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Olson, Mary W.

Overview
Works: 17 works in 42 publications in 2 languages and 1,370 library holdings
Genres: Handbooks and manuals  Abstracts 
Roles: Author, Editor, Compiler
Classifications: LB1576, 372.6044
Publication Timeline
Key
Publications about Mary W Olson
Publications by Mary W Olson
Most widely held works by Mary W Olson
Teacher to teacher : strategies for the elementary classroom by Newark, DE International Reading Association( Book )
7 editions published in 1993 in English and held by 500 libraries worldwide
Intended for preservice and inservice teachers, this book presents a collection of the best strategies and activities selected from "In the Classroom," a regular column of teaching ideas in the journal "The Reading Teacher" (October 1983 to May 1991 issues). Strategies in the book were selected for their proven effectiveness and sound basis in current thinking about how literacy is best taught in the elementary grades. Even though the strategies and activities were peer-reviewed by an editorial board for inclusion in the journal, the articles included in this collection were subjected to another review by a second editorial board of 11 classroom teachers and reading/language arts coordinators from across the United States. The book's nine chapters are as follows: (1) Recognizing Words; (2) Reading Orally, Reading Fluently; (3) Developing Vocabulary; (4) Comprehending Text; (5) Reading and Writing in the Content Areas; (6) Understanding Text Structures; (7) Composing Text; (8) Learning about Literature; and (9) Reading for Pleasure. Each chapter contains an introductory orientation to the chapter's focus, a list of suggested further readings, and the teaching strategies. (SR)
Opening the door to classroom research by Mary W Olson( Book )
8 editions published in 1990 in English and held by 476 libraries worldwide
The idea of the teacher as researcher is presented from several different perspectives--the teacher's, the administrator's, and the university based researcher's--to convey a sense of what it means to be a teacher/researcher. The following chapters are included: (1) The Teacher as Researcher--A Historical Perspective (Mary W. Olson); (2) The Door Is Open. Won't You Come In? (Faye Brownlie); (3) Learning to Research/Researching to Learn (Carol S. Avery); (4) Content Teachers as Researchers in Australia (Bert Morris, Patsy Bopf, and Nea Stewart-Dore); (5) Teaching as Research (Carol M. Santa); (6) Collaborating with Teachers on Research (Andrew C. Porter); (7) Preparing Principals for an Action Research Agenda in the Schools (John J. Beck); (8) Involving School Administrators in Classroom Research (Floyd Sucher); (9) a Model of Teaching and Instructional Improvement (S. Jay Samuels and H. Lawrence Jones); and (10) Commentary--Teachers Are Researchers (Patrick Shannon). (Jd)
Reading and language arts programs : a guide to evaluation by Mary W Olson( Book )
6 editions published in 1993 in English and held by 248 libraries worldwide
In the classroom : an introduction to education by Arthea J. S Reed( Book )
2 editions published in 1998 in English and held by 105 libraries worldwide
A guide to observation and participation in the classroom by Arthea J. S Reed( Book )
1 edition published in 1998 in English and held by 16 libraries worldwide
La investigación-acción entra al aula by Mary W Olson( Book )
6 editions published between 1991 and 1996 in Spanish and held by 10 libraries worldwide
Improving study habits and attitudes in the college content class : a replication study by Mary W Olson( Book )
2 editions published in 1983 in English and held by 2 libraries worldwide
To determine if integrating course content with reading study skills would (1) increase student learning of course content and (2) improve students' general reading achievement, one section of a reading education course for preservice teachers was taught reading study skills along with course content; two sections were given no classroom instruction but instead were enrolled as tutors for public school children; and one control section was taught course content but not reading study skills. Although the four groups showed no significant differences in achievement on either the Stanford Diagnostic Reading Test or a study attitudes test, the experimental section scored significantly higher on tests covering course content and study habits. Test results indicated that teaching effective study skills helped students master course content. (Mm)
Do College Students Who Plan Before Writing Score Better on Essay Exams? by M. K Gillis( Book )
1 edition published in 1990 in English and held by 1 library worldwide
A study examined the differences in the essay exam scores of college students who did no planning, some planning, or extensive planning before writing answers to questions on essay exams. Subjects, 100 undergraduate education students enrolled in reading methods classes and 37 graduate reading students enrolled in a psychology of reading class, took part in regularly scheduled exams. Directions for the essay part suggested that they plan before writing their answers. The exams were graded and the amount of planning each student did was classified. An Analysis of Variance and follow-up Scheffe were conducted to see if there were differences in the scores achieved by students doing no, some, and extensive planning. Results indicated that students who did some planning scored better than students who did no planning, and students who did extensive planning scored better than students who did no or some planing. A follow-up study is being conducted to see if requiring planning on a second test will improve the scores of those who did no planning on the first test. (Two tables of data are included.) (Author/MG)
