WorldCat Identities

Hodges, Richard E.

Overview
Works: 41 works in 121 publications in 2 languages and 3,420 library holdings
Genres: Dictionaries  Handbooks and manuals  Reference works  Conference papers and proceedings  Glossaries, vocabularies, etc  History  Bibliography  Academic theses  Children's films  Abstracts 
Roles: Author, Editor, Other
Classifications: LB1049.98, 372.403
Publication Timeline
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Most widely held works by Richard E Hodges
The literacy dictionary : the vocabulary of reading and writing by Theodore L Harris( Book )

11 editions published between 1995 and 2005 in English and held by 689 WorldCat member libraries worldwide

The primary purpose is to provide a resource to help educational practitioners, researchers, and other interested persons in the national and international community to understand terms used in contemporary and historical writings about literacy
A Dictionary of reading and related terms by Theodore L Harris( Book )

20 editions published between 1981 and 1989 in English and held by 550 WorldCat member libraries worldwide

Discriptions of words related to reading
Language and learning to read : what teachers should know about language by International Reading Association( Book )

8 editions published between 1972 and 1984 in English and held by 547 WorldCat member libraries worldwide

Spelling: structure and strategies by Paul Robert Hanna( Book )

6 editions published between 1971 and 1982 in English and held by 513 WorldCat member libraries worldwide

This book has been written to assist preservice and inservice elementary school teachers in understanding the rationale behind new spelling programs and in applying linguistically-based theories and strategies to the organization and teaching of an effective spelling curriculum. Part 1 presents current basic research in learning theory and linguistics--I.E., Spelling as language encoding, the alphabetic principle as a base for spelling, the origins and development of the English language, the orthography of American English, a psychology of spelling, and spelling as a school subject. Part 2 describes the scope and sequence that modern spelling programs for the schools might have. Some specific and innovative strategies for each elementary grade level through grade 8 are developed from the simplest identification of the sounds in a word through the perception of structure in American English. Methods of evaluating the student's knowledge of phonological and morphological cues are also discussed. Throughout the book, the content and methods of spelling instruction are presented as a writing system operating on well-defined alphabetic principles which enable children to discover for themselves the structure of American English spelling. A glossary of linguistic and psychological terms new to the elementary teaching field is also included. (Jb)
Learning to spell by Richard E Hodges( Book )

8 editions published in 1981 in English and held by 316 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)
Phoneme-grapheme correspondences as cues to spelling improvement by Paul Robert Hanna( Book )

4 editions published in 1966 in English and held by 275 WorldCat member libraries worldwide

This study sought to analyze phoneme/grapheme correspondences in a 17,310-entry word list drawn from the Thorndike-Lorge word list and Merriam-Webster's New Collegiate Dictionary. Phase one of the research, which has also been reported separately, also sought to determine how closely American-English orthography approximates the alphabetic principle. Correspondences were analyzed irrespective of context, in relation to syllable position, and in relation to position in stressed and unstressed syllables. Phase two sought to develop an algorithm to spell on a phonological basis and to analyze errors. Extensive appendixes to the report list the words in the corpus, tabulate phoneme occurrences, detail the algorithm, and list words spelled correctly by the algorithm and errors. (Aa)
Improving spelling and vocabulary in the secondary school by Richard E Hodges( Book )

3 editions published in 1982 in English and held by 175 WorldCat member libraries worldwide

What is literacy? : selected definitions and essays from the literacy dictionary, the vocabulary of reading and writing by Richard E Hodges( Book )

8 editions published between 1999 and 2004 in English and held by 76 WorldCat member libraries worldwide

This booklet, in a "flipchart" format, provides a ready resource of selected core terms and their definitions from "The Literacy Dictionary: The Vocabulary of Reading and Writing" that bear upon reading and writing instruction. Some entries in the booklet also refer to related terms that can be further examined in "The Literacy Dictionary." The 41 terms in the booklet are arranged in sections entitled Literacy; Read, Reading, Reading Process; Reading Methods; Readability; Assessment; Remedial/Corrective Reading; and Writing. Six essays from "The Literacy Dictionary" are included--the essays were selected for their topical currency and for the clarity of viewpoints expressed by their authors. The booklet is designed for two uses: as a handy, portable reference for core terms common to the literature of reading and writing; and as an invitation to explore in greater depth the diverse yet related terminology assembled in "The Literacy Dictionary." (Rs)
Diccionario de lectura y términos afines by International Reading Association( Book )

7 editions published between 1982 and 1985 in Spanish and English and held by 72 WorldCat member libraries worldwide

Este Diccionario proporciona una extensa documentación para el estudio de ese proceso de singular complejidad que supone la "sencilla operación de leer". En los últimos años ha sido necesario crear una teoría de la lectura a cuya elaboración han contribuido muchos saberes que en ella se encuentran implicados: La fisiología (en sus aspectos normales y patológicos), la psicología, la sociología, la lingüística y la teoría e historia literarias. Esta obra fue publicada inicialmente en Estados Unidos por la International Reading Association (IRA)
Vocabulary by Richard E Hodges( Book )

5 editions published in 1984 in English and held by 62 WorldCat member libraries worldwide

Intended for administrators and policymakers as well as teachers, this digest explores the nature of vocabulary and its implications for classroom instruction. After defining vocabulary and discussing some of the sources of English vocabulary, the digest examines how children's vocabularies develop. It then discusses the role of vocabulary instruction and ways that such instruction can go beyond teaching just new words to enhance students' understanding of how words are used. (HTH)
Spelling by Richard E Hodges( Book )

6 editions published between 1971 and 1984 in English and held by 60 WorldCat member libraries worldwide

Intended for administrators and policymakers as well as teachers, this digest explores researchers' current understanding of English spelling and its acquisition as the basis for spelling instruction methods other than memorization. After defining spelling and the relationship between spoken English and its written system, the digest explores how spelling ability develops in children. It then discusses the implications of spelling acquisition for classroom instruction. The digest concludes with a list of suggested readings, in which in-depth discussion of points brought out in the digest can be found. (HTH)
Report of the Proceedings Under the Treason Felony Act, 11 Vic., Cap. 12, at the Commission Court, Green-street, Dublin, August and October, 1848 by Richard E Hodges( )

1 edition published in 1848 in English and held by 44 WorldCat member libraries worldwide

Spelling and communications theory : a model and an annotated bibliography by Paul Robert Hanna( Book )

1 edition published in 1963 in English and held by 6 WorldCat member libraries worldwide

An analysis of the phonological structure of American-English orthography by Richard E Hodges( Book )

3 editions published between 1964 and 1969 in English and held by 5 WorldCat member libraries worldwide

Improving Spelling and Vocabulary in the Secondary School. Theory & Research in to Practice (Trip) by Richard E Hodges( Book )

2 editions published in 1982 in English and held by 3 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 improving spelling and vocabulary at the secondary school level based on a knowledge of the fabric of the language itself. The first section of the booklet reviews theory and research concerning the structure of English orthography, how people learn to spell, and orthographic implications for instruction. The second section explores word forms and letter constraints and the relationships between and among words, and discusses how new words enter the language and the importance of using a dictionary while proofreading to ensure correct spelling and consequently correct meaning. The booklet concludes with a selected bibliography for teachers and students. (HTH)
The Psychological Bases of Spelling by Richard E Hodges( Book )

1 edition published in 1965 in English and held by 2 WorldCat member libraries worldwide

Research evidence from linguistic studies of American English orthography and from neurophysiological and psychological research in ways that children learn indicates that the content and instructional practices of current spelling instruction programs should be drastically revised. Initial spelling instruction should encourage children to analyze the written code in relation to previously established phonemic habits by listening for the placement of phonemes in words (to the ways in which they are enunciated, and to the basic regularity with which they are represented by graphemes in writing). Through these multisensory experiences with the sounds, sights, and feelings of words, an effective spelling program would encourage children to discover inductively the basic visual structures or strategies underlying words, and would then require them to reinforce these insights in their writing. (Jb)
Report of the Literature Search in the Area of Teaching Behavior in Spelling Instruction by Richard E Hodges( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

As a part of the National Conference on Research in English cooperative research project concerning teacher behavior in the language arts, a literature survey was made to locate studies describing the behaviors of teachers during spelling instruction. The search was limited to studies reported during the period November 1966 to November 1971. Applying the selection criteria of the total project, no studies were found that clearly specified teaching behavior during spelling instruction. Spelling studies continue generally to be concerned with (1) the nature of the orthography, (2) learner variables, or (3) instructional method. While a comprehensive understanding of what constitutes effective spelling instruction must take into account these factors, teacher interaction with pupils during spelling instruction needs also to be accounted for. The effects of teaching behavior upon pupil achievement in spelling appears to be at least one factor warranting future study. (Author)
Searching Linguistics for Cues for the Teaching of Spelling by Richard E Hodges( Book )

1 edition published in 1965 in English and held by 2 WorldCat member libraries worldwide

Although spelling instruction has traditionally treated almost every spelling word as requiring a separate learning act, recent research indicates that over 90% of American-English orthography actually is determined by a set of rules for unit phoneme-grapheme relationships, based with decreasing productivity upon three levels of analysis--phonological, morphological, and syntactical. The phonological level of consistent sound-to-letter relationships can be further examined in terms of the components of position, stress, and environmental factors; and the morphological level can be subdivided into components of compounding, affixation, and word families. These new insights into the nature of American-English orthography, provided by statistical analysis, modern computer technology, and field work in linguistics, should make a profound difference in a linguistically oriented spelling program, both in what is learned and in how that learning is accomplished. (See ed 026 361 for related papers.) (Jb)
Spelling--an introductory film.( Visual )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Gives the history of spelling and writing. Illustrates how spelling is based on sounds, how letters in the alphabet stand for sounds, and how there are more sounds than letters. Also shows, through listening for individual sounds in words, that spelling is a skill common to both reading and writing. For primary grades
What's new in language arts spelling by Richard E Hodges( Book )

3 editions published between 1967 and 1968 in English and held by 2 WorldCat member libraries worldwide

As our understanding of the learning process and of the nature and function of spoken and written American-English increases, spelling instruction in the elementary schools is undergoing a drastic change. Recent research has revealed a basic logic behind the sound-to-letter relationship hitherto thought to be haphazard. Based on the premise that written language is simply a means to reflect oral language through written symbols, emerging spelling programs are attempting to help children perceive the system in American-English spelling by--(1) stressing as a foundation for the study and mastery of words the alphabetic nature of English orthography, as opposed to logographic or syllabary orthographies, (2) utilizing the history of the writing system to help children understand both the sources and meanings of words and their effects upon the spelling of many words, (3) emphasizing the children's ability to proofread and to correct themselves through development of the dictionary habit, (4) helping children find methods for diagnosing those elements of oral language which are an aid to spelling words, (5) ensuring that children employ, in learning to spell, the sensory processes of audition, vision, and feeling, as well as the processes of reasoning and speaking, and (6) urging children to apply the principles of language to their spelling. (this document is available from the national education assn., 1201 16th st., N.w., Washington, D.C. 20036, stock no. 282-08828.) (jb)
 
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The literacy dictionary : the vocabulary of reading and writing
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What is literacy? : selected definitions and essays from the literacy dictionary, the vocabulary of reading and writing
Languages