Handbook of Reading Research

By P. David Pearson | Go to book overview

NOTES
1
All studies included in the section entitled, “Teaching Reading—Primary Grades” in the annual Summary of Investigations Relating to Reading (Robinson et al., 1961–1970; Weintraub et al., 1971–1982) were examined and classified in terms of duration (semester or longer vs. short-term or summer), setting (classroom vs. other), and focus (reading methods vs. other instructional conditions and research reviews). Figure 18.1 pertains to long-term classroom studies of reading methods.
2
The fifteen studies were conducted by Bordeaux (1966), Cleland (Vilscek, Morgan, and Cleland, 1966), Fry (1966), Hahn (1966), Hayes (1966), Kendrick (1966), Manning (1966), Mazurkiewicz (1965, 1966), Murphy (1966), Ruddell (1966), Schneyer (1966), Sheldon (1966), Stauffer (1966a), Tanyzer and Alpert (1966), and Wyatt (1966). See Bond and Dykstra (1967) for a description of the projects.
3
The four studies were conducted by Harris and Serwer (1966a, 1966b, 1966c), McCanne (1966), Niles (1967), and Reid and Beltramo (1965, 1966).

REFERENCES

Abiri, J. O. Using i.t.a. and standard orthography in teaching English reading in Nigeria. Reading Teacher, 1976, 30, 137–140.

Allington, R. L. The reading instruction provided readers of differing ability. Elementary School Journal, 1983, 83, 255–265.

Anderson, L. M., Evertson, C. M., & Brophy, J. An experimental study of effective reading in first-grade reading groups. Elementary School Journal, 1979, 79, 193–233.

Anderson, R. B., St. Pierre, R. G., Proper, E. C., & Stebbins, L. B. Pardon us, but what was the question again?: A response to the critique of the follow through evaluation. Harvard Educational Review, 1978, 48, 161–170.

Atkinson, R. C. Instruction in initial reading under computer control: The Stanford project. Journal of Educational Data Processing, 1967, 4, 165–192.

Barr, R. Influence of instruction on early reading. Interchange, 1974, 5, 13–22.

Barr, R. The effect of instruction on pupil reading strategies. Reading Research Quarterly, 1974–1975, 10, 555–582.

Barr, R. A sociological approach to classroom instruction. Paper presented to the American Educational Research Association, Montreal, April 1983.

Barr, R., & Dreeben, R. How schools work. Chicago: University of Chicago Press, 1983.

Bateman, B. The efficacy of an auditory and visual method of first-grade reading instruction with auditory and visual learners. In H. Smith (Ed.), Perception and reading. Newark, Del.: International Reading Association, 1968.

Beck, I. L., & Block, K. K. An analysis of two beginning reading programs: Some facts and some opinions. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 1). Hillsdale, N. J.: Erlbaum, 1979.

Beck, I. L., & McCaslin, E. S. An analysis of the dimensions that affect the development of code-breaking ability in eight beginning reading programs. Learning, Research, and Development Center, University of Pittsburgh, 1978.

Biemiller, A. The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 1970, 6, 75–96.

Bloom, B. S. Learning for mastery. Evaluation Comment. UCLA-CSEIP, 1968, 1.

Bond, G. L., & Dykstra, R. The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 1967, 2, 5–142.

Bordeaux, E. A., & Shope, N. H. An evaluation of three approaches to teaching reading in first grade. Reading Teacher, 1966, 20, 6–11.

-575-

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Handbook of Reading Research
Table of contents

Table of contents

  • Title Page *
  • Contents v
  • Contributors ix
  • Foreword xix
  • Preface xxi
  • Part One - Methodological Issues 1
  • 1 - The History of Reading Research 3
  • Notes *
  • References *
  • 2 - Current Traditions of Reading Research 39
  • References *
  • 3 - Design and Analysis of Experiments 63
  • References *
  • 4 - Ethnographic Approaches to Reading Research 91
  • References *
  • 5 - Examples from Word Recognition 111
  • Notes *
  • References *
  • 6 - Assessment in Reading 147
  • References *
  • Part Two - Basic Processes: the State of the Art 183
  • 7 - Models of the Reading Process 185
  • Notes *
  • References *
  • 8 - Word Recognition 225
  • References *
  • 9 - A Schema-Theoretic View of Basic Processes in Reading Comprehension 255
  • References *
  • 10 - Listening and Reading 293
  • References *
  • 11 - The Structure of Text 319
  • References *
  • 12 - Metacognitive Skills and Reading 353
  • References *
  • 13 - Directions in the Sociolinguistic Study of Reading 395
  • References *
  • 14 - Social and Motivational Influences on Reading 423
  • Notes 443
  • References *
  • 15 - Understanding Figurative Language 453
  • References *
  • 16 - Individual Differences and Underlying Cognitive Processes in Reading 471
  • Notes *
  • References *
  • Part Three - Instructional Practices: the State of the Art 503
  • 17 - Early Reading from a Developmental Perspective 505
  • Notes *
  • References *
  • 18 - From Debate to Reformation 545
  • Notes 575
  • References *
  • 19 - Word Identification 583
  • References *
  • 20 - Research on Teaching Reading Comprehension 609
  • References *
  • 21 - Studying 657
  • References *
  • 22 - Readability 681
  • References *
  • 23 - Classroom Instruction in Reading 745
  • Notes *
  • References *
  • 24 - Managing Instruction 799
  • References *
  • 25 - Oral Reading 829
  • References *
  • Author Index 865
  • Subject Index 891
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