WorldCat Identities

Anderson, Richard C. (Richard Chase) 1934-

Overview
Works: 102 works in 302 publications in 3 languages and 7,057 library holdings
Genres: Conference papers and proceedings  Educational films  Nonfiction films  Short films  Case studies  Abstracts 
Roles: Author, Editor, Other
Classifications: LB1051, 428.407
Publication Timeline
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Most widely held works by Richard C Anderson
Becoming a nation of readers : the report of the Commission on Reading by National Academy of Education( Book )

19 editions published between 1984 and 1985 in English and held by 1,380 WorldCat member libraries worldwide

Fulfilling a need for careful and thorough synthesis of an extensive body of findings on reading, this report presents leading experts' interpretations of both current knowledge of reading and the state of the art and practice of teaching reading. The introduction contains two claims: (1) the knowledge is now available to make worthwhile improvements in reading throughout the United States, and (2) if the practices seen in the classrooms of the best teachers in the best schools could be introduced everywhere, improvement in reading would be dramatic. The first chapter of the report stresses reading as the process of constructing meaning from written texts, a complex skill requiring the coordination of a number of interrelated sources of information. The second chapter, on emerging literacy, argues that reading must be seen as part of a child's general language development and not as a discrete skill isolated from listening, speaking, and writing. The third chapter, on extending literacy, stresses that as proficiency develops, reading should not be thought of as a separate subject, but as integral to learning in all content areas. The fourth chapter concerns the teacher and the classroom and notes that an indisputable conclusion of research is that the quality of teaching makes a considerable difference in children's learning. The next two chapters note that standardized reading tests do not measure everything, and that teaching is a complex profession. The last chapter contains seventeen recommendations for conditions likely to produce citizens who would read with high levels of skill and do so frequently with evident satisfaction. In the afterword, Jeanne Chall comments on the history of the report, and three appendixes contain 260 references and notes plus lists of project consultants and the members of the National Academy of Education. (Hod)
Readings in the psychology of cognition by Richard C Anderson( Book )

17 editions published between 1965 and 1966 in English and held by 808 WorldCat member libraries worldwide

Schooling and the acquisition of knowledge by Richard C Anderson( Book )

16 editions published in 1977 in English and Undetermined and held by 762 WorldCat member libraries worldwide

The conference from which the papers in this book are derived addressed the following questions: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? Separate chapters address types of knowledge and purposes of education; schooling and the facilitation of knowing; the language of instruction (the literate bias of schooling); the representation of knowledge in memory; remembering information from text (the "state of schema" approach); the structure of prose; cognitive development and the acquisition of concepts; attitudes, beliefs, and information acquisition; individual differences in processing information; processes in acquiring knowledge; and the acquisition of knowledge in the classroom. Most chapters take the form of a major speech followed by a formal reaction and then by an open discussion. Two discussions of the conference as a whole are also included. (Aa)
Learning to read in American schools : basal readers and content texts( Book )

9 editions published in 1984 in English and held by 647 WorldCat member libraries worldwide

"Learning to Read in American Schools" examines critical research that offers direct implications for the design and/or evaluation of text materials used in our schools today. In so doing, it addresses issues regarding the quality of text materials, and contains specific recommendations for the improvement of reading comprehension and instruction. Timely, clearly written, and jargon-free, this text is an essential handbook for school administrators, reading specialists, teachers in professional development programs, trainers of teachers, and curriculum developers. It should have a profound impact on how reading is taught in American schools
Educational psychology : the science of instruction and learning by Richard C Anderson( Book )

25 editions published between 1973 and 1991 in 3 languages and held by 527 WorldCat member libraries worldwide

Current research on instruction by Richard C Anderson( Book )

12 editions published in 1969 in English and Undetermined and held by 458 WorldCat member libraries worldwide

Reading education : foundations for a literate America( Book )

2 editions published in 1985 in English and held by 316 WorldCat member libraries worldwide

Teaching reading : strategies from successful classrooms( Visual )

3 editions published in 1991 in English and held by 169 WorldCat member libraries worldwide

A series of six programs designed as simulated field experience for teacher training. Each program includes several segments showing a successful, experienced teacher in action in the classroom, alternating with interview segments during which the teacher talks about the techniques, approaches, and attitudes which contribute to successful teaching of reading
Word meanings by Richard C Anderson( Book )

3 editions published in 1989 in English and held by 78 WorldCat member libraries worldwide

The development of knowledge of derivational suffixes by William E Nagy( Book )

2 editions published in 1991 in English and held by 78 WorldCat member libraries worldwide

How discussion questions influence children's story understanding by Linda Fielding( Book )

2 editions published in 1990 in English and held by 76 WorldCat member libraries worldwide

A microanalysis of the small-group guided reading lesson : effects of an emphasis on global story meaning by Richard C Anderson( Book )

2 editions published in 1990 in English and held by 76 WorldCat member libraries worldwide

From present to future : beyond becoming a nation of readers by Judith A Scott( Book )

4 editions published between 1988 and 1990 in English and held by 74 WorldCat member libraries worldwide

Silent reading reconsidered : reinterpreting reading instruction and its effects by Ian Wilkinson( Book )

4 editions published between 1986 and 1989 in English and held by 74 WorldCat member libraries worldwide

Preparing teachers of literacy by Bonnie B Armbruster( Book )

2 editions published in 1991 in English and held by 73 WorldCat member libraries worldwide

The influence of word and text properties on learning from context by William E Nagy( Book )

4 editions published between 1986 and 1989 in English and held by 69 WorldCat member libraries worldwide

Conceptual and empirical bases of readability formulas by Richard C Anderson( Book )

4 editions published in 1986 in English and held by 69 WorldCat member libraries worldwide

Allocation of attention during reading by Richard C Anderson( Book )

6 editions published in 1982 in English and German and held by 67 WorldCat member libraries worldwide

One of the most consistent findings of research on discourse is that important text information is better learned than less important information because readers devote more attention to the important information. There is now very good reason to believe that questions cause readers to attend selectively to question-relevant information and that a process supported by the extra attention causes more of the question-relevant information to be learned. However, despite superficial appearances, attention does not lie on the causal path between the interest value of a sentence and the learning of this sentence. Children do pay more attention to interesting sentences and they do learn more interesting sentences. However, a deep analysis suggests that the extra attention is a secondary phenomenon. So far, research on whether attention plays a part in the learning of information important in the light of a reader's perspective has been inconclusive. The problem may not be so much with the concept as with the method of assessing the level of cognitive effort using discrete secondary task probes. (Hod)
Reading comprehension and the assessment and acquisition of word knowledge by Richard C Anderson( Book )

4 editions published in 1982 in English and German and held by 66 WorldCat member libraries worldwide

Do errors on classroom reading tasks slow growth in reading?( Book )

4 editions published between 1987 and 1989 in English and held by 65 WorldCat member libraries worldwide

 
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Alternative Names
Anderson, R. C.

Anderson, R. C. 1934-

Anderson, R. C. (Richard Chase), 1934-

Anderson, Richard 1934-

Anderson, Richard C.

Anderson, Richard Chase 1934-

Richard C. Anderson American psychologist

ريتشارد س. أندرسون، 1934-

Languages
English (130)

Spanish (9)

German (2)