WorldCat Identities

Hoffman, James V.

Works: 49 works in 123 publications in 1 language and 5,468 library holdings
Genres: Case studies  Handbooks and manuals  Periodicals  Conference papers and proceedings  Longitudinal studies  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by James V Hoffman
Effective teaching of reading : research and practice by James V Hoffman( Book )

10 editions published in 1986 in English and held by 553 WorldCat member libraries worldwide

Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: a Primer for a Paradigm" (James V. Hoffman); "Principles for Conducting First Grade Reading Group Instruction" (Jere Brophy); "Effective Use of Time in Secondary Reading Programs" (Jane A. Stallings); "Case Study of a Changing Reading Program and the Role of Teacher Effectiveness Research" (Mark W.F. Condon and Marilyn B. Kapel); "Effective Use of Instructional Time: The Cupertino Project" (Martha Rapp Haggard and Jennifer Reese Better); "Changing Teacher Practice: a Research Based School Improvement Study (Gary A. Griffin and Susan Barnes); "Instructional Decision Making and Reading Teacher Effectiveness" (Gerald G. Duffy and Deborah L. Ball); "Studying Qualitative Dimensions of Instructional Effectiveness" (Laura R. Roehler and Gerald G. Duffy); "Project read: An Inservice Model for Training Classroom Teachers in Effective Reading Instruction" (Robert Calfee and Marcia K. Henry); "The Madeline Hunter Model of Teacher Effectiveness" (Renee Weisberg); "Policy Constraints and Effective Compensatory Reading Instruction: a Review" (Richard L. Allington); and "What We Know and What We Need to Learn About Reading Instruction" (Rebecca Barr). (El)
Changing literacies for changing times : an historical perspective on the future of reading research, public policy, and classroom practices by James V Hoffman( Book )

12 editions published in 2009 in English and held by 331 WorldCat member libraries worldwide

The communicative, visual and performative arts: core components of literacy education / Diane Lapp ... -- From Gray to Google: learning within a profession / Nancy L. Roser and Sam Weintraub -- Multimodality: in perspective / Jerome C. Harste -- Surveying the hopescape / Rudine Sims Bishop -- The transformation of children's knowledge of language units during beginning and initial literacy / Emilia Ferreiro -- Early literacy: then and now / William H. Teale ... -- Reaching/teaching adolescents: literacies with a history / Donna E. Alvermann -- The lamplighters: pioneers of adult literacy education in the United States / Thomas Sticht -- Revisiting the concept of "natural learning" / Brian Cambourne -- Beyond word recognition: how retrospective and future perspectives on miscue analysis can inform our teaching / Kenneth Goodman, Yetta Goodman, and Eric J. Paulson -- Spelling and its role in literacy education: an historical perspective / Richard E. Hodges -- Readability: insights, sidelights, and hindsights / Edward Fry -- Literacy education at a crossroad: can we counter the trend to marginalize quality teacher education? / Gerald G. Duffy, Sandra M. Webb, and Stephanie Davis -- Whole school instructional improvement through the standards-based change process: a developmental model / Taffy E. Raphael, Kathy H. Au, and Susan R. Goldman -- Language policy and literacy instruction: the view from South Africa to South Texas / James V. Hoffman ... -- Fifty years of federal government involvement in reading education / Patrick Shannon ... -- Literacy policies that are needed: thinking beyond "No Child Left Behind" / Richard L. Allington -- Literacy education 2.0: looking through the rear vision mirror as we move ahead / Robert J. Tierney
Reality and reform in clinical teacher education( Book )

5 editions published in 1986 in English and held by 317 WorldCat member libraries worldwide

The texts in elementary classrooms( Book )

11 editions published between 2003 and 2004 in English and held by 266 WorldCat member libraries worldwide

The most comprehensive and up-to-date book in its field, it moves progressively from an examination of discrete literacy processes and forms to a holistic overview and assessment of the classroom literacy environment." "This book is suitable for anyone who deals directly with issues of classroom literacy - in-service reading specialists, curriculum directors, college faculty, researchers, and graduate students."--Jacket
Balancing principles for teaching elementary reading by James V Hoffman( Book )

6 editions published between 2000 and 2014 in English and held by 242 WorldCat member libraries worldwide

"This text offers a perspective for teaching that provokes members of the reading education community to think about their underlying beliefs about teaching and their shared commitment to making schools more effective for the students they serve. It is envisioned as a resource to be used in building a community of learners, to be read with professional colleagues in a course of study, in a teacher/researcher book club, or in some type of inservice setting. Readers are encouraged to debate the ideas presented, to challenge the authors' conceptions with their own reality, and to make sense within a community about what action is desirable. Some specific suggestions and strategies are provided as springboards for further exploration and action."--Jacket
The Routledge international handbook of English, language and literacy teaching by Dominic Wyse( Book )

12 editions published between 2009 and 2012 in English and held by 185 WorldCat member libraries worldwide

"Edited by three authorities in the field, this handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, Language and Literacy Teaching." "A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents." "This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers' working knowledge in order to engage young people and transform their life chances." "A powerful account that will be of interest to students, researchers and academics involved with education."--Jacket
Fundamentals of elementary and middle school classroom instruction by Earl J Montague( Book )

3 editions published in 1989 in English and held by 159 WorldCat member libraries worldwide

Understanding reading instruction : a guide to field-based experiences in reading education by James V Hoffman( Book )

3 editions published in 1988 in English and held by 121 WorldCat member libraries worldwide

Text leveling and little books in first-grade reading( Book )

3 editions published in 2000 in English and held by 88 WorldCat member libraries worldwide

