WorldCat Identities

Flood, James

Overview
Works: 93 works in 372 publications in 1 language and 9,999 library holdings
Genres: Handbooks and manuals  Reference works  Abstracts 
Roles: Author, Editor, Other
Classifications: LB1576, 428.007073
Publication Timeline
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Most widely held works by James Flood
Handbook of research on teaching the English language arts by James Flood( Book )

21 editions published between 1991 and 2003 in English and held by 1,460 WorldCat member libraries worldwide

This text is a reference work on teaching the English language arts. The volume is jointly sponsored by the National Conference of Teachers of English and the International Reading Association
Teaching reading to every child by Diane Lapp( Book )

13 editions published between 1978 and 2013 in English and held by 843 WorldCat member libraries worldwide

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life. The text highlights the importance of teaching EVERY child to become competent in
Content area reading and learning : instructional strategies by Diane Lapp( Book )

23 editions published between 1989 and 2016 in English and held by 697 WorldCat member libraries worldwide

This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: a Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of Reading in Content Area Instruction" (D. Schallert and N. Roser); "Understanding the Readability of Content Area Texts" (G. Klare); "Comprehension and Instruction in Learning from a Text" (H. Singer and S. Simonsen); "The Students: Who Are They and How Do I Reach Them?" (N. Marshall); "Instructional Strategies for Developing Student Interest in Content Area Subjects" (M. Haggard); "Context for Secondary Reading Programs: Students as Beneficiaries" (C. Smith); "Banish Fears and Sorrows in Beginning Secondary Teachers: Some Suggestions for Teaching Learning-disabled and Gifted Students" (B. Wong); "Bilingual Students: Reading and Learning" (E. Thonis); "The Content Area Teacher's Instructional Role: a Cognitive Mediational View" (L. Roehler and G. Duffy); "Real-World Literacy Demands: How They've Changed and What Teachers Can Do" (L. Mikulecky); "Teaching Secondary Science through Reading, Writing, Studying, and Problem Solving" (C. Santa and others); "The Role of Reading Instruction in the Social Studies Classroom" (B. Hayes and C. Peters); "Teaching the Reading of Literature" (R. Probst); "The Role of Reading Instruction in Mathematics" (J. Curry); "Reading and Writing in the Content Areas of Physical and Health Education" (L. Gentile and M. McMillan); "Teaching Content Area Vocabulary" (M. Graves and others); "Study Techniques That Ensure Content Area Reading Success" (D. Ogle); "Using Conceptual Mapping as an Effective Strategy in Content Area Instruction" (D. Lapp and J. Flood); "Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material" (H. Anthony and T. Raphael); "The Significance of Prior Knowledge in the Learning of New Content-Specific Instruction" (P. Anders and C. Lloyd); "Ways of Activating Prior Knowledge for Content Area Reading" (A. Berger); "Thinking, Writing, and Reading: Making Connections" (A. Glatthorn); "Literacy, Learning, and Student Decision Making" (R. Tierney and J. O'Flavahan); "Using Computers Effectively in Content Area Classes" (C. Mathison and L. Lungren); "Text and Context in Content Area Reading" (R. Vacca and others); "a Cooperative Learning Approach to Content Areas: Jigsaw Teaching" (R. Slavin); "Assessment Instruments and Techniques Used by the Content Area Teacher" (R. Farr and others); "a Look Inside an Effective Content Area Program: Trends" (D. Alvermann); and "Theory Becomes Practice: One Program" (J. Barton and R. Calfee). (Ms)
Handbook of research on teaching literacy through the communicative and visual arts( Book )

in English and held by 668 WorldCat member libraries worldwide

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology
Literacy development of students in urban schools : research and policy( Book )

4 editions published between 2005 and 2006 in English and held by 614 WorldCat member libraries worldwide

