As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we p... more As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we put the final touches on the Table of Contents and werd able to see as a whole the scope of this year's articles,_ several things _were evident. First, a glance down through the titles shows such diversity that it appeari there should be something here for almost everyone. Second, an examination of the anthori of these articles discloses an excellent mix of work by the most respected individuals in our field, along with perspectives from many promising new contributors. Third, the titles, as well as the content of the articles, reveal analyses from varied philosophical and methodological paradigmsas reflected in the title we have chosen for the 1990 edition of the Yearbook. These diversified views are a strength of the National Reading Conference, and we oelieve, of this publication. The Yearbook is truly the work of the National Reading Conference membership. This year 77 members served on our editorial advisory review board and an additional 27 served as guest reviewers. Reviewers maintained high standards in recommending manuscripts for acceptance and provided concrete, thorough suggestions for revision. Of the 104 general papers reviewd, 41 are published in this 39th Yearbook; there also are 3 special papersthe NRC Annual Review of Research, one invited address, and the student award paper. These articles, along with the Presidential Address, represent the work of 99 NRC members. The special papers except for the Presidential Address, as. with the general papers, all received outside, blind reviews. The overall acceptance rate for this NRC Yearbook was 41%. We thank the authors for their high quality research, reviews, and position papers, feeling certain that these add important knowledge to our literature base in the literacy field. Our deep appreciation also goes to the reviewers for their conscientious attenfion to their tasks. We wish, also, to give special recognition to Mona Connolly, our graduate student and editorial assistant for the Yearbook, for her intelligent and careful attention to all manner of details and to Pat O'Keefe, our liaison with NRC Headquarters, for her patience and knowledge. Our job has been made easier by the contributions of so many competent professionals.
Research into spelling difficulties has changed radically during the last two decades (Cahen, Cra... more Research into spelling difficulties has changed radically during the last two decades (Cahen, Craun, and Johnson, 1970). Formerly, investigators seemed content to list sources of spelling errors without investigating why these words were misspelled or how children's efforts differed from the correct forms. There were some attempts to categorize errors (e.g. Gates, 1937), but these dealt only with the surface level of language, and therefore failed to provide adequate explanations of why such patterns occurred. Innovative computerized studies of the orthography were a move in a more fruitful direction, but because they were based on the rather unsophisticated and unidimensional approach of grapheme-phoneme correspondences, they were also unable to provide adequate explanations of the mechanisms underlying orthographic representations. In addition, the works of Weir and Venezky (Venezky, 1967; Weir & Venesky, 1968) and Chomsky and Halle (Chomsky & Halle, 1968; Chomsky, 1970) have ...
This yearbook contains 59 selected articles from the National Readi-onference for 1988 which repr... more This yearbook contains 59 selected articles from the National Readi-onference for 1988 which represent a diversity of topics explore ALBERT J. KINGSTON AWARD Thomas H. Estes received his Ph.D in Reading Education from Syracuse University in 1970. Currently, he is an Associate Professor of Education at the University of Virginia and Associate Director of the McGuffey Reading Center. In addition to his academic year teaching position, Tom serves as a visiting scholar during summer sessions at National College of Education in Evanston, Illinois. His current writing interests focus on the relationship between cultural literacy and interdisciplinary study. Tom is co-author of Reading and Learning in the Content Classroom, 2nd edition (1985) and Reading and Reasoning Beyond the Primary Grades (1986). He has authored many articles and conference presentations on the psychology and pedagogy of reading. Tom's research interests have encompassed attitudes toward reading and subject area study, study skills, and comprehension of textbooks. He has been a principal investigator on an NIE/NSF research project on the relationship between text structure and comprehension. His present research interests center on issues in vocabulary and comprehension. Tom has been actively involved in the National Reading Conference since 1966. In addition to serving on a variety. of committees, Tom has been a member of the Editorial Advisory Boards of both the Journal of Reading Behavior and the NRC Y "arbook. He contir-zs to revinv manuscripts for both publications and has been a member of the NRC program committee for 12 years. Tom w..s elected to the Board of Governors in 1979 and worked to rewrite the by-laws of the organization in 1980. He has recently completed a "final" draft of the new NRC Handbook of Policies and Procedures. No matter what ro!:: Tom has played at NRC, his sense of humor has prevailed. A memorable instance is the time he asked Ernest Rothkopf whether one could do mathemagenics on a hand-held calculator. Even at his most irreverent, Tom Estes displays a grace and concern for his colleagues that exemplifies the motto he has suggested for NRC: "Big enough to serve you, small enough to know you."
