WorldCat Identities

Otto, Wayne

Overview
Works: 33 works in 78 publications in 1 language and 3,951 library holdings
Genres: Handbooks and manuals 
Roles: Author, Editor
Classifications: LB1050, 372.41
Publication Timeline
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Most widely held works by Wayne Otto
Remedial teaching; research and comment by Wayne Otto( Book )

4 editions published in 1969 in English and held by 431 WorldCat member libraries worldwide

Corrective and remedial teaching; principles and practices by Wayne Otto( Book )

5 editions published in 1966 in English and held by 429 WorldCat member libraries worldwide

Teaching adults to read by Wayne Otto( Book )

3 editions published in 1967 in English and held by 381 WorldCat member libraries worldwide

This guide presents a variety of materials, methods, and ideas for teaching functionally illiterate adults (with less than grade 4 reading ability). Emphasis is placed on helping adults to read independently and to attain a level of skill sufficient for everyday reading tasks. The first three chapters deal with the nature of the problem of illiteracy and marginal illiteracy, the economic, domestic, social, and psychological problems that arise when adults return to school, and general characteristics of adult learners. Chapter 4 is largely devoted to 24 basic reading systems accompanied by detailed check lists, with selected supplementary materials also discussed. The final chapter reviews the sequential development of reading skills, reading inventories and standardized tests, the motivating of students, classroom management, lesson planning, and other facets of program implementation. (The document includes chapter references, tables, addresses of publishers, and a general index.) This document is available from the houghton mifflin company, boston, mass. (Ly)
Focused reading instruction( Book )

2 editions published in 1974 in English and held by 369 WorldCat member libraries worldwide

Reading expository material by Wayne Otto( Book )

7 editions published in 1982 in English and held by 354 WorldCat member libraries worldwide

The school reading program : a handbook for teachers, supervisors, and specialists by Richard John Smith( Book )

8 editions published between 1978 and 1988 in English and held by 350 WorldCat member libraries worldwide

Administering the school reading program by Wayne Otto( Book )

4 editions published in 1970 in English and held by 327 WorldCat member libraries worldwide

Part 1 of a book for administrators and teachers is devoted to an overview of the school reading program: its focus and scope, its component skills and their development, and its relationship to the other language arts. The emphasis is not on the specifics of instruction but on providing a framework within which efficient reading instruction can be effected. Part 2 discusses aspects of a school program that need consideration if improved reading instruction is to result. Scheduling, materials, evaluation, public relations, and roles of specialized personnel are discussed. In addition, suggestions for inservice training programs are made, and 17 model inservice programs are described. References are included for each chapter. (Wb)
Reading problems : a multidisciplinary perspective by Wayne Otto( Book )

4 editions published in 1977 in English and held by 313 WorldCat member libraries worldwide

How to teach reading by Wayne Otto( Book )

3 editions published in 1979 in English and held by 294 WorldCat member libraries worldwide

Inservice education to improve reading instruction by Wayne Otto( Book )

4 editions published between 1973 and 1977 in English and held by 275 WorldCat member libraries worldwide

Objective-based reading by Wayne Otto( Book )

6 editions published between 1975 and 1976 in English and Undetermined and held by 238 WorldCat member libraries worldwide

Transfer effects of training intermediate grade pupils to adjust reading speed to reading purpose by Theodore Lester Harris( Book )

2 editions published in 1966 in English and held by 55 WorldCat member libraries worldwide

