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Au, Kathryn H. 1947-

Works: 171 works in 354 publications in 1 language and 4,383 library holdings
Genres: Educational films  Nonfiction films  Short films  Case studies  Textbooks  Juvenile works 
Roles: Author, Speaker, Editor, Teacher
Classifications: LB1576, 372.6
Publication Timeline
Publications about Kathryn H Au
Publications by Kathryn H Au
Most widely held works by Kathryn H Au
Reading instruction for today by Jana M Mason( Book )
4 editions published between 1986 and 1990 in English and held by 458 libraries worldwide
Literacy instruction in multicultural settings by Kathryn H Au( Book )
7 editions published in 1993 in English and held by 361 libraries worldwide
Culture and the bilingual classroom : studies in classroom ethnography by Enrique T Trueba( Book )
9 editions published in 1981 in English and held by 330 libraries worldwide
The 13 papers are grouped into 2 sections: "General Theoretical and Methodological Issues," and "Microethnographic Studies of Minority Culture Children in the Classroom." Section I includes five papers which cover the following topics: approaches to inquiry in school-community ethnography which are qualitative, yet quantitative; the validity and importance of ethnography for bilingual education; ethnographic monitoring; culturally responsive education; ethnography as a way to achieve Lau Remedies ii; and the collaborative relationship of the teacher and researcher in classroom research. Section ii includes eight papers, grouped according to the population under investigation: Native Americans, Hawaiian Americans, Mexican Americans, Black Americans, and Puerto Rican Americans. The following topics are covered: cultural differences in the way an Odawa Indian teacher and a non-Indian teacher organize participation structures in the classroom; the social organization of behavior in getting ready for reading in an Alaskan Athabaskan classroom; a culturally responsive solution to teaching reading to Hawaiian children; ethnographic monitoring and awareness of a Chicano student's performance; the public schools, management systems, and minority students; use of metaphrasing by Black and White eighth grade students to structure classroom participation; social contexts for ethnic borders and school failure; and the potential contributions of anthropology to educational research. (Nqa)
Balanced literacy instruction : a teacher's resource book by Kathryn H Au( Book )
7 editions published between 1997 and 2001 in English and held by 320 libraries worldwide
Bringing together information elementary school teachers need to make balanced literacy instruction a reality, this book presents more than 90 short articles designed to be read in a brief period of time and suitable for use in after-school workshops. It presents ideas and instructional approaches teachers have found most valuable and effective in improving literacy instruction and students' achievement. This second edition expands the treatment on controversial issues in reading instruction: beginning reading, and standards-based assessment. By "balanced literacy instruction," the book means providing students with systematic, explicit instruction on skills and strategies in the context of authentic, meaningful activities. Chapters in the book are: (1) Perspectives; (2) Overview of the Readers' Workshop; (3) Structuring the Readers' Workshop; (4) Teacher-Directed Activities in the Readers' Workshop; (5) Student-Directed Activities in the Readers' Workshop; (6) Overview of the Writers' Workshop; (7) Structuring the Writers' Workshop; (8) Teacher-Directed Activities in the Writers' Workshop; (9) Student-Directed Activities in the Writers' Workshop; (10) Overview of Assessment and Evaluation; (11) Evaluating Progress; and (12) Keeping It Going. (Rs)
Literacy achievement and diversity : keys to success for students, teachers, and schools by Kathryn H Au( Book )
4 editions published in 2011 in English and Undetermined and held by 238 libraries worldwide
Multicultural issues and literacy achievement by Kathryn H Au( Book )
12 editions published between 2005 and 2013 in English and Undetermined and held by 238 libraries worldwide
"This book is a sequel to the author's earlier volume, entitled Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume."--Jacket
Literature-based instruction : reshaping the curriculum by Taffy Raphael( Book )
3 editions published in 1998 in English and held by 235 libraries worldwide
Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an understanding of children's responses to literature, the value of the experience of reading for reading's sake, the use of literature in the teaching of reading, the content of the literature-based curriculum, and appropriate forms of assessment. Chapters are: (1) "Mirrors and Windows: Reading as Transformation" (Lee Galda); (2) "Biracial and Multiracial Identity: Dilemmas for Children's Literature" (Violet J. Harris with Melodye Rosales); (3) "First- and Second-Grade Literary Critics: Understanding Children's Rich Responses to Literature" (Lawrence R. Sipe); (4) "Fostering Children's Engagement with Texts: a Sociocultural Perspective" (Cynthia H. Brock and James R. Gavelek); (5) "Thematic Instruction: a Quest for Challenging Ideas and Meaningful Learning" (Sheila W. Valencia and Marjorie Y. Lipson); (6) "Curriculum and Teaching in Literature-Based Programs" (Kathryn H. Au and Taffy E. Raphael); (7) "Contributions