Psychophysiological aspects of reading and learning, 1985
... Page 31. Brain Mechanisms and Language 9 how, as manifested in his verbal and nonverbal behav... more ... Page 31. Brain Mechanisms and Language 9 how, as manifested in his verbal and nonverbal behavior.(Sinclair and Coulthard 1975). ... Also, Sinclair and Coulthard (1975) have begun the in-vestigation of classroom lessons in terms of their discourse structures. ...
As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we p... more As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we put the final touches on the Table of Contents and werd able to see as a whole the scope of this year's articles,_ several things _were evident. First, a glance down through the titles shows such diversity that it appeari there should be something here for almost everyone. Second, an examination of the anthori of these articles discloses an excellent mix of work by the most respected individuals in our field, along with perspectives from many promising new contributors. Third, the titles, as well as the content of the articles, reveal analyses from varied philosophical and methodological paradigmsas reflected in the title we have chosen for the 1990 edition of the Yearbook. These diversified views are a strength of the National Reading Conference, and we oelieve, of this publication. The Yearbook is truly the work of the National Reading Conference membership. This year 77 members served on our editorial advisory review board and an additional 27 served as guest reviewers. Reviewers maintained high standards in recommending manuscripts for acceptance and provided concrete, thorough suggestions for revision. Of the 104 general papers reviewd, 41 are published in this 39th Yearbook; there also are 3 special papersthe NRC Annual Review of Research, one invited address, and the student award paper. These articles, along with the Presidential Address, represent the work of 99 NRC members. The special papers except for the Presidential Address, as. with the general papers, all received outside, blind reviews. The overall acceptance rate for this NRC Yearbook was 41%. We thank the authors for their high quality research, reviews, and position papers, feeling certain that these add important knowledge to our literature base in the literacy field. Our deep appreciation also goes to the reviewers for their conscientious attenfion to their tasks. We wish, also, to give special recognition to Mona Connolly, our graduate student and editorial assistant for the Yearbook, for her intelligent and careful attention to all manner of details and to Pat O'Keefe, our liaison with NRC Headquarters, for her patience and knowledge. Our job has been made easier by the contributions of so many competent professionals.
... Power, and Empowerment: A Conceptual Framework" (KF Thomas and others); "Preservice... more ... Power, and Empowerment: A Conceptual Framework" (KF Thomas and others); "Preservice Teachers' Conceptions of Content Area Literacy" (CJ Gordon and M. Hunsberger); and "Comprehension Instruction in Literature-Based Reading-Language Arts Classroom" (DW Emery ...
In declaring Dr. Beck as recipient of the Oscar S. Causey Award, given for distinguished and subs... more In declaring Dr. Beck as recipient of the Oscar S. Causey Award, given for distinguished and substantial contributions to literacy research, James Hoffman, chair of the selection committee said, "Dr. Beck's past record of research is truly outstanding. Her continuing research efforts are an inspiration to us all." Richard Anderson, who previously received this prestigious award, further attested to the "very high quality" of her work in the critical areas of decoding, vocabulary acquisition, and comprehension. He characterized her efforts as thoughtful and painstaking, based on a deep understanding of reading theory as well as practical classroom issues. Dr. Beck may be described as the consummate scholar who ably weds theory and practice while making substantial contributions to the understanding of both.
Reading and Writing Quarterly Overcoming Learning Difficulties, 1998
... is called word sorting;it is an activity in which students organize words printed on ... Thus... more ... is called word sorting;it is an activity in which students organize words printed on ... Thus, word sorting has been associated with a total program emphasizing substantial child-cen-tered ... will be closed sorts that focus on phonological word features, orthographic word features, or ...
The TESOL Quarterly invites readers to submit short reports and updates on their work. These summ... more The TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Authors' addresses are printed with these reports to enable interested readers to contact the authors for more details.
In The Barnhart Dictionary of Etymology , the verb to spell, is defined first as to "name the let... more In The Barnhart Dictionary of Etymology , the verb to spell, is defined first as to "name the letters of." Along with the related noun form, spell, meaning "words supposed to have magical powers, incantation, charm," to spell is related to an older root, "…. in part probably developed from Old English spellian to tell, declare, relate, speak," (p.1044) and occurs in compound form in Gospel, the good story of Christ's life on earth. Spelling is clearly an important aspect of effective written communication, of our ability to tell our stories well.
... and 5. Further, we have been able to show that, with training, teachers can learn to apply ..... more ... and 5. Further, we have been able to show that, with training, teachers can learn to apply ... We have found that with sufficient training and discussion, teachers can become accurate and reliable ... They can and do develop a deeper, more precise understanding of this con-cept, its ...
