Reading Is Knowledge: Thirteenth Yearbook of the College Reading Association, 1991.

Autor/in	und weitere
Sonst. Personen	Rasinski, Timothy V. (Hrsg.)
Institution	College Reading Association.
Titel	Reading Is Knowledge: Thirteenth Yearbook of the College Reading Association, 1991.
Quelle	(1991), (181 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Higher Education; Inservice Teacher Education; Literacy; Parent Participation; Preservice Teacher Education; Reading Attitudes; Reading Centers; Reading Instruction; Reading Programs; Reading Strategies; Student Evaluation; Whole Language Approach + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Elternmitwirkung; Lehramtsstudiengang; Lehrerausbildung; Reading behavior; Rading behaviour; Leseverhalten; Lesehalle; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schulnote; Studentische Bewertung; Integrierter Sprachunterricht
Abstract	This 1991 yearbook contains five sections: (1) Knowing about College and Adult Literacy; (2) Knowing about Home and Community Literacy; (3) Knowing about Literacy Instruction; (4) Knowing about Teacher Education in Literacy; (5) and Knowing about Teacher Education in the Content Areas. The following articles are included: "Program Evaluation: The Politics of Developmental Reading" (Donna L. Mealey); "Do College Students Who Plan before Writing Score Better on Essay Exams?" (M. K. Gills and Mary W. Olson); "College Students' Reading Assessment: Are We Surveying or Diagnosing?" (Cindy Gillespie); "Activating Implicit Theories of Reading: A Metacognitive Approach" (M. Cecil Smith); "Language Experience in a Family Literacy Project" (Elinor P. Ross); "Home Literacy Practices of Parents Whose Children Are Enrolled in a Whole Language Kindergarten" (Timothy V. Rasinski and others); "Parental Involvement through Workshops" (Nancy B. Masztal); "Case-Based Instruction and Learning: An Interdisciplinary Project" (Marino C. Alvarez and others); "Reading Perceptions of Urban Second Graders" (Elizabeth G. Sturtevant and others); "Join the Club! A New Approach to the Traditional Reading Clinic" (Rebecca F. Carwile and Karen L. Parker); "Second Grade Urban Students' Attitudes toward Reading" (Wayne M. Linek and others); "Video-Based CASE Analysis to Enhance Teacher Preparation" (Victoria J. Risko and others); "A Descriptive Study of the Reflective Statements of Preservice Teachers" (Barbara J. Walker); "Do As I Say, Not As I Do--Teacher Education" (Linda A. Packman);"Developing a Meaningful Early Field Experience for Reading Methods Courses" (William Earl Smith); "Perceptions of Preservice and Inservice Teachers Regarding Test-Taking Procedures and Test-Wiseness Programs" (Jerry L. Johns and Susan J. Davis); "Whole Language Collaboration Project: Three Case Studies to Represent Change" (Grace M. Shepperson and Robert J. Nistler); "Whole Language and Changing Language Arts Instruction: A National Survey" (Patricia K. Smith and others); "Theoretical Orientation of British Infant School Teachers" (Janet A. Miller); "A Model for Teaching Content Area Reading Strategies to Preservice Teachers" (Victoria G. Ridgeway and others); "Attitudes toward Teaching Reading in the Content Areas: A Correlational Study" (Cindy Gillespie and Nancy Clements); "Exchanging Places: College to High School Classroom" (Judy S. Richardson); and "Making Links: Reading across the Curriculum Workshops for Content Area Faculty" (Anne R. Friedman). (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC