WorldCat Identities

Norton, Donna E.

Overview
Works: 51 works in 171 publications in 3 languages and 5,737 library holdings
Genres: Criticism, interpretation, etc  Textbooks  Academic theses  Bibliography  History  Directories 
Roles: Author
Publication Timeline
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Most widely held works by Donna E Norton
Through the eyes of a child : an introduction to children's literature by Donna E Norton( Book )

60 editions published between 1983 and 2011 in English and Greek, Modern and held by 2,498 WorldCat member libraries worldwide

Surveys the history of children's literature, explores the child's response to literature, and explains how to evaluate and select literature for children. Features unique two-part genre chapters -- one part content and one part methods. Covers artists and their illustrations, picture books, traditional literature, modern fantasy, poetry, contemporary realistic fiction, historical fiction, multicultural literature, and nonfiction (biographies and informational books). Contains illustrations from favorite full-color children's books (in their original colors), and art from real children. Features guest editorials by authors and illustrators; flashbacks of historical events, works, and people; and a section on multicultural literature in every chapter. Provides a dual-platform CD-ROM with annotated reference information on the more than 3000 children's literature titles listed in the book
The effective teaching of language arts by Donna E Norton( Book )

17 editions published between 1980 and 2004 in English and held by 1,076 WorldCat member libraries worldwide

Effective teaching of language arts requires commitment to excellence on the part of classroom teachers. The language arts include speaking, listening, reading and writing. Excellence cannot be attained without thorough knowledge of the language arts and understanding of methods that develop language arts abilities in children
Language arts activities for children by Donna E Norton( Book )

14 editions published between 1980 and 2003 in English and held by 953 WorldCat member libraries worldwide

Activities to integrate language arts across the elementary curriculum
Multicultural children's literature : through the eyes of many children by Donna E Norton( Book )

19 editions published between 2001 and 2013 in English and held by 759 WorldCat member libraries worldwide

"To help children learn how to live in a diverse society and strive for common goals toward peace, teachers can share multicultural literature, beginning first by sharing the nature of oral language in storytelling and learning to appreciate the role of oral tradition in transmitting the culture, philosophy, and language of different peoples. Norton's second edition of Multicultural Literature: Through the Eyes of Many Children explains to teachers how to do that and further provides meaningful discussions and authentic literature examples. In separate chapters on African American, Native American, Latino, Asian, Jewish, and Middle Eastern literature, the text demonstrates how each culture has been influenced by history and created values, beliefs, and philosophies shared through its literature - offering readers ideas for providing children with positive multicultural experiences and increasing cross-cultural understandings. The text also shares with teachers guidance for beginning an exploration of multicultural literature and a framework for authenticating cultural examples."--BOOK JACKET
The impact of literature-based reading by Donna E Norton( Book )

4 editions published in 1992 in English and held by 248 WorldCat member libraries worldwide

Literacy for life by Donna E Norton( Book )

2 editions published in 2007 in English and held by 107 WorldCat member libraries worldwide

Vistas in reading literature : silver level by Donna E Norton( Book )

2 editions published in 1990 in English and held by 15 WorldCat member libraries worldwide

A reader on the fifth-grade level with stories, poems, plays, and nonfiction by world-famous authors. Includes study questions, activities, and exercises
The Making of the childhood mind( Book )

1 edition published in 1984 in English and held by 12 WorldCat member libraries worldwide

Instructor's resource manual to accompany : Through the eyes of a child : an introduction to children's literature by Donna E Norton( Book )

2 editions published between 1991 and 1995 in English and held by 7 WorldCat member libraries worldwide

The workplace responds to domestic violence : a resource guide for employers, unions, and advocates( Book )

2 editions published between 1998 and 2000 in English and held by 6 WorldCat member libraries worldwide

A comparison of the oral reading errors of high and low ability first and third graders taught by two approaches : synthetic phonic and analytic-eclectic by Donna E Norton( Book )

