Issues in literacy
Subtitle: a research perspective
By: Jerome A. Niles, editor and Rosary V. Lalik, associate editor ; with the editorial assistance of Helen Newton
Contributors: National Reading Conference (U.S.)
Series: 34th yearbook of the National Reading Conference; Yearbook of the National Reading Conference -- 34th
Publisher: National Reading Conference
Published: 1985
Place of publication: Rochester, N.Y
Language: eng
Number of pages: 425
Subjects: Reading; Research; Literacy
Notes: Includes bibliographies.
Table of contents: title: Being Literate in America : A Sociohistorical Perspective  -- S. Brice Heath; title: Communicative Competence : Cross-Cultural Perspectives  -- I. Athey; title: From Egocentric to Ideocentric Discourse : The Development of Academic Language  -- S. Stotsky; title: Observing First-Grade Reading Instruction : Instruction Viewed with a Model of School Organization  -- R. Barr; title: The Oral Recitation Lesson : A Research-Derived Strategy for Reading Basal Texts  -- J. Hoffman and S. Crone; title: The Effects of Prior Knowledge and Instruction on Recall for Well-Written Expository Text  -- N. Marshall; title: Context Clues Are Ineffective with Low Frequency Words in Naturally Occurring Prose  -- R. S. Baldwin and E. K. Schatz; title: Graphics in Middle-Grade U.S. History Textbooks  -- L. B. Friedman and M. B. Tinzmann; title: Readers' Awareness of Subheadings in Expository Text  -- V. C. Hare and R. G. Lomax; title: Reading Strategies of Gifted Students  -- J. N. Mitchell and P. A. Irwin; title: Reading and the Plans of Secondary Teachers : A Qualitative Study  -- K. Hinchman; title: Student Teachers' Planning and Evaluations of Reading Lessons  -- H. Borko; title: Bedtime Story Reading as a Social Process  -- D. Bloome; title: The Functions of Illustrations in Beginning Reading Texts  -- H. D. Simons and C. Elster; title: Assessment of Classroom Interaction Dynamics  -- D. E. Alvermann ... [et al.]; title: Why Is The Degrees of Reading Power Test Invalid?  -- R. P. Carver; title: The Impact of Writing Instruction on Teachers' Attitudes and Practices  -- D. Lapp and J. Flood; title: Models of Reading Have Direct Implications for Reading Instruction : The Negative Position  -- G. G. Duffy; title: Models of Reading Have Direct Implications for Instruction : The Affirmative Position -- H. Singer.