A Description of the Single Preparatory Reading Methods Course for Preservice Teachers by Mary W Olson( Book )
1 edition published in 1981 in English and held by 1 library worldwide
Recognizing the importance of creating quality reading teachers, this paper describes a 15-week reading methods course incorporating university instruction with well-supervised field experience. Optimum conditions of easy access to schools and children, an abundance of basal and supplementary materials, and five hours per week of student time are assumed. One to three days of university instruction weekly, during which college students explore major reading topics through general texts and journal articles are suggested. For the remainder of the week, the paper proposes that students both observe how effective elementary and intermediate school teachers handle these topics, and develop their own lessons. The syllabus for this course, presented with suggestions for university and field assignments, includes the following topics: (1) the nature of reading, (2) the importance of language, (3) reading skills, (4) reading comprehension, (5) the Informal Reading Inventory, (6) the language experience approach, (7) basal readers, (8) individualized reading, (9) strategies for understanding narratives and expository paragraphs, (10) children's literature, and (11) grouping for instruction. Appendixes contain reading and study guides for journal articles, a glossary of reading terms, bibliographies of children's literature and guides for choosing children's books. (Mm)
Improving Reading and Test Taking Performance of Minority and Majority Students by Mary W Olson( Book )
1 edition published in 1988 in English and held by 1 library worldwide
A study was conducted to increase students' passing rates on the reading subtest of the Pre-Professional Skills Test (ppst) by increasing their ability to answer reading items correctly, increasing their comprehension speed, and increasing their confidence in their test-taking abilities. Subjects were 27 students at Southwest Texas State University who responded to notices announcing tutoring sessions. Tutoring groups formed an augmented sample for which matched pairs were created, for a total of 54 subjects. All subjects were students who had failed th reading subtest by 1 to 10 points and had already used the available resources on campus to no avail. Students in the experimental group met in groups of no more than seven students for 1-hour sessions three times a week for nine weeks. During these sessions the students completed speed comprehension exercises, read passages and completed multiple-choice inference questions, discussed the passages and their choices, and discussed test-taking strategies. Of the tutored students, 63% passed the reading subtest at the next ppst testing session, and 37% failed the subtest. Of the matched students only 25% passed the reading subtest, and 74% failed. The type and quality of the remediation provided for the tutored students was different from the remediation efforts typically available for college-level students. The study used effective teaching practices with reciprocal teaching. The remediation emphasized instruction on identified weaknesses, and the small group instruction model also allowed for affective support of high teacher expectations and confidence based on students' graphed progress. (Twenty-five references are attached.) (Mg)
Listening, reading and comprehension by Mary W Olson( Sound Recording )
1 edition published in 1980 in English and held by 1 library worldwide
Discusses the relationships between listening, language and reading and makes suggestions for classroom teachers and parents
NCATE institutional report by University of North Carolina at Greensboro( Book )
1 edition published in 1991 in English and held by 1 library worldwide
Effects of Teaching Learning Strategies with Course Content by M. K Gillis( Book )
1 edition published in 1989 in English and held by 1 library worldwide
The study reported in this paper examined the effects of teaching learning strategies integrated with courses content on the study habits, attitudes, and mastery of course content of 122 students. Students enrolled in the experimental section of a freshman level course were taught learning strategies and course content; students in another section were taught only course content. Students in two control groups were taught neither. The learning strategies instruction covered use of library resources, study guides, note-taking, time management techniques, and summarization procedures. Analyses of pre-test scores on the "Survey of Study Habits and Attitudes" and a course content test indicated no differences among the groups. Analyses of post-test scores indicated that students in the experimental group scored significantly better than students from the other groups on mastery of course content and study habits. No significant differences were found among the four groups in study attitudes. It is concluded that teaching learning strategies with course content improves both study habits and mastery of course content. (12 references) (Author/JDD)
Improving Reading/tudy Skills in a College Content Class by M. K Gillis( Book )
1 edition published in 1982 in English and held by 1 library worldwide