Urban schools share the same concerns as other schools, especially regarding issues of pedagogy, curriculum, and assessment. How these issues are addressed in the urban school setting, however, presents unique challenges and opportunities for teaching and learning. Literacy Development of Students in Urban Schools: Research and Policy presents a comprehensive view of the issues and perspectives that affect the literacy education of urban students. Editors James Flood and Patricia L. Anders have organized this collection into three sections to show you how literacy development is complicated by various contexts: 1. Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns 2. School Contexts of Literacy Development in Urban Schools: Curriculum, Students, and Teachers 3. Political and Organizational Contexts of Literacy Development in Urban Schools: Local and State Concerns Each section features chapters that synthesize the research on a specific topic, and chapters that respond to each synthesis to link the research to literacy instruction and programs. Included within these sections are possible implications for local, state, and national policy that will serve as starting points for conversations between educators and policymakers. The diverse perspectives from leading experts in the field will help you fully understand the knowledge base on literacy development in urban schools. This informative collection is a must-read for anyone preparing teachers to teach in urban schools, supervisors and administrators of urban schools, and policymakers
Understanding reading comprehension : cognition, language, and the structure of prose by James Flood( Book )

17 editions published between 1983 and 1995 in English and held by 593 WorldCat member libraries worldwide

Intended to illuminate current understanding of how the reader's cognition and language and the text's structure affect the processing of prose, this volume contains articles written by educators, linguists, psychologists, and artificial intelligence experts on issues of comprehension research. The first part of the book examines reading comprehension as a cognitive process. The second part explores the relationships between important aspects of language study and reading, while part three focuses on the relationship between text structure and reading comprehension. The 12 essays discuss the following: (1) understanding comprehension; (2) cognitive monitoring in reading; (3) the linearity of reading; (4) consciousness and reading comprehension; (5) an artificial intelligence (ai) perspective on reading comprehension; (6) language development and reading; (7) word finding, word organizing, and reading; (8) comprehension rates in listening or reading; (9) prose structure in content areas; (10) coherent and cohesive harmony; (11) cognitive psychology and readability; and (12) continuities and discontinuities in readability and prose comprehension. (Hth)
Promoting reading comprehension by James Flood( Book )

12 editions published between 1984 and 1992 in English and Undetermined and held by 502 WorldCat member libraries worldwide

Designed to present a historical account of instructional approaches to the teaching of comprehension as well as insights into effective approaches for the present and the future, this collection of papers is divided into three parts, concerned respectively with: (1) instructional research in reading comprehension, (2) the reader and the text, and (3) the reader and the teacher. Each paper discusses critical issues in comprehension instruction and recommends strategies for effective teaching. The four papers in part one discuss what research reveals about teaching practices, propose a framework for conducting research, suggest the impact of the social context on instruction, and trace the history of teaching and testing reading comprehension. The six papers in part two discuss text-related issues in reading comprehension instruction, including the ways teachers intervene to improve student comprehension, the use of text organization to enhance students' understanding, and text structures found in popular television shows. The seven articles in part three examine interactions between teachers and their students and make recommendations for teaching reading comprehension and vocabulary skills. (Mm)
Guiding readers through text : a review of study guides by Karen D Wood( Book )

3 editions published in 1992 in English and held by 414 WorldCat member libraries worldwide

Intended as a comprehensive review of study guides, this monograph combines a discussion of why and how study guides help students comprehend text with a focus on the most effective ways to use these guides in the classroom. The publication is designed to help teachers decide when and how to use these comprehension aids. The monograph presents an array of study guides, explaining the purposes and illustrating their applications, and ends with a set of guidelines that encapsulate the principles governing appropriate and effective use of study guides. The monograph's sections are as follows: (1) What Are Study Guides? (2) Study Guide Effectiveness: Research and Practice; (3) Types of Study Guides; (4) How Do I Choose a Study Guide? (5) Point-of-View Guide; (6) Textbook Activity Guide; (7) Interactive Reading Guide; (8) Collaborative Listening-Viewing Guide; (9) Levels-of-Comprehension Guide; (10) Learning-from-Text Guide; (11) Guided Learning Plan; (12) Extended Anticipation Guide; (13) Processes-of-Reading Guide; (14) Pattern Guide; (15) Concept Guide; (16) Analogical Study Guide; (17) Content Guide; (18) Guide-O-Rama; (19) Reading Road Map; (20) Glossing; (21) Process Guide; (22) Guidelines for Classroom Use; and (23) a Final Note. (55 references) (sr)
Language/reading instruction for the young child by James Flood( Book )