As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we p... more As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we put the final touches on the Table of Contents and werd able to see as a whole the scope of this year's articles,_ several things _were evident. First, a glance down through the titles shows such diversity that it appeari there should be something here for almost everyone. Second, an examination of the anthori of these articles discloses an excellent mix of work by the most respected individuals in our field, along with perspectives from many promising new contributors. Third, the titles, as well as the content of the articles, reveal analyses from varied philosophical and methodological paradigmsas reflected in the title we have chosen for the 1990 edition of the Yearbook. These diversified views are a strength of the National Reading Conference, and we oelieve, of this publication. The Yearbook is truly the work of the National Reading Conference membership. This year 77 members served on our editorial advisory review board and an additional 27 served as guest reviewers. Reviewers maintained high standards in recommending manuscripts for acceptance and provided concrete, thorough suggestions for revision. Of the 104 general papers reviewd, 41 are published in this 39th Yearbook; there also are 3 special papersthe NRC Annual Review of Research, one invited address, and the student award paper. These articles, along with the Presidential Address, represent the work of 99 NRC members. The special papers except for the Presidential Address, as. with the general papers, all received outside, blind reviews. The overall acceptance rate for this NRC Yearbook was 41%. We thank the authors for their high quality research, reviews, and position papers, feeling certain that these add important knowledge to our literature base in the literacy field. Our deep appreciation also goes to the reviewers for their conscientious attenfion to their tasks. We wish, also, to give special recognition to Mona Connolly, our graduate student and editorial assistant for the Yearbook, for her intelligent and careful attention to all manner of details and to Pat O'Keefe, our liaison with NRC Headquarters, for her patience and knowledge. Our job has been made easier by the contributions of so many competent professionals.
Research into spelling difficulties has changed radically during the last two decades (Cahen, Cra... more Research into spelling difficulties has changed radically during the last two decades (Cahen, Craun, and Johnson, 1970). Formerly, investigators seemed content to list sources of spelling errors without investigating why these words were misspelled or how children's efforts differed from the correct forms. There were some attempts to categorize errors (e.g. Gates, 1937), but these dealt only with the surface level of language, and therefore failed to provide adequate explanations of why such patterns occurred. Innovative computerized studies of the orthography were a move in a more fruitful direction, but because they were based on the rather unsophisticated and unidimensional approach of grapheme-phoneme correspondences, they were also unable to provide adequate explanations of the mechanisms underlying orthographic representations. In addition, the works of Weir and Venezky (Venezky, 1967; Weir & Venesky, 1968) and Chomsky and Halle (Chomsky & Halle, 1968; Chomsky, 1970) have ...
This yearbook contains 59 selected articles from the National Readi-onference for 1988 which repr... more This yearbook contains 59 selected articles from the National Readi-onference for 1988 which represent a diversity of topics explore ALBERT J. KINGSTON AWARD Thomas H. Estes received his Ph.D in Reading Education from Syracuse University in 1970. Currently, he is an Associate Professor of Education at the University of Virginia and Associate Director of the McGuffey Reading Center. In addition to his academic year teaching position, Tom serves as a visiting scholar during summer sessions at National College of Education in Evanston, Illinois. His current writing interests focus on the relationship between cultural literacy and interdisciplinary study. Tom is co-author of Reading and Learning in the Content Classroom, 2nd edition (1985) and Reading and Reasoning Beyond the Primary Grades (1986). He has authored many articles and conference presentations on the psychology and pedagogy of reading. Tom's research interests have encompassed attitudes toward reading and subject area study, study skills, and comprehension of textbooks. He has been a principal investigator on an NIE/NSF research project on the relationship between text structure and comprehension. His present research interests center on issues in vocabulary and comprehension. Tom has been actively involved in the National Reading Conference since 1966. In addition to serving on a variety. of committees, Tom has been a member of the Editorial Advisory Boards of both the Journal of Reading Behavior and the NRC Y "arbook. He contir-zs to revinv manuscripts for both publications and has been a member of the NRC program committee for 12 years. Tom w..s elected to the Board of Governors in 1979 and worked to rewrite the by-laws of the organization in 1980. He has recently completed a "final" draft of the new NRC Handbook of Policies and Procedures. No matter what ro!:: Tom has played at NRC, his sense of humor has prevailed. A memorable instance is the time he asked Ernest Rothkopf whether one could do mathemagenics on a hand-held calculator. Even at his most irreverent, Tom Estes displays a grace and concern for his colleagues that exemplifies the motto he has suggested for NRC: "Big enough to serve you, small enough to know you."
