WorldCat Identities

Dreher, Mariam Jean

Works: 14 works in 38 publications in 1 language and 1,555 library holdings
Genres: Case studies  Academic theses  Abstracts  Handbooks and manuals 
Roles: Author, Editor
Classifications: LB1573, 428.4
Publication Timeline
Most widely held works by Mariam Jean Dreher
Engaging young readers : promoting achievement and motivation by Linda Baker( Book )

7 editions published in 2000 in English and held by 741 WorldCat member libraries worldwide

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. The book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school. --From publisher's description
Informational text in K-3 classrooms : helping children read and write by Sharon Benge Kletzien( Book )

4 editions published between 2003 and 2004 in English and held by 248 WorldCat member libraries worldwide

Teaching informational text in K-3 classrooms : best practices to help children read, write, and learn from nonfiction by Mariam Jean Dreher( )

6 editions published in 2015 in English and held by 179 WorldCat member libraries worldwide

"Specifically designed for K-3 teachers, this accessible guide describes ways to use informational text creatively and effectively in both reading and writing instruction. The book presents lessons, read-alouds, and activities that motivate students to engage with a wide variety of exemplary texts; links to the Common Core State Standards (CCSS) are explained throughout. Key topics include how to build academic vocabulary, balance fiction and nonfiction, and address the needs of English language learners. Examples from diverse classrooms and end-of-chapter discussion questions and engagement activities enhance the book's utility as a professional development resource. Reproducible handouts and other tools can be downloaded and printed in a convenient 8 1/2" x 11" size"--
Elementary school literacy : critical issues by Mariam Jean Dreher( Book )

3 editions published in 1992 in English and held by 129 WorldCat member libraries worldwide

Providing a thorough grounding on important topics in elementary school literacy for experienced teachers and graduate students early in their programs, this book addresses a number of critical issues such as grouping and reading instruction, emergent literacy, learning to read and write with at-risk children, developing vocabulary, learning in the social studies, reading and the learning disabled, literacy in an age of integrated media, and authentic assessment in reading and writing. Chapters in the book are (1) "Elementary School Literacy: Critical Issues" (Mariam Jean Dreher and Wayne H. Slater); (2) "Teachers, Materials and Group Composition in Literacy Instruction" (Rebecca Barr); (3) "Emergent Literacy: Alternative Models of Development and Instruction" (Jana M. Mason and others); (4) "Longitudinal Research on Learning to Read and Write with At-Risk Students" (Connie Juel); (5) "The Elementary Vocabulary Curriculum: What Should It Be?" (Michael F. Graves); (6) "Young Students' Social Studies Learning: Going for Depth" (Isabel L. Beck and Margaret G. McKeown); (7) "Reading Instruction and Learning Disabled Students" (Joanna P. Williams); (8) "Literacy in an Age of Integrated-Media" (Diana L.M. Sharp and others); (9) "Authentic Assessment of Reading and Writing in the Elementary Classroom" (Robert C. Calfee); (10) "Elementary School Literacy Instruction: Changes and Challenges" (Linda B. Gambrell); and (11) "Reading as Cognition and the Mediation of Experience" (John T. Guthrie and Michael Pressley). (Rs)
Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12( )

3 editions published in 2020 in English and held by 93 WorldCat member libraries worldwide

"The development of students' conceptual understanding of the world is vital to their academic success at all grade levels (preschool through high school) and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion. Topics include the importance of word study and informational texts in early literacy, discussion practices that boost comprehension, the use of multimodal and appropriately complex texts, engaging digital literacies, and discipline-specific writing. Ways to strengthen English learners' conceptual skills are highlighted. Each chapter describes current research, explains how to plan and scaffold instruction, distills Implications for Professional Learning, and offers Questions for Discussion. Key words/Subject areas: concepts, conceptual learning, development, developmental, cognitive, understanding, academic knowledge, content knowledge, background knowledge, vocabulary, reading comprehension, content areas, disciplines, disciplinary, informational texts, multimodal, text complexity, digital literacies, writing, speaking, speech, classroom discussions, teaching, instruction, children, adolescents, students, English language learners, ELs, ELLs, culturally sustaining practices, early literacy, elementary, middle grades, secondary grades, high school, textbooks Audience: Teacher educators and graduate students; teachers, literacy specialists, and other educators working with children ages 4-17 (grades PreK-12)"--
Sixth-grade researchers : posing questions, finding information, and writing a report by Mariam Jean Dreher( Book )

3 editions published in 1995 in English and held by 89 WorldCat member libraries worldwide

