Volume IX, 1989 Contents

Reading Researchers, Policymakers, and Practitioners

Managing Editors

Kay Camperel, Utah State University
Bernard L. Hayes, Utah State University

Editorial Board

Pat Ducan, Virginia Commonwealth University
Lawrence Erickson, Southern Illinois University
Rebecca Moore, Clemson University
Timothy Rasinski, University of Georgia
Ken Smith, Eastern Oregon State College
Louise Tomlinson, University of Georgia
James Walker, Texas Women's University
David Gustafson, University of Wisconsin-LaCrosse
Donna Laffey, Harrisonburg, Virginia
Richard Thompson, University of Central Florida
Martha Berry, University of South Carolina
E. Sutton Flynt, Pittsburgh State University
Nick Henry, Pittsburgh State University
Terry Lovelace, University of Southern Louisiana

Problems Court Sessions

Translating Knowledge into Practice: No Teacher, No Method, No Guru

William Blanton, Appalachian State University
Gary Moorman, Appalachian State University
Thomas Estes, University of Virginia










Return to top

Three Apocalyptic Horsemen

Wayne Otto, University of Wisconsin-Madison








Return to top

Developing Professional Teachers: Encouraging Change and Inquiry

Bernard L. Hayes, Utah State University







Return to top

Caution! Constraints on Translating Research into Practice

Kay Camperell, Utah State University








Return to top

Developing a Tolerance for Ambiguity

Mary F. Heller, Kansas State University








Return to top


What Practitioners Can Tell Reading Researchers about Content Reading Instruction

Richard J. Telfer, University of Wisconsin-Whitewater
Robert E. Jennings, Fort Hays State University
Reed Mottley, University of Southern Mississippi










Return to top

Research to Impact Practioners: Teaching Concepts to At-Risk Children

Beth C. Wise, McNeese State University
Judy C. Shaver, McNeese State University








Return to top

The Practice of Reading Politics: Effects on Children with Learning Problems

Richard H. Bloomer, University of Connecticut
Kay A. Norlander, University of Connecticut








Return to top

Conducting Collaborative Research: Teachers, Researchers, and Observers Talk about What They Do

Terry Bullock, University of Cincinnati
Chester Laine, University of Cincinnati








Return to top

A Cooperative Schol Reading Plan: Developing Collaborative Relationships

Marino C. Alvarez, Tennessee State University








Return to top

Transaction and Interaction with Children's Literature: Direction of Policy

Mary M. Brittain, Virginia Commonwealth University
Nancy Boraks, Virginia Commonwealth University
Fredric Linder, Virginia Commonwealth University








Return to top

Enhancing Students' Independent Learning and Text Comprehension with a Verbally Rehearsed Composing Strategy

Victoria Risko, College of Education Vanderbilt University
George Peabody, College of Education Vanderbilt University
Alice Patterson, Metro Nashville Schools








Return to top

Teaching Reading Comprehension: Direct Instruction Revisited

Thomas Cloer, Jr., Furman University






Return to top

College Level Developmental Programs: Policy and Instructional Issues

Louise M. Tomlinson, The University of Georgia








Return to top

An Analysis of Reading Textbooks Used at a College Level

Patricia K. Smith, West Virginia University








Return to top

Toward A Caring Reading Curriculum

Timothy V. Rasinski, Kent State University








Return to top

A Historical Perspective on Remedial Reading

George S. Spache, Spache Educational Consultants, Inc.








Return to top

Keynote Session

Reading Research into Policy and Practice: Practioner's Viewpoint

Deborah L. Thompson, Old Dominion University






Return to top

Michigan's Reading Program: A Decade of Change

Elaine M. Weber, Michigan Department of Education






Return to top



For questions regarding this website please contact Gary Moorman. Updated May 6, 2003. This site is maintained by Appalachian State University, Reich College of Education.



Home  Top  Back