WorldCat Identities

National Reading Research Center (U.S.)

Overview
Works: 72 works in 92 publications in 1 language and 3,569 library holdings
Genres: Bibliographies  Case studies 
Roles: Other
Classifications: LB1050.2, 428.4
Publication Timeline
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Most widely held works by National Reading Research Center (U.S.)
Developing engaged readers in school and home communities by Linda Baker( Book )

4 editions published in 1996 in English and held by 340 WorldCat member libraries worldwide

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruct
Learning from text across conceptual domains by Cynthia Hynd( Book )

7 editions published in 1998 in English and Undetermined and held by 314 WorldCat member libraries worldwide

This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is addressed, the main focus is on middle and high school classrooms - critical spaces of learning and thinking. One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways - to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, this volume is intended to foster further research efforts - from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text. Learning From Text Across Conceptual Domains - a result of the editor's and contributors' work with National Reading Research Center - will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students learning from text
Where to look : support for implementing literature-based instruction by Lee Galda( Book )

2 editions published in 1996 in English and held by 225 WorldCat member libraries worldwide

Themes and directions of the National Reading Research Center by Donna E Alvermann( Book )

2 editions published in 1993 in English and held by 216 WorldCat member libraries worldwide

Student-posed questions for literature-based discussion by Michelle Commeyras( Book )

1 edition published in 1996 in English and held by 201 WorldCat member libraries worldwide

Teaching science with analogy : a strategy for teachers and textbook authors by Shawn M Glynn( Book )

1 edition published in 1994 in English and held by 87 WorldCat member libraries worldwide

This paper describes the role of analogy in science instruction and presents new research on the Teaching-With-Analogies model. After an introductory section, the paper discuses learning science meaningfully, including constructing relations, strategies for learning conceptual relations, the definition of analogy, effectiveness of analogies, and misconceptions caused by analogies. The model described in the paper began with a task analysis of 43 middle school, high school, and college textbooks to identify how the textbook authors used analogies to explain new concepts. The paper notes that the task analysis was supplemented by a study of 10 exemplary middle school science teachers. The model described in the paper provides guidelines for constructing analogies systematically and using them strategically during science instruction to explain important concepts in ways that are meaningful to students. The paper shows how exemplary teachers and authors construct effective analogies to help students build on their own relevant knowledge by activating, transferring, and applying it to new knowledge acquired from textbooks. Contains 44 references, 2 tables of data, and 4 figures illustrating aspects of various analogies. (RS)
Relationship of reading comprehension to the cognitive internal state lexicon by James R Booth( Book )

1 edition published in 1994 in English and held by 86 WorldCat member libraries worldwide

Contexts of emergent literacy : everyday home experiences of urban pre-kindergarten children by Linda Baker( Book )

1 edition published in 1994 in English and held by 84 WorldCat member libraries worldwide

This report presents the first phase of an ongoing longitudinal study that explores the contexts in which children of various sociocultural groups experience literacy as they make the transition to formal schooling. Participants were the caregivers of pre-kindergarten children attending Baltimore public schools that served neighborhoods varying in income level and ethnicity. Parents' spontaneous reports of children's everyday activities were collected over a one-week period. Parents were later questioned about children's participation in selected activities. The goal was to document the home experiences through which early literacy is nurtured and to explore the cultural themes informing the literate activities in the home. Families in all socio-cultural groups reported that their children had frequent opportunities to engage in activities with the potential to foster development in several domains conducive to literacy: orientation toward print (e.g., storybook reading), phonological awareness (e.g., singing), knowledge of the world (e.g., television viewing), and narrative competence (e.g., mealtime conversation). Middle-income families showed greater endorsement of literacy as a source of entertainment. Lower-income families, in contrast, gave more attention to literacy as a skill to be deliberately cultivated. (Contains 63 references and 6 tables of data. The recording form for the second visit with the family, and the coding scheme for print-related experiences reported in the diaries are attached.) (Author/RS)
Test quality for use in curricular and instructional decision making in reading( Book )

2 editions published in 1994 in English and held by 84 WorldCat member libraries worldwide

Learning counterintuitive physics concepts : the effects of text and educational environment by Cynthia Hynd( Book )

1 edition published in 1994 in English and held by 84 WorldCat member libraries worldwide

A study examined the role of science texts in classrooms and sought to determine how cognition, attitude/motivation, and socioeconomics affect conceptual change learning from texts in those classrooms. Subjects were students in three high-school science classes, one at each level of instruction: general, regular, and advanced. The classrooms were at a school in a university community located in the southeastern United States, and the instructors were experienced in teaching science. Researchers observed classes and documented classroom procedures in field notes and on videotapes. Results indicated that, although students and teachers rated texts negatively, and texts appeared to be ineffective in bringing about conceptual change, texts did play a central role in instruction. Teachers based lectures and labs on texts, and in some cases, used texts as confirmation of information gained from lectures and labs. Findings suggest that the relevance of physics to career goals might be the most important factor in students' willingness to learn counterintuitive concepts in physics. (Contains 34 references and three tables of data.) (Author/RS)
Systemic reform of literacy education : state and district-level policy changes in Maryland by John T Guthrie( Book )