This paper investigates the validity of two current approaches for estimating text difficulty at the first-grade level--the Scale for Text Accessibility and Support-Grade 1 (stas-1) and the Fountas/ Pinnell system--and analyzed student performance in relation to each. Subjects, 105 first graders in two schools, used "little books"--easy to read tiny paperbacks that serve as leveled practice materials for beginning readers. The schools are located in an urban area, 90% Latino, low-income, and with 95% of the students qualifying for subsidized school meals. The children were tested and placed into high, middle, and low ability-based reading groups. Each child was assigned a text set to read under either a preview, modeled, or sight reading condition, and their performance was evaluated for accuracy, rate, and fluency. Results indicated that the text leveling procedures these systems employed were largely accurate. Their analysis even suggested potential benchmarks for first-grade performance: 95% accuracy, 80 words per minute, and a fluency level of 3 (on a scale of 1-5) with reading material of mid-first-grade difficulty. More research is needed to determine whether these figures hold for the larger public. Lastly, results indicated that the modeled reading condition seemed particularly supportive of children's subsequent independent reading at any level. (Contains 13 tables of data and 18 references.) (Rs)
Literature-based reading instruction : problems, possibilities, and polemics in the struggle to change( Book )

2 editions published in 1996 in English and held by 81 WorldCat member libraries worldwide

State and school district intentions and the implementation of new teacher programs by James V Hoffman( Book )

3 editions published in 1985 in English and held by 67 WorldCat member libraries worldwide

The 50th yearbook of the National Reading Conference by Estados Unidos) National Reading Conference (Chicago( Book )

4 editions published in 2001 in English and held by 60 WorldCat member libraries worldwide

55th yearbook of the National Reading Conference( Book )

2 editions published in 2006 in English and held by 48 WorldCat member libraries worldwide

Reading instruction in first-grade classrooms : do basals control teachers?( Book )

2 editions published in 1995 in English and held by 14 WorldCat member libraries worldwide

So what's new in the new basals? : a focus on first grade by James V Hoffman( Book )

2 editions published in 1993 in English and held by 11 WorldCat member libraries worldwide

A study examined the first grade materials in five new basal programs submitted for the 1993 Texas state adoption. (The programs were those of Harcourt Brace Jovanovich; Houghton Mifflin; Scott Foresman; Macmillan/McGraw-Hill; and Silver Burdett Ginn). These series are compared with program materials currently in use in the state. The analysis focuses on features of the pupil texts (e.g., total number of words, number of unique words, readability levels, literary quality) and features of the teachers' editions (e.g., program design, organization, tone). Results of the analysis indicate substantial changes in the more recent series. The findings are interpreted in terms of historical trends as well as recent developments in the literature-based and whole language movements. Implications for future research are identified that relate to the study of the implementation and effects of these new programs. (Seven tables of data and a list of the instructional materials studied, are included. Appendixes contain the rating scales and a list rating exemplar texts. Contains 42 references.) (Author/RS)
A descriptive study of the characteristics of miscue focussed verbal interactions between teacher and student during guided oral reading by James V Hoffman( Book )

2 editions published in 1981 in English and held by 7 WorldCat member libraries worldwide

A study was conducted to describe the characteristics and effects of the verbal feedback offered by teachers to student miscues occurring during group oral reading instruction. Analyses were also made of the ways in which teachers varied feedback between students at different ability levels. The subjects were eight second grade teachers and their regular reading groups. Two teachers had one reading group each, four teachers had two reading groups, and two teachers had three reading groups, making a total of 16 reading groups. Each group was videotaped on four separate occasions. Miscue-focused interactions were coded using the formas taxonomy. Guided oral reading was found to be a significant part of reading instruction. Teacher verbal feedback to miscues occurred with some frequency with both the high and the low ability groups. Good and poor readers were found to be significantly different in their miscue patterns and subsequent reaction strategies, and teachers were found to be significantly different in their verbal response patterns to the two groups. The findings can be interpreted in terms of a mutually adaptive cycle that serves to reinforce existing patterns of behavior between teacher and groups. (Author/RL)
56th Yearbook of the National Reading Conference( Book )

2 editions published in 2007 in English and held by 6 WorldCat member libraries worldwide

The basal reader in American reading instruction by James V Hoffman( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

Teacher Induction Study: A Final Report of a Descriptive Study by James V Hoffman( Book )

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

This study describes the impact of certain state-mandated beginning teacher programs on the transition from student to teacher. Program impact was considered at a number of levels: ideological/societal, institutional, instructional, and personal. Sixteen beginning teachers in two states with mandated induction programs were studied throughout their first year of teaching. Also included in the study were the experienced teachers, administrators, and other persons working with these teachers as part of the induction programs. The research was conducted by interviews, journal entries, and classroom observations. Attention was also given to institutional and societal factors through the use of extensive interviews, content analysis of documentation related to the induction program, and non-participant observations. Analyses revealed a significant impact for these programs, not only on the experiences of the first-year teachers but also on the professional lives of the others who participated in the programs. Analyses of program features that seemed to contribute to a positive first-year experience were identified. Recommendations are offered for the future based on the findings from this study in terms of improving the quality of induction programs. An 11-page list of references, a teacher induction study analysis scheme, and samples of the instruments used in the survey are appended. (Author/JD)
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Audience level: 0.33 (from 0.09 for Balancing ... to 0.59 for Teacher In ...)

Changing literacies for changing times : an historical perspective on the future of reading research, public policy, and classroom practices
Alternative Names
Hoffman, James V.

English (87)

The texts in elementary classroomsBalancing principles for teaching elementary readingThe Routledge international handbook of English, language and literacy teaching