Volume IV, 1984 Contents

Reading Teacher Education

 

Managing Editor

George H. McNinch, West Georgia College

Editorial Board

Aidney E. Benton, North Georgia College
Paul C. Berg, University of South Carolina
Sylvia M. Carter, University of Georgia
James Dinnan, University of Georgia
Ann Hall, Delta State University
Albert J. Kingston, University of Georgia
Ruth Kurth, North Texas State University
Chester Laine, University of Cincinnati
Terry Lovelace, University of Southwestern Louisiana
George H. McNinch, West Georgia College
Wayne Otto, University of Wisconsin
H. Wendell Thompson, University of Alabama-Huntsville
Brenda S. Townsend, Indiana University of Pennsylvania
William F. White, Lamar University

 


Papers


Sampling Bias and Limitations in Generalizations in Reporting Scores on Standardized and Criterion Referenced Reading Tests

Lorraine Carswell, South Park Independent School District
William White, Lamar University

 

 

 

 

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A Comparison of Social Science Textbook Readability and Students' Reading Levels

Brenda S. Townsend, Indiana University of Pennsylvania
Carolyn J. Wilkie, Indiana University of Pennsylvania

 

 

 

 

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Imaging Creative Reading/Writing Experiences

O. Paul Wielan, St. John's University

 

 

 

 

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Teacher Education of Community College Reading Educators

Beth Ann Herrmann, Hood College

 

 

 

 

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An Investigation of Preservice Teachers' Attitudes Toward Reading

Sarah D. Weidler, State college (PA) Area School District
Eunice N. Askov, The Pennsylvania State University

 

 

 

 

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Reaction: An Investigation of Preservice Teachers' Attitudes Toward Reading

Martha D. Collins, Louisiana State University
John A. Mateja, Arizona State University

 

 

 

 

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An Exploration of Preservice Teachers' Conceptual Change During Reading Methods Instruction

Sandra Michelsen, Michigan State University
Gerald G. Duffy, Michigan State University
Jeannine Lasovage, Michigan State University

 

 

 

 

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Reading Achievement Trends of Fourth Grade Students Who Experienced Different Approaches to Kindgergarten Reading Instructions

Bernard L. Hayes, Utah State University

 

 

 

 

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Assessment of Preservice Teachers in Six Pennsylvania colleges and Universities

Anne L. Mallery, Millersville University
Dee Wallace, St. Francis College
Mary M. Dupuis, The Pennsylvania State University

 

 

 

 

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How Reading Field Experience Students View the Observation/Evaluation Process

Donna E. Alvermann, University of Georgia
Lynn C. Smith, University of Georgia

 

 

 

 

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Preparation in Reading and Educator Certification: Requirements, Needs Issues

Rona F. Flippo, University of Wisconsin-Parkside
David A. Hayes, University of Georgia

 

 

 

 

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Toward Evolving a Profile of the "Satisfied" Reading Professional: Concomitance and Implications

Raymond F. Morgan
Jane Warren Meeks
Franklin Ross Jones

 

 

 

 

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Effects of a Content Area Reading Class on Attitudes and Practices of Secondary Teachers

Vincent P. Orlando, Metropolitan State College

 

 

 

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Tab Item: Assessing Students' Application of Reading Theory

Carol Nichols, Metropolitan State University
Vincent Orlando, Metropolitan State College

 

 

 

 

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Effectiveness Training for Elementary Teachers of Reading

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

 

 

 

 

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Reaction: Effectiveness Training for Elementary Teachers of Reading

Sidney E. Benton, North Georgia College

 

 

 

 

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An Analytic Approach to Teaching Microcomputer Programing to Classroom Teachers

Donald J. Richgels, Louisiana State University

 

 

 

 

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The New Reading Circle: Programmer, Computer, User

Gilles Fortier, University of Georgia
George E. Mason, University of Georgia

 

 

 

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Project Mafex: Report on Preservice Field Experiences in Reading Education

Mark R. Malone, Lousiana State University

 

 

 

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A Study to Determine the Capability of Teachers and to Predict the Reading Interest of Pupils

Hal T. Blythe, Southwest Texas State University
Sylvia McCoy Carter, University of Georgia

 

 

 

 

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The Professional Preparation of College Reading and Study Skills Specialists

Norman A. Stahl, Georgia State University
Belita Gordon, Georgia State University
William G. Bronzo, Northern Illinois University

 

 

 

 

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The Use of Cognitive and Metacognitive Strategies of Good and Poor Readers at the College Level