Psychophysiological aspects of reading and learning, 1985
... Page 31. Brain Mechanisms and Language 9 how, as manifested in his verbal and nonverbal behav... more ... Page 31. Brain Mechanisms and Language 9 how, as manifested in his verbal and nonverbal behavior.(Sinclair and Coulthard 1975). ... Also, Sinclair and Coulthard (1975) have begun the in-vestigation of classroom lessons in terms of their discourse structures. ...
As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we p... more As was true last year, we are highly pleased with the content of the 39th NRC Yearbook. When we put the final touches on the Table of Contents and werd able to see as a whole the scope of this year's articles,_ several things _were evident. First, a glance down through the titles shows such diversity that it appeari there should be something here for almost everyone. Second, an examination of the anthori of these articles discloses an excellent mix of work by the most respected individuals in our field, along with perspectives from many promising new contributors. Third, the titles, as well as the content of the articles, reveal analyses from varied philosophical and methodological paradigmsas reflected in the title we have chosen for the 1990 edition of the Yearbook. These diversified views are a strength of the National Reading Conference, and we oelieve, of this publication. The Yearbook is truly the work of the National Reading Conference membership. This year 77 members served on our editorial advisory review board and an additional 27 served as guest reviewers. Reviewers maintained high standards in recommending manuscripts for acceptance and provided concrete, thorough suggestions for revision. Of the 104 general papers reviewd, 41 are published in this 39th Yearbook; there also are 3 special papersthe NRC Annual Review of Research, one invited address, and the student award paper. These articles, along with the Presidential Address, represent the work of 99 NRC members. The special papers except for the Presidential Address, as. with the general papers, all received outside, blind reviews. The overall acceptance rate for this NRC Yearbook was 41%. We thank the authors for their high quality research, reviews, and position papers, feeling certain that these add important knowledge to our literature base in the literacy field. Our deep appreciation also goes to the reviewers for their conscientious attenfion to their tasks. We wish, also, to give special recognition to Mona Connolly, our graduate student and editorial assistant for the Yearbook, for her intelligent and careful attention to all manner of details and to Pat O'Keefe, our liaison with NRC Headquarters, for her patience and knowledge. Our job has been made easier by the contributions of so many competent professionals.
... Power, and Empowerment: A Conceptual Framework" (KF Thomas and others); "Preservice... more ... Power, and Empowerment: A Conceptual Framework" (KF Thomas and others); "Preservice Teachers' Conceptions of Content Area Literacy" (CJ Gordon and M. Hunsberger); and "Comprehension Instruction in Literature-Based Reading-Language Arts Classroom" (DW Emery ...
In declaring Dr. Beck as recipient of the Oscar S. Causey Award, given for distinguished and subs... more In declaring Dr. Beck as recipient of the Oscar S. Causey Award, given for distinguished and substantial contributions to literacy research, James Hoffman, chair of the selection committee said, "Dr. Beck's past record of research is truly outstanding. Her continuing research efforts are an inspiration to us all." Richard Anderson, who previously received this prestigious award, further attested to the "very high quality" of her work in the critical areas of decoding, vocabulary acquisition, and comprehension. He characterized her efforts as thoughtful and painstaking, based on a deep understanding of reading theory as well as practical classroom issues. Dr. Beck may be described as the consummate scholar who ably weds theory and practice while making substantial contributions to the understanding of both.
Reading and Writing Quarterly Overcoming Learning Difficulties, 1998
... is called word sorting;it is an activity in which students organize words printed on ... Thus... more ... is called word sorting;it is an activity in which students organize words printed on ... Thus, word sorting has been associated with a total program emphasizing substantial child-cen-tered ... will be closed sorts that focus on phonological word features, orthographic word features, or ...
The TESOL Quarterly invites readers to submit short reports and updates on their work. These summ... more The TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Authors' addresses are printed with these reports to enable interested readers to contact the authors for more details.
In The Barnhart Dictionary of Etymology , the verb to spell, is defined first as to "name the let... more In The Barnhart Dictionary of Etymology , the verb to spell, is defined first as to "name the letters of." Along with the related noun form, spell, meaning "words supposed to have magical powers, incantation, charm," to spell is related to an older root, "…. in part probably developed from Old English spellian to tell, declare, relate, speak," (p.1044) and occurs in compound form in Gospel, the good story of Christ's life on earth. Spelling is clearly an important aspect of effective written communication, of our ability to tell our stories well.
... and 5. Further, we have been able to show that, with training, teachers can learn to apply ..... more ... and 5. Further, we have been able to show that, with training, teachers can learn to apply ... We have found that with sufficient training and discussion, teachers can become accurate and reliable ... They can and do develop a deeper, more precise understanding of this con-cept, its ...
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