)
Crossroads in American education : a summary of findings by Arthur N Applebee( Book )

8 editions published between 1989 and 1990 in English and held by 301 WorldCat member libraries worldwide

Writing : trends across the decade, 1974-84 by Arthur N Applebee( Book )

6 editions published between 1984 and 1986 in English and held by 279 WorldCat member libraries worldwide

Understanding reading and writing research by Michael L Kamil( Book )

3 editions published in 1985 in English and held by 245 WorldCat member libraries worldwide

The writing report card : writing achievement in American schools by Arthur N Applebee( Book )

5 editions published between 1986 and 1987 in English and held by 226 WorldCat member libraries worldwide

Based on the National Assessment of Educational Progress (naep) 1984 assessment of the writing achievement of American school children, this report presents national and demographic subgroup achievement results for students in grades four, eight, and eleven, and discusses students' attitudes toward writing and instruction. The first chapter describes the tasks and evaluation criteria used in the study and highlights results of the study, including the following: (1) although many students appeared to know the basic elements of analytic writing, such writing was difficult for students in all grades; (2) while most students could express their points of view in persuasive writing, many had difficulty providing evidence for those viewpoints; (3) students had less difficulty with tasks requiring short responses based on personal experience; (4) students found it moderately difficult to write well-developed stories; (5) home environment is related to writing achievement; (6) students who indicated writing three or more reports and essays during a 6-week period had higher achievement levels than students who reported not writing during that time period; (7) students' positive attitudes toward writing deteriorate steadily across the grades; (8) students reported that their teachers are more likely to mark mistakes than to show an interest in what they write or to make suggestions for the next paper; and (9) content area writing increases between grades four and eight, and decreases again in senior high school. The next four chapters provide specific achievement data by grade level for informative, persuasive, and imaginative writing, and for writing performance among various demographic subgroups. The remaining three chapters focus on students' responses to questions concerning writing and writing instruction, specifically, their values and attitudes toward writing, how they manage the writing process, and what they write and the help they receive. (Hth)
Understanding direct writing assessments : reflections on a South Carolina writing study by Arthur N Applebee( Book )

3 editions published in 1989 in English and held by 221 WorldCat member libraries worldwide

Learning to read in our nation's schools : instruction and achievement in 1988 at grades 4, 8, and 12 by Judith A Langer( Book )

5 editions published in 1990 in English and held by 186 WorldCat member libraries worldwide

Writing instruction that works : proven methods for middle and high school classrooms by Arthur N Applebee( Book )

3 editions published in 2013 in English and held by 164 WorldCat member libraries worldwide

Learning to be literate in America : reading, writing, and reasoning by Arthur N Applebee( Book )

4 editions published between 1987 and 1989 in English and held by 151 WorldCat member libraries worldwide

 
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Audience Level
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  Kids General Special  
Audience level: 0.38 (from 0.25 for Getting to ... to 0.55 for Language, ...)

Associated Subjects
Academic achievement Children--Writing Cognition in children Composition (Language arts)--Study and teaching Critical pedagogy Critical thinking--Research Education Educational sociology Educational statistics Educational surveys Educational tests and measurements English language English language--Composition and exercises English language--Composition and exercises--Evaluation English language--Composition and exercises--Research English language--Composition and exercises--Study and teaching English language--Rhetoric--Study and teaching--Research English language--Study and teaching English language--Study and teaching (Secondary) Information literacy--Study and teaching Language arts (Secondary) Language arts--Research--Methodology Literacy Literacy programs Literacy--Study and teaching Literature--Study and teaching National Assessment of Educational Progress (Project) Penmanship Reading Reading (Elementary) Reading (Elementary)--Ability testing Reading (Secondary) Reading (Secondary)--Ability testing Reading--Ability testing Reading--Aids and devices Reading comprehension Reading--Evaluation Reading--Research Reading--Research--Methodology Report writing--Study and teaching Report writing--Study and teaching (Secondary) Report writing--Study and teaching--Evaluation Report writing--Study and teaching--Research School improvement programs School management and organization Sociolinguistics South Carolina United States Written communication--Study and teaching Written communication--Study and teaching--Evaluation
Envisioning literature : literary understanding and literature instruction
Alternative Names
Langer, Judith

Languages
English (127)

Covers
Children reading and writing : structures and strategiesGetting to excellent : how to create better schoolsEnvisioning knowledge : building literacy in the academic disciplinesEffective literacy instruction : building successful reading and writing programs