Handbook of Reading Research - Vol. II

By Rebecca Barr; Michael L. Kamil et al. | Go to book overview
SUBJECT INDEX
Ability, 558, 630-631, 816-817, 819, 829, 926, 936-937, 960, 961-962, 1004-1005. see also Grouping of students
Abstractness, 693-694, 701, 702, 719
Access: and adults, 520; and comprehension, 520, 529; and context, 523; and individual differences, 519, 520, 522, 523, 524, 529; and phonological recoding, 522; and reading words, 384, 387, 394, 401, 402, 405, 411; to literacy, 557-558; and word identification, 573, 595; and word recognition, 419, 433-438, 440-444, 514, 519, 520, 522, 523, 524
Access structure, 357, 36.5-370, 372, 373
Achievement: and basal readers, 126; and classroom climate, 926; and comprehension instruction, 844; and emergent literacy, 736; and individual differences, 512; and knowledge, 479; and linguistic diversity, 102, 106, 107; and literary activities, 80, 85-86; and literary response, 479; and questions, 871; reading, 86, 87, 88; and reading words, 386-387, 402, 406; and the reading-writing relationship, 247-248, 256-258; and secondary school reading, 952; and strategic reading, 617; and teachers' instructional actions, 871, 874, 875. see also Assessment; Grouping of students; Reading Acquisition; Standardized tests
Active involvement, 836-839, 847
Activities, 745, 749, 865-866
Adults: and access, 520; and cognition, 518; and comprehension, 419, 526; and emergent literacy, 747; and individual differences, 518, 519, 520, 524, 526; and listening, 419; literary activities of, 68-76; and reading acquisition, 767-768, 774; and reading disability, 560; and strategic reading, 612; and word identification, 593, 595-597; and word recognition, 419, 427, 432, 433, 434, 442, 443, 519, 520, 524. see also Workplace literacy
Advance organizers, 954, 960
Aesthetic reading, 994
Affect: and cognition, 554, 555; and computers, 332; and grouping of students, 894; and literary response, 476-477, 478-479; and narratives, 175-176, 185, 189, 196-201; and reading disability, 554, 555; and remediation, 999; and secondary school reading, 971; and typography, 344; and word identification, 576-577
Alaska/Alaskans, 71-72, 97, 98, 108
Alphabet: and reading acquisition, 764-768, 774, 781-782; and reading words, 384, 387, 390-398, 405, 411-412; and word identification, 576, 587-588, 590
American Indians, 97, 98, 101
American Sign Language, 99-100
Analogy, 385-386, 387, 408-411, 962
Applied psychology, 341-346
Applied research, 292
Apprenticeships, 842-843, 849, 850, 852, 862
Arbitrariness, 350-354
Argentina, 739
Argument structure, 357-338, 362, 364
Artificial intelligence, 174, 430, 547
Artificial lighting, 51
Aspectual reading, 747
Assessment: assumptions about, 479-480; and basic skills, 284; and comprehension, 479, 490, 633-634; conceptual foundations of, 283-284; and critical literacy, 284; and the curriculum, 287-291, 297-301; and decision making, 286-287, 293; definition of, 283-284; and discussion, 294, 298-299; externally-mandated, 285-291; and instruction, 287-291, 297-301, 633-634; internal, 291-301; and interpretation, 286-287, 293; and interviews, 294-295, 299; and inventories, 294-295, 299; and knowledge, 472-474, 479; and literary response, 473-474, 479-480; methods of, 285-286, 292-293; a model of reading, 284-302; needed research about reading, 301-302; normative/ individualized views of, 479-480; and observation, 295-296, 299-300; and performance assessment, 296-297, 300; purpose of, 285, 291-292; and questions, 294, 298-299; and remediation, 988, 990, 998, 1003, 1006; and standardized tests, 281-291, 301-302; and strategic reading, 633-634; and teachers' roles, 287-291, 294-301; tiers of, 282-283; and vocabulary, 795-798, 801, 808-809; and writing, 296-297, 300. see also Assessment; Multiple-choice tests
Assisted performance, 862
Associative learning, 577-578, 581, 599-600
Assumptions, 475-480
Attention, 576-577, 582, 599-600, 601-602, 657, 994-995
Austria, 86
Authenticity, 847-850
Authentic texts, 850
Automaticity: and comprehension, 492, 504-506, 508; definition of, 862; and mental models, 504-506; and reading acquisition, 767, 770, 783; and teachers' instructional actions, 862; and word meaning, 715; and word recognition, 423-430, 437-438, 439, 443
Basal readers: and achievement, 126; and comprehension, 126, 824, 851; and the content of student books, 125-126; difficulty of, 126-127, 133; emergence of, 122-123; and grouping of students, 888; and instructional design, 129-130; publishing of, 123-125, 137,

-1073-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Handbook of Reading Research - Vol. II
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 1086

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.