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Multidimensional aspects of literacy research, theory, and practice

Author: Charles K Kinzer; Donald J Leu
Publisher: Chicago, IL : National Reading Conference, Inc., 1994.
Series: Yearbook of the National Reading Conference, 43rd.
Edition/Format:   Print book : EnglishView all editions and formats
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Document Type: Book
All Authors / Contributors: Charles K Kinzer; Donald J Leu
OCLC Number: 31881357
Description: 611 pages : illustrations ; 24 cm.
Contents: Assessment. An examination of teachers' thinking about assessment of expository text --
Assessment, self-assessment, and children's literate constructs --
Portfolio process and teacher change: elementary, middle, and secondary teachers reflect on their initial experiences with portfolio evaluation --
Content-area reading; document literacy --
Mei: constructing meaning during a sixth-grade social studies unit --
Cognitive components of task difficulty in document literacy --
Group dialogue journals as a means of exploring preservice teachers' beliefs about content-area literacy --
A reader response perspective in social studies: a middle grades study --
Examining teachers' beliefs, decisions, and practices about content-area reading in secondary social studies. A comparison of third-grade children's listening comprehension of scientific information using an information book and an informational storybook --
A comparison of fifth graders' comprehension and retention of scientific information using a science textbook and an informational storybook --
Life experiences and teacher knowledge: how a teacher decides to use literacy strategies --
Cultural and linguistic diversity. Preschoolers doing "code-switching" --
English-only children from bilingual homes: considering the home-school connection --
Examining the participation of young, linguistically diverse children at a writing center --
Multicultural/multiethnic children's literature: familiarity, availability, and use in classrooms and libraries --
Early literacy; literacy learning in the elementary grades. Multiple dimensions of literacy: a semiotic case study of a first-grade nonreader --
Some observations on acquiring and using reading skill in elementary schools --
Learning about literacy and the world: two-year-olds' and teachers' enactment of a thematic inquiry curriculum --
The impact of a parent involvement program designed to support a first-grade reading intervention program. The nature of first graders' talk in conferences: with an without adult participation. Instruction: change, reform, implementation. Welcome to our rain forest: whole-language orientation and implementation --
Implementing large-scale change in literacy instruction --
Reconceptualizing collaborative literacy reform as a process of dilemma management --
Constructing chains of reasoning in reading recovery demonstration lessons --
Why strategies fail: students' and researchers' perceptions --
Literacy and technology. Transforming the literacy classroom through reader response and computer networking --
Literature and texts: response, interpretation, discussion --
Learning to collaborate in a literacy discussion group --
Children's responses to a chapter book across grade levels: implications for sustained text --
Experiencing a novel: the thoughts, feelings, and motivations of adolescent readers. Exploring artistic response to literature --
Mothers' responses to children's oral reading at home --
Multiple selves in literacy interpretation: engagement and the language of drama --
Preservice and inservice instruction. A collaborative conversation about learning: using dialogue journals for professional development --
A constructivist view of preservice teachers' attitudes toward reading through case study analysis of autobiographies --
Developing collaboration and teacher reflection in a college curriculum class --
Summarization: preservice teachers' abilities and instructional views --
What is literature? Two preservice teachers' conceptions of literature and of the teaching of literature --
Constructing knowledge and expertise in literacy teaching: portfolios in undergraduate teacher education --
An alysis of preservice teachers' pedagogical concepts in the teaching of problem readers --
Preparing teacher educators and prospective teachers to meet the challenge of diversity. Preservice teachers' learning process: a descriptive analysis of the impact of varied experiences with portfolios --
Reflection, resistance, and research among preservice teachers studying their literacy histories: lessons for literacy teacher education --
Sociopolitical issues of literacy. Exploring critical thinking from a feminist standpoint: limitations and potential --
Teaching reading: teachers learning from policy --
Teacher and researcher behaviors, beliefs, practices. Questions teachers ask: a report fro m the National Reading Research Center School Search Consortium --
Elementary teachers' beliefs and decisions about vocabulary learning and instruction --
A factor analytic study of teachers' responses to the theoretical orientation to reading profile (TORP) --
"Very sweet, but very very slow": how teachers' "ways of knowing" are reflected in their assumptions about students --
Teachers' roles in first graders' grand conversations --
The teacher as 'more knowledgeable other": changing roles for teachers in alternative reading instruction programs --
Teachers' concerns about curriculum change: adapting to the "reading workshop" --
Relationships for learning: the evolution of a literacy partnership --
Writing; the construction of meaning. Literacy learning in a multiage classroom: some findings from an investigation of peer writing events --
A social view of composing from insiders' perspectives: the roles and relationships of teacher and students --
Integrating narrative reading comprehension and writing instruction for all learners.
Series Title: Yearbook of the National Reading Conference, 43rd.
Responsibility: edited by Charles K. Kinzer, Donald J. Leu ; with the editorial assistance of Jeanne A. Peter, Laurie M. Ayre, Dorothy Frooman.

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