Pathways for Literacy: Learners Teach and Teachers Learn. The Sixteenth Yearbook of the College Reading Association.

N

273

Adults; Classroom Research; Educational Change; Elementary Secondary Education; Higher Education; Literacy; Methods Courses; Program Descriptions; Reading Instruction; Reading Programs; Recall (Psychology); Scientific Concepts; Teacher Attitudes; Teacher Education; Whole Language Approach; Writing Apprehension

This 1994 yearbook presents 24 papers and a summary of the dissertation award winner "Overcoming Misconceptions about Science Beliefs" (G. Qian). Papers are: "The Roots of Reading: Preserving the Heritage of a Profession" (N. A. Stahl and others; "CRA Professional Programs and Progress: A Personal Twenty-Five Year Perspective" (James E. Walker); "The Cohesiveness of Preservice and Inservice Teachers' Whole Language Perceptions and the Information Sources Contributing to This Knowledge" (R. J. Rickelman and others); "Change as a Process: A View of an Instructor and Her Students" (M. B. Sampson and W. M. Linek); "Preservice Teacher's Epistemology of Diagnostic Reading Instruction: Observations of Shifts During Coursework Experience (Barbara J. Walker and Kathy Roskos); "Analyzing Preservice Teachers' Efficacy Beliefs and Conceptions of Literacy Development" (R. Johnson and N. E. Hoffman); "Moving toward Change: One School's Experience" (J. Shapiro); "Mental Imagery, Text Illustrations, and Reading Comprehension of Adult Readers" (B. J. Walker and others); "Workplace Literacy: Why Participants Dropped Out of School and Why They Remain in a Workplace Program" (S. B. Merlin); "The Creation of Writing/Reading Intensive Discipline-Specific Courses (A. Friedman and J. Resnick); "Processes and Learning Strategies: What Works for Postsecondary Students" (YeVette McWhorter); and "Writer's Block: A Case Study of Holistic Intervention Using Reader Response and Metacognitive Writing Tasks" (E. V. Newton); "Using Technology in Support of Preservice Teachers' Generative Learning" (V. J. Risko and others); "Authentic Contexts for Learning to Teach: Approximation and Feedback in Field-Based Preservice Literacy Courses" (M. E. Robbins and L. Patterson); "The Efficacy of a Site-Based Literacy Methods Course Developed within the Context of a School-University Partnership" (S. Lefever-Davis and J. P. Helfeldt); "Literature-Based Instruction in Preservice Teacher Education" (M. Craig and others); "Classroom Research in Cooperative Learning: Assessing Methodology in a Teaching of Reading Course" (J. Elliot and B. Illig); Using Peer Coaching To Provide Additional Feedback to Preservice Teachers of Reading in an Early Field Experience (Nancy A. Anderson and others); "The Research Process of Eighth-Grade Students" (S. J. Davis and M. A. Wham); "Increasing Story Recall through Prereading Instruction: Use of Advanced Organizers Combined with Teacher-Guided Discussion" (S. D. Rinehart and others); "Read to Me? A Program Designed To Enhance Children's Attitudes toward Reading through Teacher and Parent Read Alouds" (J. E. Barnhart and M. A. Wham); "Storymates: A Cross-Age Reading Program" (B. J. Fox); and "Curriculum, Instruction, and Evaluation in Ohio's Family Literacy Programs" (N. D. Padak). (RS)

1995

ED375374