Learning to Read in American Schools

by Anderson, Richard C.; Osborn, Jean; Tierney, Robert J.

• ISBN13: 9780898592191
• ISBN10: 0898592194
• Format: Hardcover
• Copyright: 1984-01-01
• Publisher: Routledge

Summary

Learning to Read in American Schoolsexamines critical research that offers direct implications for the design and/or evaluation of text materials used in our schools today. In so doing, it addresses issues regarding the quality of text materials, and contains specific recommendations for the improvement of reading comprehension and instruction. Timely, clearly written, and jargon-free, this text is an essential handbook for school administrators, reading specialists, teachers in professional development programs, trainers of teachers, and curriculum developers. It should have a profound impact on how reading is taught in American schools.

Table of Contents

Preface	p. ix
Developing Comprehensio The Impact of the Directed Reading Lesson	p. 3
References	p. 19
Guided Reading: A to Isabel Beck	p. 21
References	p. 28
Do Basal Manuals Teach Reading Comprehension?	p. 29
References	p. 38
Reaction to "Do Basal Manuals Teach Reading Comprehension?"	p. 39
References	p. 44
The Purposes, Uses, and Contents of Workbooks and Some Guidelines for Publishers	p. 45
Appendix	p. 110
References	p. 111
What Would Make Workbooks Worthwhile?	p. 113
References	p. 119
Readability -- Appraising Text Difficulty	p. 121
References	p. 138
Readability as a Solution Adds to the Problem	p. 141
References	p. 147
Illustrations of Helping Students Understand the Content and Helping them Understand the Text	p. 148
A New Point of View on Children's Stories	p. 153
References	p. 172
Literary References	p. 174
On the Appropriateness of Adaptations in Primary-Level Basal Readers: Reaction to Remarks by Bertram Bruce	p. 175
References	p. 191
Content Area Textbooks	p. 193
References	p. 222
Text Excerpt Citations	p. 223
Subject Matter Texts -- Reading to Learn: Response to a Paper by Thomas H. Anderson and Bonnie B. Armbruster	p. 227
References	p. 233
Cultural Variation and Textbook Publication vis á vis Jelly Beans and Designer Genes	p. 235
Role of the Reader's Schema in Comprehension, Learning, and Memory	p. 243
References	p. 256
Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks	p. 259
Acknowledgments	p. 272
References	p. 272
Learning From Reading: The Role of Metacognition	p. 273
References	p. 280
Summary Discussion	p. 283
A Synthesis-of Research on the Use of Instructional Text: Some Implications for the Educational Publishing Industry in Reading	p. 287
References	p. 296
Biographical Information about the Authors	p. 297
Author Index	p. 303
Subject Index	p. 307
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