In two sections of a world history class, 43 sixth graders, all considered competent readers, participated in two sets of tasks. First, they used a familiar textbook to locate the answers to six questions, all of which contained terms that could be found in the book's index. Second, they participated in a report-writing project in which they were asked to generate research questions, locate information to answer those questions using multiple sources, take notes, and write a research report conforming to their teacher's expectations. Despite being competent readers, who had instruction relevant to finding information and who had completed several reports during the year, these students exhibited a wide range of performance and many difficulties. The results are discussed in relation to their implications for helping children develop independent, flexible strategies for finding and using information. (Contains 20 references.) (Author/RS)
Easy steps to writing fantastic research reports by Mariam Jean Dreher( Book )

3 editions published between 1995 and 2000 in English and held by 56 WorldCat member libraries worldwide

Fifth-grade students' search for information in a textbook by Mariam Jean Dreher( Book )

1 edition published in 1994 in English and held by 8 WorldCat member libraries worldwide

The instantiation of general terms in children by Mariam Jean Dreher( Book )

3 editions published in 1980 in English and held by 4 WorldCat member libraries worldwide

Fourth-Grade Researchers Helping Children Develop Strategies for Finding and Using Information by Mariam Jean Dreher( Book )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

A study examined the effectiveness of research strategy instruction that is integrated with the demands of inquiry-based content-area projects, rather than the typical teaching of research-related skills out of context. The study was conducted at two elementary schools, one a Title I school with a high percentage of poor readers, the other a school with a predominantly middle class population with fewer students who were poor readers. Participants were fourth graders: at the Title I school there were 7 girls and 6 boys, and at the other school, there were 15 girls and 11 boys. The classroom context was designed collaboratively by a research team consisting of a teacher, a university faculty member, a reading/language arts coordinator, and an instructional specialist. Instruction was done by the classroom teacher alone at one school, but the teacher at the Title I school was supported by the research assistant. Results indicated similar patterns at both schools with performance assessments showing no differences on prior knowledge of the assessment topics, but provided evidence of statistically significant improvements in students' ability to find and use information. Students demonstrated improvement in their ability to: (1) search independently for information; (2) write a response to a research question based on that search; and (3) apply what they had learned to a new problem. (Contains three tables of data and 10 references; appended are examples of a performance rubric and categories of advice for a specific research problem.) (CR)
Explicitness in Sixth-Grade Social Studies Textbooks by Mariam Jean Dreher( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

A sample of 12 recent and older sixth grade social studies textbooks was examined to determine their level of explicitness, one of the criteria used to determine the "friendliness" or comprehensibility of a text. Researchers randomly selected three samples--usually chapters--from each of the 12 textbooks. The Explication Inventory (consisting of six items, each with a five-point scale) was used by two raters to rate each sample, and the ratings for the three samples from each textbook were then averaged to get a total for that text. To check for reliability, a third rater rated the three segments for a random sample of half the textbooks. The results of analysis indicated no statistically significant differences on total explication scores between the recent and the older textbooks. The raters concluded that the social studies textbooks they examined tended to be friendly on the criterion of explicitness, although it should be noted that text friendliness is also affected by extra-text determinants such as student abilities and curricular and instructional factors. (References and tables are provided; appendices consist of the Explication Inventory and a list of the textbooks reviewed.) (Aew)
Fifth Grade Students' Search for Information in a Textbook. Reading Research Report No. 7 by Mariam Jean Dreher( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

Fifty-nine fifth-grade students were asked to use an unfamiliar textbook on a familiar topic to locate the answers to three questions, all of which contained terms that could be found in the book's index. As an analysis of covariance indicated, those who were asked guiding questions before and during their search were more successful in locating information than their counterparts who were simply asked to search. Reading comprehension was a statistically significant covariate. An examination of the information-access structures (E.G., index, table of contents) used by students indicated that those who were unsuccessful relied heavily on the table of contents and/or paging through the text despite the very specific nature of the questions. Most students who were successful in completing a search task used the book's index. The guiding questions appeared to have promoted success by increasing the likelihood that students would think of and actually use the index during their search. Although index use did not guarantee success, very few students who did not use the index were successful in answering questions. (One table of data is included; 18 references and the questions along with an explanation of how the questions were related to the answers in the text are attached.) (Author/RS)
What will be the demands of literacy in the workplace in the next millennium?( )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Planning prompts and indexed terms in textbook search tasks by Mariam Jean Dreher( )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.32 (from 0.24 for What will ... to 0.99 for Planning p ...)

Engaging young readers : promoting achievement and motivation
Informational text in K-3 classrooms : helping children read and write
English (38)