An investigation was conducted to determine whether reading rate variability developed with short, tightly-constructed training materials would transfer to longer, more school-like passages immediately after training and one month later. The project was an extension of the usoe project 1755, "the experimental development of variability in rate of reading in the intermediate grades." The subjects were 72 children in madison, wisconsin--12 girls and 12 boys in each of grades four, five, and six--with reading scores between the 40th and 90th percentiles on the sequential tests of educational progress, the california achievement test, and the iowa reading test. During the orientation and training periods, group 1 worked with materials from which the main idea was deleted. Both groups worked with passages of identical length and essentially the same subject matter. Neither training method, sex, nor grade was significantly related to reading rate variability as defined and measured. However, data indicated that any reading rate variability existing after training was transferred and that flexibility could be taught in fourth grade. Samples of training materials, examiners' directions, orientation materials, tables figures, and references are included. Training procedures and materials are described. (Rh)
Prereading/word attack fit study : report from the Project on Conditions of School Learning and Instructional Strategies by Robert Chester( Book )

1 edition published in 1975 in English and held by 20 WorldCat member libraries worldwide

Two studies of children's ability to formulate and state a literal main idea in reading by Wayne Otto( Book )

1 edition published in 1968 in English and held by 13 WorldCat member libraries worldwide

Investigations of the role of selected cues in children's paired-associate learning by Wayne Otto( Book )

1 edition published in 1968 in English and held by 12 WorldCat member libraries worldwide

The identification of reading skills essential for learning in seven content areas at postelementary levels by Beverly Morrison( Book )

1 edition published in 1980 in English and held by 8 WorldCat member libraries worldwide

A questionnaire was designed to give content area teachers an opportunity to review 35 reading/learning skills that are necessary for vocabulary development, the comprehension of written materials, and the efficient use of study time. Over 400 secondary school teachers in seven content areas (English/language arts, social studies, science, mathematics, home economics, business education, and industrial arts) were asked to indicate the relevancy of each skill for learning their subject matter and their expectations of a student's ability with that skill. The data, analyzed across and within content areas, indicate widespread recognition of the relevancy of the reading/learning skills as well as the expectation that students will need help in applying these skills to learn content. (A copy of the questionnaire is included.) (Author/MKM)
Materials for teaching adults to read by Wayne Otto( Book )

2 editions published in 1966 in English and held by 7 WorldCat member libraries worldwide

An extensive survey and review of the materials available for teaching illiterate adults to read was conducted by questioning publishers about the literature they published for the adult basic literacy market. Based on the publishers' replies, the following six annotated lists of adult reading materials were compiled and are presented--basic reading programs for adults, supplementary skill builders, supplementary easy reading materials, U.S. government printing office publications, materials for teaching reading to foreign born adults, and a selected list of publications useful to literacy instructors. A checklist accompanies each program to aid in its evaluation. Publishers' addresses are given. References are included. (Rh)
Assessment of attitudes toward reading in primary pupils : report on the Wisconsin Design for Reading Skill Development from Project 204 by Eunice Nicholson Askov( Book )

1 edition published in 1972 in English and held by 7 WorldCat member libraries worldwide

A technique for improving the understanding of expository text : gloss( Book )

1 edition published in 1981 in English and held by 5 WorldCat member libraries worldwide

Application of Jensen's bidimensional model of learning to the reading process : report from the Project on Individually Guided Instruction in Elementary Reading in Program 2 by Nathaniel A Peters( Book )

1 edition published in 1972 in English and held by 4 WorldCat member libraries worldwide

Both associative and conceptual learning are presumed to be of importance in reading at all developmental levels. However, it is hypothesized in the present study that there is a stronger relationship between beginning reading and associative learning than between beginning reading and conceptual learning. Conversely, it is hypothesized that there is a stronger relationship between later reading and conceptual learning than between later reading and associative learning. A total of 108 subjects from Grades 2, 4, and 6 were used in the study. An equal representation of good, average, and poor readers at each grade level and for both sexes was obtained. The essential findings of the study were that there is no significant difference between the performances of good, average, and poor readers on (1) an associative learning task at the first grade level; (2) an associative conceptual learning task at the fourth grade level; nor (3) a learning task at the sixth grade level. Finally, there is no significant difference between the performance of boys and girls on associative and conceptual learning tasks. (Author/JH)
 
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Languages
English (59)