1 edition published in 1994 in English and held by 83 WorldCat member libraries worldwide

This study examines the systemic reform process that was initiated in Maryland in 1991. The Maryland School Performance Assessment Program (MSPAP) consists of learning outcomes, a framework for performance assessment, guidelines for school decision making, and suggestions for staff development. One year following the initiation of the MSPAP, a semistructured interview was conducted with the district-level administrators responsible for reading and language arts in the state. They were asked about their perception of the Assessment objectives and about the influence of the program on district goals and policies for instructional change. Learning outcomes were accurately perceived as requiring students to apply language to real-world problems and to construct meaning from a diversity of texts. The most frequently cited instructional innovations were the teaching of reading and language arts through subject matters of the curriculum and the use of trade books for reading instruction. The MSPAP was perceived by 24% of administrators as legitimating reforms already underway in their districts. Findings suggest that efforts toward reform should be linked to a sustained, change-oriented political process informed by actual data on the status of the reforms. (Contains 20 references and 1 table of data.) (Author/RS)
Do basal readers deskill teachers? by James F Baumann( Book )

1 edition published in 1994 in English and held by 83 WorldCat member libraries worldwide

A study evaluated the assertion that basal reading programs limit or control teachers' instructional decision making through a process referred to as "deskilling" by surveying elementary educators regarding their use of and opinions about basal reading programs. Responses from 553 of 1,000 randomly sampled International Reading Association members on descriptive, Likert, and open-ended items revealed little, if any, evidence of teacher deskilling. Rather, results indicated that most teachers: (1) are discriminating consumers in charge of their curricular and instructional decision making; (2) view basal reading programs as one instructional tool available to them as they plan literacy lessons; and (3) do not relinquish control to basal materials or any presumed power behind the materials. Furthermore, rather than deskilling teachers, basal materials empower teachers by providing them instructional suggestions to draw from, adapt, or extend as they craft lessons for their students. (Contains 35 references and 3 tables of data.) (Author/RS)
Tracing the evolution of research : from critical thinking to literacy partnerships by Michelle Commeyras( Book )

2 editions published in 1995 in English and held by 83 WorldCat member libraries worldwide

Several informal studies investigating what teaching methods lead to developments in critical thinking skills among elementary and secondary students suggest that students themselves may be the best means for teaching students. A researcher and a second-grade teacher, reflecting on three years of collaborative research, found that students are intuitive and inventive when it comes to writing their own questions for exploring the meaning of stories they have read for class. When the teacher relinquished control over the class by allowing students to determine the direction of discussion, she found that their thinking was in-depth and penetrating. Analyses of discussion videos and transcripts revealed a myriad of ways in which student-generated questions promoted critical thinking among the second-grade students. For example, students considered different ways of wording a question; they looked at how the presence or absence of a single word could affect its meaning. A second study initiated by an eighth-grade teacher interested in how the second graders formulated their own questions involved a collaboration between the second- and eighth-grade students. The eighth-grade teacher involved her students in devising and planning ways of studying the second graders' thinking. Their ideas resulted in a host of literacy activities. Further, the enthusiasm and interest the two groups took in each other developed reciprocal and mutually meaningful relationships. (Contains 18 references.) (TB)
The teaching practices of transactional-strategies-instruction teachers as revealed through collaborative interviewing( Book )

1 edition published in 1994 in English and held by 83 WorldCat member libraries worldwide

Teacher perceptions of students' motivation to read by Anne P Sweet( Book )

1 edition published in 1994 in English and held by 83 WorldCat member libraries worldwide

Teaching science with analogies : a resource for teachers and textbook authors by Shawn M Glynn( Book )

1 edition published in 1994 in English and held by 83 WorldCat member libraries worldwide

This report describes the role of analogies in science instruction and presents research on a model for teaching with analogies. This model is being developed from research studies of textbooks and exemplary teachers; it provides guidelines for the strategic use of analogies during science instruction to explain fundamentally important concepts in ways that are meaningful to students. The model shows how exemplary teachers and textbook authors construct effective analogies to help students build upon new knowledge learned from textbooks by activating, transferring, and applying relevant existing knowledge. Contains 10 references and 4 figures illustrating analogies used in science instruction. (Author)
Profiles of progress on literacy engagement : an update from the National Reading Research Center by Nancy B Mizelle( Book )

1 edition published in 1995 in English and held by 81 WorldCat member libraries worldwide

