WorldCat Identities

Ruddell, Robert B.

Overview
Works: 121 works in 393 publications in 2 languages and 5,601 library holdings
Genres: Conference papers and proceedings  Academic theses  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
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Most widely held works by Robert B Ruddell
Theoretical models and processes of reading by Harry Singer( Book )

100 editions published between 1969 and 2013 in 3 languages and held by 2,626 WorldCat member libraries worldwide

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the second section discuss the various processes of reading, and are organized under subheadings for language, visual perception, word recognition, comprehension, metacognition, affective domain, and culture. Specific topics discussed in this section include oral and written language acquisition and the reading process, comprehension of text structures, development of selective attention strategies for learning from text, and the social context of learning to read. Essays in the third section explore various models of reading, including developmental, information processing, interaction, inferential, transactional-psycholinguistic, and affective models. Essays in the fourth section deal with teaching and research issues. Each of the four sections begins with a short introduction to its topic of focus
Teaching children to read and write : becoming an effective literacy teacher by Robert B Ruddell( Book )

17 editions published between 1995 and 2006 in English and held by 620 WorldCat member libraries worldwide

Designed to include a broad base of information about how children acquire and develop literacy, this book discusses the knowledge that is necessary to be an influential teacher of reading and writing. Each chapter in the book begins and ends with a "Double Entry Journal" (DEJ)--an interactive strategy designed to stimulate thinking and to draw upon previous experience and knowledge base. The before-reading dej provides a focus on the chapter topic and activates prior knowledge, while the after-reading dej builds on that knowledge but combines it with the new ideas and strategies introduced in the chapter. Each chapter ends with a concise summary of the material in the chapter. Chapters in the book are: (1) Becoming an Influential Reading and Writing Teacher; (2) Coming to Know the Reading and Writing Processes: Understanding Meaning Making; (3) Understanding the Beginning Steps: Early Reading and Writing Development; (4) Developing Reading Comprehension: Using Instructional Strategies to Develop Higher Level Thinking; (5) Building Vocabulary and Comprehension Connections; (6) Using Literature and Reader Response to Enhance Attitudes and Comprehension; (7) Guiding Children's Writing; (8) Using Word Analysis Strategies to Develop Reader Independence: Transforming Print to Meaning; (9) Developing Children's Literacy Abilities in Content Areas; (10) Understanding Language, Cultural, and Achievement Diversity in the Classroom; (11) Evaluating Children's Progress in Reading and Writing; (12) Examining Instructional Approaches: Basal Reader, Literature-Based, Whole Language, and Supplementary Programs; (13) Organizing and Managing Classrooms for Literacy Learning; and (14) Continuing Professional Change and Growth: Reaching the Influential Goal. (Nka)
Reading-language instruction: innovative practices by Robert B Ruddell( Book )

10 editions published in 1974 in English and held by 418 WorldCat member libraries worldwide

This book is designed specifically for preservice and inservice teachers who wish to improve their reading-language arts instruction. Topics discussed in the sixteen chapters are: the reading-language teacher's role in an age of change; a communication framework; dynamics of language; children's language development; reading-language programs; language as experience; increasing language control; classroom development; descriptions of nonstandard and second-language related dialects of inner-city children, with suggestions for developing appreciation of varied language forms; formulation of decoding and spelling based on recent linguistic and psychological knowledge; development of an innovative approach to comprehension and critical thinking instruction through comprehension levels, comprehension competencies, and questioning strategies; approaches to developing independent reading in the content areas; examination of children's literature, emphasizing the importance of literature and response; development of the concept of reading miscue analysis; classroom organizational plans; and the use of tutors, teaching assistants, and parents to individualize reading-language instruction. (Wr)
Resources in reading-language instruction by Robert B Ruddell( Book )

4 editions published in 1974 in English and held by 334 WorldCat member libraries worldwide

This collection of articles by experts in reading and in language arts contains nine sections: "Educational Change: New Trends and Directions" discusses humanizing teacher education, accountability and the school volunteer; "Instructional Implications from the Disciplines" discusses the reading process, Piaget and reading instruction, and the teacher's task; "Reading-Language Achievement: Socio-Ethnic Variation" looks at dialect barriers to reading comprehension, sources of reading problems and Negro speakers of nonstandard English; "Instructional Programs: An Overview" covers humanism in teaching reading, new dimensions in basal readers, new alphabet approaches, and individual reading; "Enhancing Oral and Written Language Growth" discusses oral communication, oral language activities, and children's writing; "Decoding Instruction" looks at linguistics and phonics, teaching vowels, and the use of context clues; "Comprehension and Thinking Strategies" discusses listening, reading as thinking, and reading instruction; "The Reading Program Gains Purpose through Literature" discusses folklore and literature in the elementary school; "Evaluation Diagnosis and Remediation of Reading Difficulties" discusses achievement tests, criterion-referenced tests, and individual inventory. (Wr)
Accountability and reading instruction: critical issues by Robert B Ruddell( Book )

7 editions published between 1973 and 1978 in English and held by 325 WorldCat member libraries worldwide

The intent of the Commission on Reading of the National Council of Teachers of English in developing this group of articles was to provide insight into critical issues related to accountability and reading instruction. The initial presentation by James Laffey develops a brief historical analysis of educational accountability, followed by a discussion of the alternatives and problems that must be understood in developing an accountability system. Richard Hodges identifies the nature and sources of behavioral objectives as he examines assumptions related to goals of instruction, measurement, and the content and methodology of learning. Kenneth Goodman's paper on testing concerns reading tests, design problems in constructing reading tests, and abuses of tests. Advantages as well as limitations and disadvantages of performance contracting are discussed by Mary Galvan. Galvan concludes her discussion by identifying needs and making recommendations useful in developing curriculum-oriented guidelines for schools interested in performance contracting. The concluding discussion by Harold Herber identifies a range of critical issues based on the preceding discussions. (Author/WR)
The dynamics of reading by David H Russell( Book )