Reading educators stress the importance of teaching reading study skills in college content area classes. Thus, a freshman level reading education course offered the opportunity simultaneously to model effective practices for preservice teachers and to conduct a study of the gains in both content knowledge and reading study skills for students who had been taught study skills integrated with course content. Subjects, 121 undergraduates enrolled in 4 sections of a freshman level reading education course, were randomly assigned to experimental or control groups. After training, the control groups tutored primary grade children in public schools, while the experimental groups attended a standard lecture-based college class in which reading study skills were taught concurrently with the course content. Analysis of pretest and posttest data showed that the experimental group reported significantly improved study habits and attitudes as opposed to the control group. Course content scores also proved that if subjects were taught course content, they learned it, and that merging course content with reading study skills instruction did not hinder content learning. Reading comprehension and vocabulary also improved for the experimental group. Students also used what they learned in other classes and in their own teaching. (Jl)
A Handbook for a Clinical/upport Reading Program for Non-Proficient Readers, K-12 by Aileen Oudega-Campbell( Book )
1 edition published in 1980 in English and held by 1 library worldwide
Intended for use by administrators, teachers, and parents, this book describes a clinical/support, kindergarten through grade 12, reading program designed to provide a balance between the characteristics of the students and the learning environment. The handbook contains eight sections, the first an introduction outlining the program's philosophy and goals and an organizational flow chart. The remaining sections discuss the following topics: (1) the process used to identify nonproficient readers for the program; (2) the program's diagnostic procedures, including data collection and tentative individualized educational program planning; (3) final individualized educational program planning; (4) clinical/support program services, including the reading skills emphasized; (5) the clinic schedule; (6) staff responsibilities; and (7) evaluation procedures for both students and the program. Appendixes contain forms used in the program. (Fl)
Pattern Guides: An Alternative for Content Teachers by Mary W Olson( Book )
1 edition published in 1980 in English and held by 1 library worldwide
This paper describes the composition of one particular kind of study guide called a pattern guide that can be used by content area teachers to aid their students in reading and understanding their textbooks. The purpose of the guide is stated as highlighting the reading and thinking skills to be used as well as the most important concepts to be learned. Six steps are described for the preparation of a pattern guide: (1) identify the important concepts in a chapter; (2) read carefully and note the portions of material that correspond to the previously determined concepts; (3) identify the organizational pattern used by the author, E.G. compare/contrast, time order, cause/effect, or simple listing; (4) note signal words in the four relationship categories that help to identify the patterns; (5) integrate the essential concepts, the author's writing pattern, and the reading/thinking process the student will use--for example, the causes of the Civil War might be the essential idea to be learned, cause/effect may be the writer's organizational pattern, and determining causal relationships would be the student's reading thinking process; and (6) decide how much help over the entire chapter is needed by the students. Suggestions for several pattern guide formats are presented and analyzed. (Mkm)
Informal Reading Inventories & Text Type/tructure by M. K Gillis( Book )
1 edition published in 1986 in English and held by 1 library worldwide
Experienced teachers enrolled in two graduate reading classes examined seven informal reading inventories (IRIs)--three at the elementary level and four at the secondary level--to (1) discover what text types (narrative or expository) they used at each level to measure student comprehension skills and determine instructional levels and (2) identify the rhetorical structures used in expository passages. The 18 teachers who rated the elementary passages and the 20 who rated the secondary ones had all previously administered IRIs and had studied the literature on text type and structure and reading comprehension. Each teacher examined at least four IRIs, classified each passage used in them as narrative or expository, judged each narrative passage as well- or poorly-formed, and judged each expository passage according to rhetorical structures adapted from B. J. F. Meyer (1975). The teachers found that all of the preprimer and primer passages used on the IRIs were narrative, while most of the other elementary passages were narrative and most of the secondary passages expository. In addition, they found that many of the narrative passages on the IRIs were not well-formed, and that approximately one-eighth of the elementary and one-fourth of the secondary expository passages had no clear rhetorical structure. The findings suggest that the passages used on IRIs might produce erratic comprehension scores. In light of these findings, five practical suggestions are offered for teachers and diagnosticians who use the currently available commercial IRIs. (Fl)
 
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English (36)
Spanish (6)
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