Data Portal @ linkeddatafragments.org

Matches in Harvard for { <http://id.lib.harvard.edu/aleph/005725066/catalog> ?p ?o. }

• catalog contributor b8056708.
• catalog contributor b8056709.
• catalog contributor b8056710.
• catalog contributor b8056711.
• catalog contributor b8056712.
• catalog created "1989.".
• catalog date "1989".
• catalog date "1989.".
• catalog dateCopyrighted "1989.".
• catalog description "A study of the relationship between influential teachers' prior knowledge and beliefs and teaching effectiveness: devleoping higher order thiking in content areas / Robert B. Ruddell, Pauline Harris -- A literacy education model for preservice teachers: translating observation and reflection into exemplary practice / Virginia G. Allen, Evelyn B. Freeman, Barbara A. Lehman -- Adoption of theoreticlaly linked vocabulary-reading comprehension practices / Patricia L. Anders, Margaret A. Gallego -- Mental models and beliefs about classrooms and reading instruction: a comparison between preservice teachers, inservice teachers, and professors of education / Charles K. Kinzer -- The contribution of silent reading within the social context of instruction / Ian Wilkinson -- The evolution of preservice teachers' knowledge structures / Beth Ann Hermann -- An exploration of text reading and reading group placement in third-grade students / Diane E. DeFord -- Literature-selection strategies and amount of reading in two literacy approaches / Kay Mervar, Elfrieda H. Hiebert. A survey by the NRC legislative and policy committee. NRC and the politics of literacy / Rosalind Horowitz, Janet Johnson, Barbara Kapinus, Sam Miller, Lynne Smith, Linda Vavrus, Peter Winograd, Chairperson. NRC program, Tucson, Arizona, 1988.".
• catalog description "Includes bibliographical references.".
• catalog description "Presidential address. Political and economic dimensions of literacy: challenges for the 1990s / M. Trika Smith-Burke. NRC annual review of research. The social organization of literacy instruction / Rebecca Barr . Invited address. Designing invitations to thinking: some initial thoughts / John Bradsford, Charles Kinzer, Victoria Risko, Deborah Rowe, Nancy Vye. Student research award. Awareness of text structure: the question of transfer from L1 to L2 / Sally A. Hague. Emergent and early literacy. Preschoolers' use of metacognitive knowledge and strategies in self-selected literacy events / Deborah Wells Rowe -- The effect of small group story reading on children's questions and comments / Lesley Mandel Morrow -- Preschoolers' conceptions of literacy as reflected in their spontaneous play / Susan B. Neuman, Kathy Roskos -- Written language knowledge held by low-SES, inner-city children entering kindergarten / Victoria Purcell Gates -- The construction of knowledge about written language by low-SES learners during their kidnergarten year / Karin L. Dahl -- Self-perceptions of "at risk" and high achieving readers: beyond reading recovery achievement data / Sheila G. Cohen, Gloria McDonell, Bess Osburn -- Factors associated with long-term reading achievement of early readers / John J. Pikulski, Aileen Webb Tobin -- The effect of two training procedures on the book reading of lower-SES mothers and children / Patricia A. Edwards, Carolyn P. Panofsky.".
• catalog description "Reading-writing connections. How figurative language communicates "inexpressible" meaning / Sarah J. Webb, Diane L. Schallert -- Young children's written responses to literature: the relationship between written responses to literature: the relationship between written response and orthographic knowledge / Diane Barone -- Considerate text: do we practice what we preach? / Jeanne Shay Schumm, John P. Konopak, John E. Readence, R. Scott Baldwin. Assessment. Yes/no method of vocabulary assessment: valid for whom and useful for what? / Thomas G. White, Wayn H. Slater, Michael F. Graves -- Beyond Vinsonhaler: a naturalistic investigation of the problem identification strategies of expert reading diagnosticians / Susan G. Magliaro -- The qualitative reading inventory: issues in the development of a reading diagnostic test / Lauren Leslie, JoAnne Caldwell -- What does maximum oral reading rate measure? / Ronald P. Carver -- Multiple measures of prior knowledge: comparative predictive validity / Sheila W. Valencia, Anne C. Stallman -- The attitudes of teachers toward standardized tests and perceptions of the impact of these tests on curriculum / Pamela Ross, Carolun Colvin-Murphy. Teacher factors and classroom practices. Reducing ambiguity: a study of how students and teachers make sense of school / Martha Rapp Haggard -- Students' comprehension, writing, and perceptions in two approaches to literacy instruction / Patricia J. Hagerty, Elfrieda H. Hiebert, Mary Katherine Owens.".