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

Forty first-grade and third-grade students participated in an investigation of differences between oral reading strategies of students taught with a phonics emphasis and those of students taught with an analytic-eclectic program. Results from analysis of a reading miscue inventory used with each student indicated that miscue patterns are directly related to reading approaches. The analytic-eclectic approach developed syntactic reading strategies and self-correction strategies and produced readers who relied heavily on the semantic acceptability of the passage. A synthetic-phonic approach developed graphic, phonic, and syntactic reading strategies, with small numbers of self-corrections. Specific types of errors were described for both age groups, and differences between errors of high and low ability readers were investigated. (Author/AA)
Adaptive behavior of children with Infantile Autism compared to children with Down's Syndrome and children with schizophrenia by Jesse David Wood( Book )

1 edition published in 1984 in English and held by 3 WorldCat member libraries worldwide

The major purposes of this study were: to provide descriptive data regarding the developmental functioning and adaptive behavior of male subjects with Infantile Autism and compare these subjects to Down's Syndrome and schizophrenic children with regard to developmental functioning and adaptive behavior. The study sample was comprised of 10 children with a DSM-III diagnosis of Infantile Autism; 10 children with a DSM-III diagnosis of Mental Retardation, secondary to Down's Syndrome; and 10 children with a DSM-III diagnosis of Schizophrenia. All subjects were males between 5 years 0 months and 12 years 11 months of age. Developmental functioning was defined to include several types of demographic data such as a subject age, ethnicity, parental education, parental occupation, age when first evaluated, parental marital status, birth order, number of siblings, and membership in support organizations. Developmental functioning was also defined to include data regarding the birth, developmental milestone, and educational histories of each subject. Adaptive behavior was defined as that behavior which is measured by the Vineland Adaptive Behavior Scales, Research Edition B. Results indicated that the autistic subjects, compared to Down's Syndrome and schizophrenic subjects, had more pregnancy and birth complications, delayed developmental milestones, variability in onset and symptomology, and parental dissatisfaction with the subjects educational program. The Vineland Adaptive Behavior Scales, Research Edition B, differentiated the samples on the domains of Communication and Maladaptive Behavior. No significant differences were noted on domains of Daily Living Skills and Socialization or on Composite Scores. Autistic subjects had lower means, compared to the Down's Syndrome and schizophrenic subjects, on all domains of the Vineland Adaptive Behavior Scales, Research Edition B. This finding suggested that the autistic sample displayed the most impairment in adaptive behavior. Autistic subjects evidenced more within group variability of skills on the Vineland Adaptive Behavior Scales, Research Edition B. This finding provides further evidence for conceptualizing autistic children as a heterogeneous group. The implications for using the Vineland Adaptive Behavior Scales in the assessment of autistic children are discussed. Recommendations for future research on Infantile Autism using the Vineland Adaptive Behavior Scales are discussed
Metacognitive awareness of brain hemispheric functions during the composing process : a comparison between eminent scientist-authors and gifted students with similar career aspirations by Virginia June Scobee( Book )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

The purpose of this study was to determine which combination of mental processes (styles of thinking or behaviors associated with the left and right brain hemispheric functions) occur during the writing act and what strategies scientist-authors and gifted student writers use to monitor and manage the complex integration of the processes. Fifty eminent scientist-authors and 23 gifted students enrolled in the Texas A & M Gifted & Talented Institute Space Science Summer Program served as subjects. Subjects responded to a researcher developed survey instrument and were administered Your Style of Learning and Thinking (SOLAT) developed by Torrance, Reynolds, Ball, and Riegel (1978). Data were analyzed using the chi square statistic. For a more indepth qualitative analysis, three adults and six students provided additional data collected through interviews. It was concluded on the basis of results that: (1) Adults, more than students, make clear to themselves an understanding of the problem, main purpose, and the audience during the prewriting phase. Also, adults, more often than students, feel strong forces of writing discipline during the revision process as though they are critics rather than creators. (2) Adult and student writers do monitor and manage brain hemispheric behaviors; however, adults appear to be more proficient than students at using their dominant mode of thinking to orchestrate and utilize both left and right hemisphere process modes. (3) Adults participate actively in the process of both left and right hemisphere functions; whereas students often seem uncertain of behaviors to use to aid them in solving problems associated with the composing process. (4) Use of SOLAT and the case study approach are means of providing visibility to those variables contributing to the writer's composing process behaviors associated with metacognitive awareness of brain hemispheric functions
The development and standardization of three ethnic attitude scales concerning Hispanic Americans, Black Americans and Native Americans by Ellen Blanche Lawson( Book )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