Nancy J. Kaufman, University of Wisconsin-Stevens Point
Alice L. Randlett, University of Wisconsin-Stevens Point

 

 

 

 

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Reading and Writing Skills of Prospective Teachers

Chester Laine, University of Cincinnati

 

 

 

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Assessing and Remediating the Reading and Writing Skills of Prospective Teachers: Underlying Assumptions and Questions

Linda Amspaugh, University of Cincinnati

 

 

 

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Program Diversification in a College Developmental Reading Program

Deborah Rosecrans, University of Cincinnati

 

 

 

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Predicting and Evaluating Student Teachers' Performance in Reading Instruction

Terry Lovelace, University of Southwestern Louisiana
Martha Collins, Lousiana State University
Roger DeSanti, University of New Orleans

 

 

 

 

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Helping Students Follow Written Directions

William A. Henk, Pennsylvania State University-Capitol Campus
Glynn Travis King, University of Georgia

 

 

 

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The Ghost of Computers Past, Present, and Future: Computer Use for Preservice-Inservice Reading Programs

Amber T. Prince, Berry College

 

 

 

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Emergent Reading Levels

William R. Powell, University of Florida

 

 

 

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Mainstreaming and the Merging of Roles in Reading Instruction

Louise M. Tomlinson, University of Georgia

 

 

 

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Teachers' Perceptions of Factors That Hinder Reading Instruction

Evelyn F. Searls, University of South Florida
Donald D. Neville, University of South Florida
Katherine Richmond, University of South Florida

 

 

 

 

 

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The Relationship of Graduate Education Students' Achievement in Educational Research to Their Reading Attitudes, Attitudes Toward Educational Research, GPAs and National Teacher Examinations

Sidney E. Benton, North Georgia College
Bob Jerrolds, University of Georgia

 

 

 

 

 

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Reaction Paper: "The Relationship of Graduate Education Students' Achievement in Educational Research to Their Reading Attitudes, Attitudes Toward Educational Research, GPAs and National Teacher Examinations"

Eunice N. Askov, The Pennsylvania State University

 

 

 

 

 

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Less Than Words Can Say About the Certification of Reading Teachers

Wayne Otto, University of Wisconsin-Madison

 

 

 

 

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The Governance of Reading Education: A Position Paper

Patricia H. Duncan, Virginia Commonwealth University

 

 

 

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Plans of Action--Tools for Initiating Change in School Reading Programs

James L. Laffey, James Madison University
Donna G. Kelly, Rockingham County Schools

 

 

 

 

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Toward a core curriculum for Reading Education

Anthony V. Manzo, University of Missouri-Kansas City

 

 

 

 

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A Comparison of Social Science Textbook Readability and Students' Reading Levels

Brenda S. Townsend, Indiana University of Pennsylvania
Carolyn J. Wilkie, Indiana University of Pennsylvania

 

 

 

 

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How Fare the Torchlighters? A Survey of American Reading Education

Lawrence G. Erickson, West Virginia Univeristy
Marilyn Fairbanks, West Virginia University
Betsy Hobbs, West Virginia University
Peggy Yi, West Virginia University

 

 

 

 

 

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Theoretical Aspects of Graduate Reading Foundations Courses

Marilyn Fairbanks, West Virginia University
Patricia K. Smith, West Virginia University
Martin Saltz, West Virginia University

 

 

 

 

 

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Comprehension: The Forgotten Conclusions of the Training of Teachers of Reading

James Dinnan, University of Georgia

 

 

 

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A Comparison Study of Background Knowledge of College Undergraduates enrolled in Teacher Education Classes and Developmental Reading Classes

Marino C. Alvarez, Tennessee State University
Victoria J. Risko, Peabody College of Vanderbilt University
Jerry Cooper and Ann Hall, Delta State University

 

 

 

 

 

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A Reaction to Discussions at the First General Session of the American Reading Forum, December 8, 1983, Sarasota Florida.

Political Action as a Reaction to "A Nation at Risk"

Roger De Santi, University of New Orleans

 

 

 

 

 

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A Reaction to Discussions at the First General Session of the American Reading Forum, December 10, 1983, Sarasota Florida.

Development of Nonsexist Anaphoric Styles

Roger De Santi, University of New Orleans

 

 

 

 

 

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Bilingual Education: Confounding Challenges for Reading Educators

Sharon Kossack, Florida International University-Bay Vista Campus

 

 

 

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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.

 

 

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