• catalog description "Universal and culture-specific aspects of Hmong folk literature / Timothy G. Morrison. Reading and studying expository text. A critical review of reading in mathematics instruction: the need for a new synthesis / Marjorie Siegel, Raffaella Borasi, Constance Smith -- Transfer effects of instructing poor readers to recognize expository text structure / Renee Weisberg, Ernest Balajthy -- Effects of Mnemonic imagery training on fourth graders' recall of content material / Nancy L. Williams, Bonnie C. Konopak, John E. Readence -- Strategies for reading expository prose / Thomas A. Caron -- Instruction in awareness of causation and compare/contrast text structure / Donald J. Richgels, Lea M. McGee -- Multimedia and multilayers in multiple texts / Renee Galindo, Robert J. Tierney, Laurie Stowell -- Overcoming problems with incorrect prior knowledge: an instructional study / Nancy Marshall -- Effects of instruction and text availability on quality of science text summarization / Martha H. Head, John E. Readence, Leslie S. Arceneaux, Elizabeth L. Willis -- Prior knowledge and learning from science text: an instructional study / Janice A. Dole, Edward L. Smith -- Study strategies for correcting misconceptions in physics: an intervention / Donna E. Alvermann, Cynthia R. Hynd.".
• catalog description "Word identification. Variables associated with second-, fourth-, and sixth-grade students' ability to identify polysyllabic words / John Shefelbine, Luci Lipscomb, Alison Hern -- A structural approach to decoding and spelling / Marcia K. Henry, Robert C. Calfee, Robin Avelar LaSalle -- Naming speed and phonological awarness: independent contributors to reading disabilities / Patricia Bowers. Vocabulary. Vocabulary instruction and reading comprehension with liglingual learning disabled students / Candace S. Bos, Adela Artola Allen, David J. Scanlon -- Defining is an unnatural act: a study of written definitions / Camille L.Z. Blachowicz, Peter J.L. Fisher -- Vocabulary knowledge and geomatric analogy reasoning: nature and degree of relationship / C. Stephen White -- Task variations and prior knowledge in learning word meanings from context / Steven A. Stahl -- The vocabulary of cultural literacy in a newspaper of substance / John Willinsky. Comprehension. When prior knowledge doesn't facilitate text comprehension: an examination of some of the issues / Ann J. Pace, Nancy Marshall, Rosalind Horowitz, Marjorie Y. Lipson, Patricia Lucido -- The use of a composing strategy for teaching students to learn from narrative text / Victoria J. Risko, Alice Patterson -- The effects of rereading and retelling upon young children's reading comprehension / Patricia S. Koskinen, Linda B. Gambrell, Barbara Kapinus -- The effects of cognitive strategy instruction on elementary students' reading outcomes / Stephanie L. Knight.".
• catalog extent "560 p. :".
• catalog hasFormat "Cognitive and social perspectives for literacy research and instruction.".
• catalog isFormatOf "Cognitive and social perspectives for literacy research and instruction.".
• catalog isPartOf "Yearbook of the National Reading Conference ; 38th".
• catalog issued "1989".
• catalog issued "1989.".
• catalog language "eng".
• catalog publisher "Chicago, Ill. : National Reading Conference,".
• catalog relation "Cognitive and social perspectives for literacy research and instruction.".
• catalog subject "LB1050.5 .C64 1989".
• catalog subject "Reading Remedial teaching Periodicals.".
• catalog tableOfContents "A study of the relationship between influential teachers' prior knowledge and beliefs and teaching effectiveness: devleoping higher order thiking in content areas / Robert B. Ruddell, Pauline Harris -- A literacy education model for preservice teachers: translating observation and reflection into exemplary practice / Virginia G. Allen, Evelyn B. Freeman, Barbara A. Lehman -- Adoption of theoreticlaly linked vocabulary-reading comprehension practices / Patricia L. Anders, Margaret A. Gallego -- Mental models and beliefs about classrooms and reading instruction: a comparison between preservice teachers, inservice teachers, and professors of education / Charles K. Kinzer -- The contribution of silent reading within the social context of instruction / Ian Wilkinson -- The evolution of preservice teachers' knowledge structures / Beth Ann Hermann -- An exploration of text reading and reading group placement in third-grade students / Diane E. DeFord -- Literature-selection strategies and amount of reading in two literacy approaches / Kay Mervar, Elfrieda H. Hiebert. A survey by the NRC legislative and policy committee. NRC and the politics of literacy / Rosalind Horowitz, Janet Johnson, Barbara Kapinus, Sam Miller, Lynne Smith, Linda Vavrus, Peter Winograd, Chairperson. NRC program, Tucson, Arizona, 1988.".
• catalog tableOfContents "Presidential address. Political and economic dimensions of literacy: challenges for the 1990s / M. Trika Smith-Burke. NRC annual review of research. The social organization of literacy instruction / Rebecca Barr . Invited address. Designing invitations to thinking: some initial thoughts / John Bradsford, Charles Kinzer, Victoria Risko, Deborah Rowe, Nancy Vye. Student research award. Awareness of text structure: the question of transfer from L1 to L2 / Sally A. Hague. Emergent and early literacy. Preschoolers' use of metacognitive knowledge and strategies in self-selected literacy events / Deborah Wells Rowe -- The effect of small group story reading on children's questions and comments / Lesley Mandel Morrow -- Preschoolers' conceptions of literacy as reflected in their spontaneous play / Susan B. Neuman, Kathy Roskos -- Written language knowledge held by low-SES, inner-city children entering kindergarten / Victoria Purcell Gates -- The construction of knowledge about written language by low-SES learners during their kidnergarten year / Karin L. Dahl -- Self-perceptions of "at risk" and high achieving readers: beyond reading recovery achievement data / Sheila G. Cohen, Gloria McDonell, Bess Osburn -- Factors associated with long-term reading achievement of early readers / John J. Pikulski, Aileen Webb Tobin -- The effect of two training procedures on the book reading of lower-SES mothers and children / Patricia A. Edwards, Carolyn P. Panofsky.".