This dissertation involved the development of three attitude measuring scales relating to Hispanic Americans, Black Americans and Native Americans. The tests were designed to assess the current stereotypes as identified by Anglo-Americans and individual ethnic minorities. The Literature Review which surveyed an extended definition of attitudes and stereotypes illustrated the need for the instruments. The review also surveyed the major assessment methods extant in the literature on attitude and stereotype assessment. Instruments reviewed included Bogardus' Cummulative Scale of Social Distance, Thurstone's Method of Equal-Appearing Intervals, Likert's Scale, Guttman's Scalogram Analysis and Osgood's Semantic Differential (OSD). The foregoing tests were assessed by the criteria reported in the dissertation. The only test of those reviewed that would fulfill the established criteria was Osgood's Semantic Differential (OSD). Test items were collected in an informal survey conducted at Texas A & M University. Selection of the items for the preliminary scales was made by judges who were members of the individual ethnic groups. Item selection was based on the following: (1) no more than 45 items per test and (2) a proportion of 0.30 of the judges had to select the item. Preliminary scales were constructed with using the items selected. The researcher chose contrasting bipolar adjectives for each of the items in the scale. The preliminary scales were administered in a typical classroom in the Education and Curriculum Department to 24 Anglo-American students enrolled in a children's literature class. The data were analyzed utilizing Cronbach's coefficient alpha methodology. The resulting validity coefficients of the individual items were delimited to 30 of the highest validity items. Data were then reanalyzed utilizing the same statistical procedure. The resulting alphas were high (Hispanic American--0.9713, Black American--0.9502 and Native American--0.9330). The scales were designed to assess stereotyped attitudes of preservice teachers. Many preservice and inservice teachers were revealed in the review to have negative attitudes toward minority children, which have been shown to have a harmful effect on the academic progress and social development of minority children
The reading and writing characteristics of low achieving minority students in grades five, six, and seven by Sue Ross Mohrmann( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

The purpose of this study was to provide a description of the reading and writing characteristics of low achieving minority students in grades five, six, and seven. The 73 black and Hispanic subjects in the study were identified by the participating school district as performing in the lowest five percent in their grade levels on standardized achievement tests in reading. Analysis of the demographic data collected indicated that the fifth grade sample of students was different from the sixth and seventh grade samples in average IQ scores, ethnic distribution, free lunch eligibility, percentage of students previously retained, and special education placement. Reading performance in the study was measured by the Analytical Reading Inventory and the reading subtest of the Comprehensive Test of Basic Skills, providing an instructional reading level and a word recognition score from the ARI and a total reading score from the CTBS. A rewriting of "The Bee" instrument developed by Hunt provided a writing sample which was analyzed for elements of syntactic maturity. Reading and writing performance was compared across grade levels and the relationship between variables was examined. Finally, the strength of association between various reading and writing variables was examined. Analysis of the data revealed that the ability to use less-than-clause transformations varied between fifth grade and the other two grades, with nine percent of the variability in Transformation scores being accounted for by difference in grade placement. Fifth grade reading comprehension levels averaged 0.9, which was significantly different from both sixth and seventh grade average reading levels of 2.4 and 2.3. Fifth grade word recognition scores were significantly different only from seventh grade scores. The linear relationship between word recognition and comprehension increased with each grade level. In all three grades, better writers tended to be better readers. Better readers also tended to be better writers
Instructor's resource guide to accompany Through the eyes of a child : an introduction to children's literature by Donna E Norton( Book )