of Literature Study to the Teaching and Learning of Writing" (Jenny Denyer and Susan Florio-Ruane); (8) "Evidence of Literacy Learning in a Literature-Based Reading Program" (Kathy Highfield); (9) "Selecting Texts for Beginning Reading Instruction" (Elfrieda H. Hiebert); (10) "Criteria for Selecting Literature in Upper Elementary Grades" (Laura S. Pardo); (11) "Assessment in Literature-Based Reading Programs: Have We Kept Our Promises?" (Tanja Bisesi and others); (12) "Aligning Curriculum, Instruction, and Assessment in Literature-Based Approaches" (Charles W. Peters and Karen K. Wixson); (13) "'My Spark Is a Little Brighter for Teaching Reading This Year': a Fifth-Grade Teacher's Quest to Improve Assessment in Her Integrated Literature-based Program" (Susan I. McMahon); and (14) "Sharing Responsibility for Assessment and Evaluation with Our Students" (Jo Ann Wong-Kam). Eight essays on the future of literature-based instruction are attached: "Literature as a Core Component of the Elementary Literacy Program" (Sean A. Walmsley); "The Best and the Worst of Times" (Kathy Short); "Addressing the Needs of a Diverse Society" (Robert Rueda); "The Literature Makes the Difference" (Barbara J. Diamond); "Preserving What Is Most Vital" (Barbara M. Taylor); "Discussion of Text for Understanding" (Margaret G. McKeown); "An Agenda for Teacher Educators" (Diane Stephens); and "Literature Will Survive" (Bernice E. Cullinan). (Rs)
Teaching reading : strategies from successful classrooms ( visu )
3 editions published in 1991 in English and held by 170 libraries worldwide
A series of six programs designed as simulated field experience for teacher training. Each program includes several segments showing a successful, experienced teacher in action in the classroom, alternating with interview segments during which the teacher talks about the techniques, approaches, and attitudes which contribute to successful teaching of reading
Literacy instruction for today by Kathryn H Au( Book )
4 editions published in 1995 in English and held by 117 libraries worldwide
This book shows elementary school teachers how to help students become confident readers and writers who can use skills they acquire throughout their lives, from a constructivist orientation. It is intended as a main text for an introductory course on elementary-school reading instruction, typically taken by undergraduates in their second or third year. Constructivism, whole language, literature-based instruction, process writing, emergent literacy, and flexible grouping are the concepts and approaches central to the book. Chapters in the book are: (1) Literacy, Reading, Writing, and Instruction; (2) Emergent Literacy and Beginning Instruction; (3) Reading and Writing in Response to Literature; (4) Reading Comprehension of Nonfiction and Report Writing; (5) Vocabulary Development; (6) Classroom Organization and Management; (7) Assessing Progress and Evaluating Instruction; (8) Fostering Independence and a Love of Reading; and (9) Teaching Students with Special Needs. (Rs)
Friends by J. David Cooper( Book )
8 editions published between 1996 and 2001 in English and held by 116 libraries worldwide
Teaching reading. 3-5 workshop ( visu )
1 edition published in 2005 in English and held by 104 libraries worldwide
This session explores assessment, standards, and outcomes. Literacy expert Kathy Au discusses the strategies teachers can use to assess students' understanding in reading and writing. Classroom examples illustrate how students can participate in their own assessment
QAR now : question answer relationships by Taffy Raphael( Book )
1 edition published in 2006 in English and held by 100 libraries worldwide
A powerful and practical framework that develops comprehension and higher-level thinking in all students
Houghton Mifflin reading : the literature experience by William Kirtley Durr( Book )
2 editions published in 1993 in English and held by 78 libraries worldwide
Reprints of trade books, organized by grade level themes, for use with publisher's reading program
Children's developing knowledge of words by Jana M Mason( Book )
3 editions published in 1990 in English and held by 76 libraries worldwide
Portfolios across educational contexts : issue of evaluation, teacher development and system validity by Sheila Valencia( Book )
2 editions published in 1997 in English and held by 74 libraries worldwide
Invitations to literacy by David E Freeman( Book )
6 editions published between 1996 and 2001 in English and held by 64 libraries worldwide
A microethnographic approach to the study of classroom reading instruction : rationale and prodcedures by Kathryn H Au( Book )
4 editions published in 1982 in English and held by 61 libraries worldwide
Learning social context characteristics in prereading lessons by Jana M Mason( Book )
3 editions published in 1981 in English and held by 59 libraries worldwide
Theory and method in establishing the cultural congruence of classroom speech events by Kathryn H Au( Book )
4 editions published in 1980 in English and held by 57 libraries worldwide
Principles for research on the early education of Hawaiian children by Kathryn H Au( Book )
3 editions published in 1980 in English and held by 53 libraries worldwide
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Alternative Names
Au, Hu-Pei
Au, Hu-Pei 1947-
Au, Kathryn H.
Au, Kathryn Hu-Pei 1947-
Au, Kathy
Au, Kathy 1947-
English (88)
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