This paper provides insight into the history and growth of the National Reading Research Center (nrrc), that was charged to engage in research aimed at improving the reading proficiency of all students and to develop a broad, comprehensive model of reading acquisition that integrates the various cognitive, social, motivational, cultural, and instructional elements. The paper begins with an overview of the NRRC's mission and research agenda that acknowledges and addresses four pervasive problems: (1) too many Americans lack the ability and the desire to read and write; (2) the crisis in equity; (3) the nature of current reading instruction; and (4) the prevalence of decontextualized reading research. The paper next discusses how the research is unified by an "engagement perspective," which is based on the assumption that students acquire the competencies and motivations to read for diverse purposes. The paper then presents a brief description of nine research objectives, followed by an outline of how collaborative research has been and remains central to the nrrc. The paper next discusses the research structure for the first four years of the nrrc. The paper then discusses in detail the five strands of research undertaken during the third year of the project, which was designed to extend the knowledge base about how to cultivate highly motivated, self-determining readers who are the architects of their own learning. The paper concludes with an overview of projects for the fourth year of the nrrc. (Contains 51 references and lists of projects for the third and fourth years of the five-year project.) (Rs)
How do classroom characteristics influence intrinsic motivations for literacy by Mary M Ng( Book )

1 edition published in 1996 in English and held by 81 WorldCat member libraries worldwide

A study examined students' motivations for participating in literacy tasks, especially which motivations prevailed and how these motivations varied in different contexts. Previous literature indicated that contexts in which students perceived that they had autonomy, opportunity for social interaction, and coherence (connections to other learning activities) would be likely to arouse intrinsic motivations, such as involvement and curiosity. Students in grade 3 and grade 5 classrooms were videotaped. In their usual team groups, small teams participated in normal classroom literacy lessons and also in investigator-designed activities. Immediately after the videotaping, students were interviewed to determine their motivations and their perceptions of the characteristics of the context. Grade 3 students reported more intrinsic motivations when they perceived the context to be socially supportive; however, grade 5 students' report of intrinsic motivations was not linked to their perceptions of the social characteristics of the context. Grade 5 students reported higher motivations when the content was perceived as autonomy supportive; and grade 3 students did not express higher motivation based on the perceived autonomy support. Findings underscore the importance of student perceptions of context. (Contains 34 references, and 7 tables and 1 figure of data.) (Author/RS)
What happens when students read multiple source documents in history? by Steven A Stahl( Book )

1 edition published in 1995 in English and held by 80 WorldCat member libraries worldwide

Some educators (Ravitch, 1990) have suggested that students use multiple source documents to study history. Such documents could be primary sources, such as Congressional bills or eyewitness accounts, or secondary sources, such as later commentaries. This study examined the processes used when 19 tenth-grade high school students were presented source documents about a controversial incident in U.S. history, the Tonkin Gulf Incident and its aftermath, and asked to read these texts, either to describe the incident or the Senate action on the Tonkin Gulf Resolution, or develop an opinion about the incident or resolution. Results indicated that students did gain in the consistency of their mental models after reading at least two documents, but did not make any further gains after that. When compared to lay experts, they failed to make any growth after a first reading. Examination of their notes also indicated that students tended to take literal notes, regardless of the final task. Findings suggest that the students were using the initial readings to garner the facts about the incident or the resolution. If students were asked for a description, they tended to stay close to the text. If asked for an opinion, however, they tended to ignore the information in the texts they read, even though they may have taken copious notes. Findings also suggest that high school students may not be able to profit from multiple texts, especially those presenting conflicting opinions, without some additional instruction. (Contains 32 references, 2 notes, 5 tables, and 2 figures of data. An appendix of data is attached.) (Author/RS)
Improving instructional text : tests of two revision methods by Bruce K Britton( Book )

1 edition published in 1996 in English and held by 80 WorldCat member libraries worldwide

A series of four studies tested two methods of revising instructional text to improve students' learning from it. In one method, the revisions untangled the "cognitive knots" in the text; in the second method, the revisions highlighted the "point" of the text. Subjects for the various studies were 40 students in an intact high school biology class (study 1); 30 ninth-grade students in English and History and 29 college freshmen (study 2); 41 college students (study 3); and 12 students from the same population used in studies 1-3 and 5 professors from the University of Georgia (study 4). Both methods were tested by giving original, naturally occurring textbook excerpts to one group of students and the revised versions to a separate group, and then giving the same tests of learning to both groups. In all cases, the groups who read the revised version got significantly higher scores on the test than those who read the original version. Findings suggest that the revision techniques were effective in increasing learning. (Contains nine tables of data. Appendixes provide a pair of texts for the "cognitive knots" study, texts used in experiment 2, and instructions for experiment 3.) (Author/RS)
 
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Learning from text across conceptual domains
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Alternative Names
Center for Reading Research

États-Unis. National Reading Research Center

États-Unis. Office of Educational Research and Improvement. National Reading Research Center

Høgskolen i Stavanger Senter for leseforsking

National Reading Research Center

National Reading Research Center (U.S.)‏

National Research Center

NRRC

NRRC (National Reading Research Center (U.S.))

Research Center

Senter for leseforskning

SLF

Statlig spesialpedagogisk kompetansesenter for dysleksi

Stavanger College of Education Center for Reading Research

Stavanger lærarhøgskole Senter for leseforsking

United States Department of Education Office of Educational Research and Improvement National Reading Research Center‏

United States. National Reading Research Center

United States. Office of Educational Research and Improvement. National Reading Research Center

University of Georgia National Reading Research Center‏

University of Maryland at College Park. National Reading Research Center

미국 교육부 교육연구및개선사무소 국립독서연구센터

Languages
English (32)