2 editions published between 1983 and 1987 in English and held by 2 WorldCat member libraries worldwide

Shinākht-i adabīāt-i kūdakān : gūnah-hā va kārburdḥā az ruzan-i chishm-i kūdak by Donna E Norton( Book )

1 edition published in 2003 in Persian and held by 2 WorldCat member libraries worldwide

A literature-based language curriculum in public Montessori by Linda Jean Curry( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

The purpose of this study is to evaluate the compatibility of the Montessori method in the public schools with a literature-based language curriculum. Today there are Montessori teachers who believe that basal readers are compatible with the Montessori method, while others believe that basal readers are incompatible with Montessori teaching. To clarify the interpretation of the public Montessori language curriculum, articles in the American Montessori Society's journal, The Constructive Triangle, the Public School Montessorian newspaper, Dr. Montessori's writings regarding language, and those of her close associates were reviewed. Primary level teachers (grades one, two, and three) in the first kindergarten to eighth grade public Montessori school in America, L.L. Hotchkiss Montessori Academy in Dallas, Texas, were interviewed as to their interpretation and methodology in teaching the language curriculum. These teachers were also asked about their concerns in incorporating a literature-based language curriculum with the Montessori method. From another point of view, the Montessori philosophy emphasizes students choosing work in which they are interested. In a literature-based Montessori language curriculum, students should be allowed to choose their books. Therefore, to research student choices, a classroom library was established in a primary level class in the L.L. Hotchkiss Montessori school. Students in the class read freely from the classroom library over a period of twelve weeks, evaluated, and recorded their choices of books. Basically, the students liked fantasy and adventure stories, good endings, humor, the use of personification, and books that allowed them to solve problems. From this study one can conclude that after the language lessons with the didactic materials, the language curriculum in the Montessori method was intended to be taught with children's literature. It is recommended that Montessori teachers consult Montessori's writings on language, reading, and literature, and reactivate her teacher-as-researcher stance by individualizing their language lessons with children's literature. Recommendations from this study can be a suggested guide for Montessori teachers who would like to experiment with children's literature
Children's literature in Texas : a history and evaluation by Norma Bagnall( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

Literature written for children and set in Texas began in 1855 and continues to the present, but consideration of it as literature has been confined to cataloging and brief, annotated bibliographies. This study concerns itself with finding and evaluating all of the children's stories set in Texas from 1855 to 1980 and with evaluating the literary, historical, and cultural importance of this literature; the study also places this body of literature into the mainstream of children's literature written by American writers and set in places other than Texas during the equivalent time period. More than two hundred children's books set in Texas and published between 1855 and 1980 were located and read. Part I of this study divides these books into four chronological groupings to evaluate the literary merit of the major stories in any one time period, to see what major emphases in the stories were, and to compare the Texas books to other children's books written during the equivalent time period and set in other places. A chart is included with each time period that gives an overview of all of the books of any one era and lists the genre of each story, sex and ethnic group of the protagonist, the time and place of setting, and what the major emphasis of each story is. Part II of this study is an annotated bibliography which gives a brief synopsis and evaluation of each of the more than two hundred children's stories set in Texas and published between 1855 and 1980. A conclusion follows Part II which briefly summarizes the study. The overwhelming majority of Texas children's books are historical with rural settings and with Anglo protagonists; they are also overwhelmingly ordinary. However, books with true literary merit were found, written by Texas writers, and they vindicate the search for a worthwhile body of Texas children's books
 
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Through the eyes of a child : an introduction to children's literature
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The effective teaching of language artsLanguage arts activities for childrenMulticultural children's literature : through the eyes of many childrenThe impact of literature-based readingLiteracy for life
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