WorldCat Identities

Anderson, Richard C. (Richard Chase) 1934-

Overview
Works: 103 works in 311 publications in 2 languages and 7,002 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 about Richard C Anderson
 
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 1,366 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 )

18 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 758 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 644 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 )

15 editions published between 1973 and 1975 in English and held by 481 WorldCat member libraries worldwide

Current research on instruction by Richard C Anderson( Book )

13 editions published in 1969 in English and Undetermined and held by 456 WorldCat member libraries worldwide

Reading education : foundations for a literate America( Book )

2 editions published in 1985 in English and held by 313 WorldCat member libraries worldwide

Teaching reading : strategies from successful classrooms( Visual )

5 editions published in 1991 in English and held by 210 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 76 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 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 )

3 editions published in 1990 in English and held by 75 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 74 WorldCat member libraries worldwide

Preparing teachers of literacy by Bonnie B Armbruster( Book )

2 editions published in 1991 in English and held by 74 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 73 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 72 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 67 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 67 WorldCat member libraries worldwide

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 64 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 63 WorldCat member libraries worldwide

Shaping logical behavior in six- and seven-year olds by Richard C Anderson( Book )

6 editions published in 1964 in English and held by 58 WorldCat member libraries worldwide

A technology was needed to bridge the gap between educational theory and the practice of teaching. The chief goal was to develop a procedure for teaching children the method of difference, the problem-solving strategy in which each factor is varied in succession while all other factors are held constant. The components, scope, and limitations comprised a prescription that could furnish guidelines in the construction of a teaching program. The developed program consisted of seven large units, or "games," each of which taught one or more components of the method of difference. The first phase developed the method of difference behavior in a very deliberate fashion, and the second, using varied tasks, was intended to transfer the behavior under the control of abstract, schematic attributes of tasks and problems. The first-grade children used for the equipment were divided into two groups, only one of which received the program instruction. Details of the method, using live teachers, were given. Among the results, the most striking was the attainment of positive, nonspecific transfer of training. The result showed that children can acquire, retain, and transfer rather complex problem-solving behavior generally acquired at 14 or 15. in that this program involved concrete materials and devices, it was consistent with the stage of intellectual development of 6- and 7-year-old children. Although children cannot conceptualize the systems they use, skills can be taught of considerable value, particularly in "new math" and science curricula. The results suggested that the presumption on which the project was based - that reasoning and problem solving capabilities consist of repertoires of behavior modifiable in accordance with principles of learning, instead of inaccessible structures and processes - could be the basis of feasible instruction
 
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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 (137)

German (1)