57th Yearbook of the National Reading Conference (Austin, Texas, November 28-December 1, 2007)

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Sonst. Personen	Kim, Youb (Hrsg.); Risko, Victoria J. (Hrsg.); Compton, Donald L. (Hrsg.); Dickinson, David K. (Hrsg.); Hundley, Melanie K. (Hrsg.); Jimenez, Robert T. (Hrsg.); Leander, Kevin M. (Hrsg.); Rowe, Deborah Wells (Hrsg.)
Institution	National Reading Conference, Inc.
Titel	57th Yearbook of the National Reading Conference (Austin, Texas, November 28-December 1, 2007)
Quelle	(2008), (437 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8935-9109-3
Schlagwörter	Tagungsbericht; African American Students; Recreational Reading; Reading Ability; Scholarship; Educational Experience; Technology Uses in Education; Popular Culture; Critical Literacy; Reading Research; Teacher Educators; Ideology; Multicultural Education; Field Studies; Teacher Education Programs; Adolescent Literature; Young Adults; Field Experience Programs; Cartoons; Hispanic Americans; Visual Aids; Grade 1; Basic Skills; Reading Tests; At Risk Students; Identification; Reading Instruction; Adjustment (to Environment); Urban Schools; Urban Youth; Personal Narratives; Search Strategies; Reading Difficulties; Morphemes; Childrens Literature; Video Games; Literacy Education; Emergent Literacy; Comprehension; Educational Strategies; Educational Improvement; Sentences; Repetition; Language Proficiency; Bilingualism; Young Children; English (Second Language); Second Language Instruction; Adult Learning; Professional Development; Vocabulary Skills; Measures (Individuals); African Americans; Females; Teacher Effectiveness; Elementary School Teachers; France (Paris); Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Häusliche Lektüre; Reading competence; Lesekompetenz; Scholarships; Stipendium; Bildungserfahrung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Popkultur; Kritisches Lesen; Leseforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ideologie; Multikulturelle Erziehung; Praxisforschung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Young adult; Junger Erwachsener; Praxisnahes Lernen; Zeichentrickfilm; Hispanic; Hispanoamerikaner; Anschauungsmaterial; School year 01; 1. Schuljahr; Schuljahr 01; Basic skill; Grundfertigkeit; Lesetest; Identifikation; Identifizierung; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Erlebniserzählung; Suchstrategie; Reading difficulty; Leseschwierigkeit; Morphem; 'Children''s literature'; Kinderliteratur; Video game; Videospiel; Videospiele; Frühleseunterricht; Verstehen; Verständnis; Lehrstrategie; Teaching improvement; Unterrichtsentwicklung; Sentence analysis; Satzanalyse; Wiederholung; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Frühe Kindheit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Adulte education; Adult training; Erwachsenenbildung; Aktiver Wortschatz; Messdaten; Weibliches Geschlecht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This publication offers the 57th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of two awardees, John E. McEneaney and Scott G. Paris. Included in this Yearbook are the following papers: (1) The Education of African-American Students: Voicing the Debates, Controversies, and Solutions (Patricia A. Edwards); (2) How to Get Recreational Reading to Increase Reading Ability (Michael L. Kamil); (3) Edmund Burke Huey: The Formative Years of a Scholar and Field (Douglas K. Hartman and David H. Davis); (4) Teachers, Literacy, and Technology: Tensions, Complexities, Conceptualizations, and Practice (Elizabeth Petroelje Stolle); (5) Using Popular Culture to Promote Critical Literacy Practices (Peggy Albers, Jerome C. Harste, Sarah Vander Zanden, and Carol Felderman); (6) "And the Worth of Our Work Shall be Judged": Literacy and Literacy Research Definitions of NRC Members (Gwynne Ellen Ash and Lori Czop Assaf); (7) Reading Teacher Educators' Ideologies and Instructional Practices About Multicultural Teaching and Learning: An Evolving Vision of One Field-Based Teacher Education Program (Lori Czop Assaf and Jennifer Battle); (8) Exploring the Risks in "Smack": Risky Stories in Young Adult Literature (Susan Bickerstaff); (9) "I've Gotten a Lot Out of Reading Comics": Poaching and Lifelong Literacy (Stergios Botzakis); (10) The Transcontextualization of Chicano Visual Discourse (Peter M. Cowan); (11) Assessment and Identification of First-Grade Students at Risk: Correlating the Dynamic Indicators of Basic Early Literacy Skills and an Observation Survey of Early Literacy Achievement (Mary Anne Doyle, Saran A. Gibson, Francisco Gomez-Bellenge, Patricia R. Kelly, and Meiling Tang); (12) Teachers' Instructional Adaptations During Literacy Instruction (Gerald G. Duffy, Samuel Miller, Kathryn Kear, Seth Parsons, Stephanie Davis, and Baxter Williams); (13) Urban Students Testifying to Their Own Stories: Talking Back to Deficit Perspectives (Elizabeth Dutro and Kristien Zenkov); (14) "There's No Rabbits on the Internet": Scaffolding the Development of Effective Search Strategies for Struggling Readers During Internet Inquiry (Bernadette Dwyer and Colin Harrison); (15) Morphological Word Families in Narrative and Informational Text (Susan M. Ebbers); (16) The Watsons Go to NRC--2007: Crossing Academic Boundaries in the Study of Children's Literature (Patricia Enciso, Karen Coats, Christine Jenkins, and Shelby Wolf); (17) Unpacking Videogames: Understanding and Supporting a New Ethos (Christine H. Leland, Jerome C. Harste, and Kate Kuonen); (18) Developing, Negotiating, and Enacting Literacy Curriculum (Marla H. Mallette, Marilyn McKinney, Char Moffit, Elida Giraldo, and Greg Levitt); (19) An Investigation of Learning to Read and Write Fantasy (Beth Maloch, Nancy Roser, Miriam Martinez, Janis Harmon, Amy Burke, Denise Duncan, Katie Russell, and Angie Zapata. With Monica Gonzalez); (20) The Curricularization of Comprehension Strategies Instruction: A Conspiracy of Good Intentions (Helen Maniates and P. David Pearson); (21) School Improvement Over Time (James H. Mosenthal and Jane E. Mekkelsen); (22) Sentence Repetition and Story Retelling as Indicators of Language Proficiency in Young Bilingual Children (Kenneth Romeo, Lance Gentile, and Elizabeth Bernhardt); (23) Professional Development for Volunteer Adult ESL Educators: The Mediating Role of Teacher-Researcher Collaboration (Brian C. Rose and Brad L. Teague); (24) A Multiple-Level Vocabulary Assessment Tool: Measuring Word Knowledge Based on Grade-Level Materials (Judith A. Scott, Merrit Hoover, Susan Leigh Flinspach, and Jack L. Vevea); (25) Self-Portraits of Black Women Scholars' Literacy and Identity (Rachelle D. Washington, Eurydice Bauer, Patricia A. Edwards, and Gwendolyn Thompson-McMillon); and (26) Contemporary Research on Effective Elementary Literacy Teachers (T. Lee Williams and James F. Baumann). This publication also includes an introduction to the program by Norman A. Stahl. (Individual papers contain figures, tables, footnotes, references and appendices. Editorial assistance by Julie Ellison Justice and Jud Laughter.) [For "56th Yearbook of the National Reading Conference (Los Angeles, California, November 29-December 2, 2006)," see ED522786.] (ERIC).
Anmerkungen	National Reading Conference. 7044 South 13th Street, Oak Creek, WI 53154. Tel: 414-908-4924; Fax: 414-768-8001; e-mail: customercare@nrconline.org; Web site: http://www.nrconline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10