6 editions published in 1981 in English and held by 312 WorldCat member libraries worldwide

Teaching students to read by Diane Lapp( Book )

3 editions published between 1985 and 1986 in English and held by 247 WorldCat member libraries worldwide

Language and the language arts by James Flood( Book )

3 editions published in 1984 in English and held by 235 WorldCat member libraries worldwide

Guiding readers through text : strategy guides for new times( Book )

1 edition published in 2008 in English and held by 221 WorldCat member libraries worldwide

Reading in America : a progress report by James Flood( Book )

3 editions published in 1992 in English and held by 154 WorldCat member libraries worldwide

Methods of research on teaching the English language arts : the methodology chapters from the Handbook of research on teaching the English language arts, second edition( Book )

8 editions published between 2004 and 2005 in English and held by 153 WorldCat member libraries worldwide

This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses
Handbook of research on teaching literacy through the communicative and visual arts( Book )

3 editions published in 2008 in English and held by 148 WorldCat member libraries worldwide

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology
Handbook of research on teaching literacy through the communicative and visual arts by James Flood( Book )

26 editions published between 1996 and 2015 in English and held by 99 WorldCat member libraries worldwide

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology
Literature instruction : practice and policy by James Flood( Book )

2 editions published in 1994 in English and held by 83 WorldCat member libraries worldwide

Discussing issues involved in the successful teaching of literature, this book presents essays that explore recent findings from research concerned with the teaching of literature in contemporary k-12 classrooms. The book is organized by age, special population, and special issues. Essays in the book address such issues as ability grouping, multicultural inclusion, literature versus literacy development, whole language, honesty in assessment, and how to change on a broad scale. Essays in the book are: (1) "Reader-Based Literature Instruction" (Judith A. Langer); (2) "Transactions between Theory and Practice in the Teaching of Literature" (Sheridan Blau); (3) "Becoming Members of an Interpretive Community" (Victoria Purcell-Gates); (4) "From Literature to Literacy: a New Direction for Young Learners" (Nancy L. Roser); (5) "Multicultural Literature: Issues in Teaching and Learning" (Violet Harris); (6) "Ability Grouping and the Teaching of Literature" (James Marshall); (7) "On Honesty in Assessment and Curriculum in Literature" (Alan C. Purves); (8) "Literature and Public Policy" (James R. Squire); and (9) "Winds of Change in Literature Education" (James Flood and Diane Lapp). (Rs)
Handbook of research on teaching literacy through the communicative and visual arts by International Reading Association( Book )

10 editions published between 2007 and 2015 in English and held by 79 WorldCat member libraries worldwide

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests
Macmillan/McGraw-Hill reading( Book )

1 edition published in 2003 in English and held by 63 WorldCat member libraries worldwide

Macmillan/McGraw-Hill reading by James Flood( Book )

20 editions published between 2003 and 2005 in English and held by 60 WorldCat member libraries worldwide

 
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Handbook of research on teaching the English language arts
Languages
English (179)

Covers
Teaching reading to every childContent area reading and learning : instructional strategiesHandbook of research on teaching literacy through the communicative and visual artsLiteracy development of students in urban schools : research and policyTeaching students to readGuiding readers through text : strategy guides for new timesMethods of research on teaching the English language arts : the methodology chapters from the Handbook of research on teaching the English language arts, second editionHandbook of research on teaching literacy through the communicative and visual arts