7 editions published in 1970 in English and held by 249 WorldCat member libraries worldwide

The central concern of this book is the effect of reading from the perspective of Holbook Jackson's reference to "the reader as artist". Part One, Literary Backgrounds, establishes the literary and psychological framework central to the book. The second part, Research Backgrounds, focuses on (1) investigating the reading process and specific factors influencing personal response and (2) synthesizing and interpreting empirical research and authoritative data on the effects of reading. The final section, Three Applications, has as its initial focus the application of the earlier discussion to curriculum development. A second focus, growing out of the first, deals with an overview of literary programs and experiences for young people through college age. This text should be of value to upper-division and graduate students of reading and literature. It should also serve as a resource for teachers of teachers and scholars who are constantly concerned with the impact and effects of reading. (Author/DH)
Theoretical models and processes of literacy( )

8 editions published between 2018 and 2019 in English and held by 131 WorldCat member libraries worldwide

The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume's strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book's eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by somechapters from previous editions available online
How to teach reading to elementary and middle school students : practical ideas from highly effective teachers by Robert B Ruddell( Book )

2 editions published between 2008 and 2009 in English and held by 130 WorldCat member libraries worldwide

"How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers is a strategy-based text that successfully combines ideas from the classrooms of highly effective teachers with the latest findings from reading research. The integration of skilled practice with reading theory provides practical, useful techniques for teaching reading to students across a wide range of achievement levels." "The text strongly emphasizes information for developing early reading and spelling abilities, including techniques for nurturing phonemic awareness and emergent writing. Conveying the best practices for teaching reading throughout the elementary and middle school years, instructional ideas presented in this book are designed to ensure continued growth in reading skill in word identification, including use of phonics and structural analysis; in sight vocabulary and meaning vocabulary development; in reading fluency; and in comprehension of narrative and informational based text. Suggestions for assessment of reading progress are integrated throughout the book and a full chapter comprehensively treats a wide variety of useful assessment techniques." "How to Teach Reading to Elementary and Middle School Students focuses on developing highly successful readers at various achievement levels in real-life classrooms. The author s acclaimed research findings on highly effective and influential teachers help this text to stand out among similar books on the market. These findings form the basis for instructional strategies developed throughout the book."--BOOK JACKET
The effect of four programs of reading instruction, with varying emphasis on the regularity of grapheme-phoneme correspondences and the relation of language structure to meaning on achievement in first grade reading by Robert B Ruddell( Book )

5 editions published between 1905 and 1965 in English and held by 71 WorldCat member libraries worldwide

The primary objective of the study was to investigate the effect upon word recognition and reading comprehension skills of four reading programs. These programs varied in (1) the degree of regularity of grapheme-phoneme correspondences programed into the vocabulary presented and (2) the emphasis on language structure as related to meaning. Four exploratory questions were developed to study the relationship between the independent background variables of mental age, socioeconomic status, sex, and chronological age and the dependent variables of word recognition and reading comprehension. Students from 24 first-grade classrooms were given 2 existing reading programs and 2 programs developed to meet the specific needs of this study. It was concluded that the first-grade reading programs possessing a high degree of consistency in grapheme-phoneme correspondences produced significantly higher (1) word reading, (2) word study drills, and (3) regular word identification achievement than those programs offering little provision for consistent correspondences. The need for more carefully designed longitudinal reading research studies was discussed. (Gd)
Upside and down by Robert B Ruddell( Book )

5 editions published in 1978 in English and held by 54 WorldCat member libraries worldwide

Thinking about reading by Robert B Ruddell( Book )

11 editions published between 1986 and 1987 in English and held by 49 WorldCat member libraries worldwide

Riding rainbows by Robert B Ruddell( )

4 editions published in 1978 in English and held by 43 WorldCat member libraries worldwide

An investigation of the effect of the similarity of oral and written patterns of language structure on reading comprehension by Robert B Ruddell( )

9 editions published between 1963 and 1984 in English and held by 32 WorldCat member libraries worldwide

Sunshine days by Robert B Ruddell( Book )

6 editions published in 1978 in English and held by 26 WorldCat member libraries worldwide

Surprises and prizes by Robert B Ruddell( Book )

5 editions published in 1978 in English and held by 26 WorldCat member libraries worldwide

Free rein by Robert B Ruddell( Book )

6 editions published between 1978 and 1996 in English and held by 25 WorldCat member libraries worldwide

Moon magic by Robert B Ruddell( Book )

4 editions published in 1978 in English and held by 23 WorldCat member libraries worldwide

This volume contains a collection of short stories and poems that are intended for a first or second grade audience. Lavishly illustrated, this work helps children begin to read more fluently and write various text forms using simple and more complex sentences
Handstands by Robert B Ruddell( Book )

6 editions published in 1978 in English and held by 22 WorldCat member libraries worldwide

How it is nowadays by Theodore Clymer( Book )

9 editions published between 1969 and 1980 in English and held by 21 WorldCat member libraries worldwide

Majesty and mystery by Robert B Ruddell( Book )

7 editions published in 1978 in English and held by 21 WorldCat member libraries worldwide

 
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Theoretical models and processes of reading
Covers
Teaching children to read and write : becoming an effective literacy teacherTheoretical models and processes of literacyHow to teach reading to elementary and middle school students : practical ideas from highly effective teachers
Alternative Names
Ruddell, Robert

Ruddell, Robert Byron

Languages
English (229)

Chinese (1)