WorldCat Identities

Fernandez, Melanie

Overview
Works: 14 works in 30 publications in 2 languages and 1,061 library holdings
Genres: Encyclopedias  Reference works  Juvenile works  Exhibition catalogs  History 
Roles: Author, Other
Classifications: E76.2, 970.00497003
Publication Timeline
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Most widely held works by Melanie Fernandez
The British Museum encyclopedia of native North America by Rayna Green( Book )

9 editions published in 1999 in English and held by 891 WorldCat member libraries worldwide

"This encyclopedia explores American Indian history from a Native perspective, through alphabetical entries on events, issues, contemporary and historical art, mythology, gender roles, economics, contact between Indians and Europeans, political sovereignty and self-determination, land and environment. Book jacket."--Jacket
The encyclopedia of the first peoples of North America by Rayna Green( Book )

5 editions published in 1999 in English and held by 123 WorldCat member libraries worldwide

No frame around it : process and outcome of the A Space Community Art Biennale by CAB 2000( Book )

1 edition published in 2001 in English and held by 19 WorldCat member libraries worldwide

Kindred spirits : Kayiga & Winsom( Book )

1 edition published in 2000 in English and held by 8 WorldCat member libraries worldwide

Emergent Readers' Responses to Read Aloud Stories and Stories Presented by a Computer by Melanie Fernandez( Book )

3 editions published between 1997 and 1998 in English and held by 4 WorldCat member libraries worldwide

The electronic storybook may be one tool that can simulate the read aloud story by a human reader. If the electronic story can serve to provide some of the elements derived from a human book reading experience, then time spent with these electronic stories can give children some building blocks that will aid in their literacy acquisition. A study aimed to discover if children's responses to stories delivered by a computer are similar to children's responses to stories read by a human reader. The study employed a 2(mode) x 2(story) x 2(time) anova with 2 between subjects factors (mode and story) and 1 within subjects factor (time). Some research questions were addressed qualitatively. Participants were 40 six year olds from a rural school having a large percentage of students receiving free or reduced lunches. Out of the 32 comparisons, there were only 3 significant mode effects (p<.05) with the cd story experience being statistically significantly better than the human read experience in two of the three comparisons. All other comparisons showed no significant difference between the two modes. The cd story experience was essentially equivalent to the human read experience with regard to the literacy learnings tested by the chosen assessment instruments. In examining effect sizes, however, a trend favoring the human read experience was seen. Qualitative data showed few differences. It did show, however, that although boys responded more often to questions after having experienced the cd story experience than girls, they preferred the human story experience. (Contains six tables of data, a figure, and 16 references.) (Author/NKA)
Reading/riting Connection by Melanie Fernandez( Book )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

In the past, students and teachers alike viewed reading and writing instruction as two separate entities. Reading and writing instruction was often characterized by linear and behaviorist theories and methods, with students rarely coming away from their schooling experience with confidence in and respect for their own writing. To both read and write, students needed to be able to create and receive information in terms of punctuation, spelling, grammar, and decoding, and to be adept at accessing and utilizing such cognitive processes as gathering ideas, questioning, and hypothesizing. Structural knowledge of text facilitates reading comprehension and leads students toward logical and cohesive writing. Students who write about their readings in a relevant and authentic manner become more engaged with the text and comprehend the content presented more fully. Writings calling for clarification or organization of ideas presented in text would be more beneficial than summarizing or outlining of material. In responding to text in a more comprehensive fashion (clarification or organization of ideas), readers become involved in a dialogue with the author through the text. This has strong implications for content area instruction, also for the clarification of thoughts and ideas in general. Central to the reading/writing process as it is addressed in a whole language environment is the idea of student as reader-author. The reading/writing connection can be described as reading and writing together and in concert forming a strong bond enabling the birth and nurturing of literacy. (Contains eight references.) (Cr)
Phonemic awareness : one key to literacy acquisition by Melanie Fernandez( Book )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

For the young child, the onset of speech and language acquisition is a milestone to be expected somewhere between 10-30 months of age. Behaviors exhibited by the people in the child's environment both before and after the onset of speech have infinitely more impact upon language learning--and eventually all learning--than the onset of the event itself. It is the nature of language learning which currently influences success in school. Children from mainstream American homes begin along their path toward a positive school experience almost immediately. Phonemic awareness is a very powerful predictor of whether a child will become a good reader and is one of the elements necessary for students to gain knowledge of the orthographic cipher. Students who arrive at school with little or no exposure to print are not phonemically aware. They need instruction and literacy events which will give them the phonemic awareness necessary for the beginning of reading instruction. (Cr)
Censorship Revisited by Melanie Fernandez( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

Governments, groups, and individuals have always tried to control information. This paper examines censorship, particularly textbook censorship and its effect upon the curriculum, and opposes the recent trend to censor textbooks in public schools. Since the mission of public schooling involves indoctrination and socialization as much as education, the materials for these ends must be chosen carefully. However, the tradition of censorship is strong in America, and it is estimated that up to 30 percent of the nation's school districts have experienced book and curriculum conflicts. Many censors believe themselves unwaveringly right, and numerous censors have arisen from religious fundamentalism. These fundamentalists target secular humanism in the schools in particular, claiming that it is a religion itself and given unfair preference. Fundamentalists believe that their children's exposure to ideas and beliefs contrary to their own will undermine their children's faith and that children must not be taught to question or to wonder but to accept that which is presented to them. Some censors have a tangible impact on textbook publishers. A written procedure for the purpose of textbook-adoption challenges should be implemented so that no one group can control or limit information without due process. (Rjm)
Encyclopaedia of Native North America by Rayna Green( Book )

3 editions published in 1999 in English and held by 2 WorldCat member libraries worldwide

Proposal : the new Discovery Centre at the Royal Ontario Museum by Melanie Fernandez( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

Humorous Literature A Doorway to Literacy by Melanie Fernandez( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

Many theories have been developed to try to explain humor, among them, the social theory; psychoanalytic theories based on Freud; cognitive theories which identify stages corresponding to those of Piaget; and eclectic theories which combine elements of all the theories. The developmental stages of humor parallel the intellectual and emotional development of the individual. Primary children enjoy slapstick and comic mishap. By the time children has reached the intermediate grades, they have developed quite a sense of the logical principles of humor. Humor for the intermediate child becomes a vehicle for social interaction. As children reach secondary school, their sense of humor is still developing but they can relate to all types of humor, including much that is targeted toward adults. Children's preferences in literature naturally follow the developmental stages mentioned. When selecting humorous books for children, their preferences and interests at the various levels of development must be taken into consideration. Aside from being a powerful motivational factor for children since it appeals to them and promotes their willingness to read and write, humorous literature can provide other educational functions in the classroom. Listening and speaking skills are strengthened when students can relate a funny story of their personal experience--writing it down and illustrating it turns it into a valuable literary experience. Because young children are learning phonology, syntax, and the semantics of language, humorous rhymes, repetition, chants, and nonsense stories are a great source for instruction. (NKA)
No frame around it : process & outcome of the A Space Community Art Biennale( Book )

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

Electronic versus paper : do children learn from stories on the computer? p32-34 by Melanie Fernandez( )

1 edition published in 1999 in English and held by 0 WorldCat member libraries worldwide

 
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Audience level: 0.33 (from 0.30 for The Britis ... to 1.00 for Electronic ...)

The British Museum encyclopedia of native North America
Covers
Encyclopaedia of Native North America
Languages
English (29)

French (1)