Judith Langer
SUNY: University at Albany, ETAP, Emeritus
Research Interests:
Research Interests:
Research Interests:
Research Interests:
... Charlene: When you said peachy dandy, it's not peachy dandy, there are tons of problems that she's got to face. I mean she's got the problem, what if the gang comes back? Marissa: Well, Tom Logan'sa wimp! ...... more
... Charlene: When you said peachy dandy, it's not peachy dandy, there are tons of problems that she's got to face. I mean she's got the problem, what if the gang comes back? Marissa: Well, Tom Logan'sa wimp! ... It's not perfect, nothing is perfect by all means. Teacher: Conrad? ...
Research Interests: Psychology and Routledge
Research Interests:
Research Interests: Psychology, Education, Mathematics Education, Cognitive development, English language, and 13 moreEnglish, Cooperative Learning, Student Achievement, Academic achievement, Reading and writing, Student Learning, Comparative Analysis, Language Arts, High School Student, Student Performance, English Language, Odds, and Reading Process
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
This article focuses on ways in which school-age children “make meaning” when they are involved in reading and writing activities. An Analysis of Meaning Construction procedure was developed to describe the knowledge sources, specific... more
This article focuses on ways in which school-age children “make meaning” when they are involved in reading and writing activities. An Analysis of Meaning Construction procedure was developed to describe the knowledge sources, specific strategies, and monitoring behaviors of 67 third-, sixth-, and ninth-grade children when they read and wrote stories and reports. Each student participated in either a think-aloud or retrospective self-report activity during (or after) reading and writing four story and report passages. The resulting transcripts were segmented into communication units and analyzed using the meaning analysis system. Comparisons were made between genres (story and report), domains (reading and writing), and ages (grades 3, 6, and 9). Findings indicate that meaning-making behaviors (1) are complex and varied, (2) change with age and difficulty, and (3) vary consistently between reading and writing. Although reading and writing are related language activities in that they tap similar underlying processes, it is inaccurate to conceptualize them as predominantly similar; reading and writing are also quite different in that the processes they invoke follow markedly different patterns.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: Sociology and Philosophy
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Page 1. Getting to Excellent HOW TO CREATE BETTER SCHOOLS T-hii One AS4S-R06-JJX7 Page 2. Page 3. Getting to Excellent HOW TO CREATE BETTER SCHOOLS Page 4. Page 5. # CHAPTER 1 fc Successful Schools ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
An academic directory and search engine.