• catalog tableOfContents "Reading-writing connections. How figurative language communicates "inexpressible" meaning / Sarah J. Webb, Diane L. Schallert -- Young children's written responses to literature: the relationship between written responses to literature: the relationship between written response and orthographic knowledge / Diane Barone -- Considerate text: do we practice what we preach? / Jeanne Shay Schumm, John P. Konopak, John E. Readence, R. Scott Baldwin. Assessment. Yes/no method of vocabulary assessment: valid for whom and useful for what? / Thomas G. White, Wayn H. Slater, Michael F. Graves -- Beyond Vinsonhaler: a naturalistic investigation of the problem identification strategies of expert reading diagnosticians / Susan G. Magliaro -- The qualitative reading inventory: issues in the development of a reading diagnostic test / Lauren Leslie, JoAnne Caldwell -- What does maximum oral reading rate measure? / Ronald P. Carver -- Multiple measures of prior knowledge: comparative predictive validity / Sheila W. Valencia, Anne C. Stallman -- The attitudes of teachers toward standardized tests and perceptions of the impact of these tests on curriculum / Pamela Ross, Carolun Colvin-Murphy. Teacher factors and classroom practices. Reducing ambiguity: a study of how students and teachers make sense of school / Martha Rapp Haggard -- Students' comprehension, writing, and perceptions in two approaches to literacy instruction / Patricia J. Hagerty, Elfrieda H. Hiebert, Mary Katherine Owens.".
• catalog tableOfContents "Universal and culture-specific aspects of Hmong folk literature / Timothy G. Morrison. Reading and studying expository text. A critical review of reading in mathematics instruction: the need for a new synthesis / Marjorie Siegel, Raffaella Borasi, Constance Smith -- Transfer effects of instructing poor readers to recognize expository text structure / Renee Weisberg, Ernest Balajthy -- Effects of Mnemonic imagery training on fourth graders' recall of content material / Nancy L. Williams, Bonnie C. Konopak, John E. Readence -- Strategies for reading expository prose / Thomas A. Caron -- Instruction in awareness of causation and compare/contrast text structure / Donald J. Richgels, Lea M. McGee -- Multimedia and multilayers in multiple texts / Renee Galindo, Robert J. Tierney, Laurie Stowell -- Overcoming problems with incorrect prior knowledge: an instructional study / Nancy Marshall -- Effects of instruction and text availability on quality of science text summarization / Martha H. Head, John E. Readence, Leslie S. Arceneaux, Elizabeth L. Willis -- Prior knowledge and learning from science text: an instructional study / Janice A. Dole, Edward L. Smith -- Study strategies for correcting misconceptions in physics: an intervention / Donna E. Alvermann, Cynthia R. Hynd.".
• catalog tableOfContents "Word identification. Variables associated with second-, fourth-, and sixth-grade students' ability to identify polysyllabic words / John Shefelbine, Luci Lipscomb, Alison Hern -- A structural approach to decoding and spelling / Marcia K. Henry, Robert C. Calfee, Robin Avelar LaSalle -- Naming speed and phonological awarness: independent contributors to reading disabilities / Patricia Bowers. Vocabulary. Vocabulary instruction and reading comprehension with liglingual learning disabled students / Candace S. Bos, Adela Artola Allen, David J. Scanlon -- Defining is an unnatural act: a study of written definitions / Camille L.Z. Blachowicz, Peter J.L. Fisher -- Vocabulary knowledge and geomatric analogy reasoning: nature and degree of relationship / C. Stephen White -- Task variations and prior knowledge in learning word meanings from context / Steven A. Stahl -- The vocabulary of cultural literacy in a newspaper of substance / John Willinsky. Comprehension. When prior knowledge doesn't facilitate text comprehension: an examination of some of the issues / Ann J. Pace, Nancy Marshall, Rosalind Horowitz, Marjorie Y. Lipson, Patricia Lucido -- The use of a composing strategy for teaching students to learn from narrative text / Victoria J. Risko, Alice Patterson -- The effects of rereading and retelling upon young children's reading comprehension / Patricia S. Koskinen, Linda B. Gambrell, Barbara Kapinus -- The effects of cognitive strategy instruction on elementary students' reading outcomes / Stephanie L. Knight.".
• catalog title "Cognitive and social perspectives for literacy research and instruction : Thirty-eighth yearbook of the National Reading conference / edited by Sandra McCormick and Jerry Zutell.".
• catalog type "Periodicals. fast".
• catalog type "text".