by Esther Prins — 2011
Drawing on data from a qualitative, longitudinal study, this article explores how former adult literacy participants in rural El Salvador conceptualized the cultural model of educación, a model encompassing academic knowledge and social competence. The article identifies how adults understood the meanings of and pathways to educación, its relationship with schooling and print literacy, and implications for research and practice.
by Deborah Brandt — 2003
This article looks at the literacy learning experience of an auto worker turned union representative; a blind computer programming; two bilingual autodidacts; and a former Southern sharecropper raising children in a high-tech university town.
by Michael Russell & Tom Plati — 2001
An examination of the impact of the mode of test administration on student performance
by Elizabeth Moje — 2000
The author uses research with gang-connected youth to show how they learned and used unsanctioned literacy practices as communicative, expressive, and transformative tools for shaping their social worlds, their thoughts, and their identities.
by Allan Luke — 1995
Using historical and contemporary perspectives, the paper argues that reading is a malleable social practice with identifiable moral and ideological consequences
by Vivian Gadsden — 1994
A look at the intergenerational nature of literacy and life-span development of individual family members
by Nancy Hornberger — 1990
An examination of strategies used by elementary teachers to serve linguisticially and culturally diverse student populations
by Stephen Brookfield — 1984
Eduard Lindeman's book, "The Meaning of Adult Education," and its continued importance in higher education is discussed. Lindeman's thoughts on adult education and its social function and aesthetic relevance are explored. The use of discussion groups as a method of educational discourse is advocated.
by David Bronson — 1977
From the study of communication the following principles may be applied to a theory of teaching: 1. that communication is exchange; 2. that information resolves uncertainty; 3. that guessing is pattern-matching; 4. that patterns are more or less inclusive. This paper offers a discussion of the four principles cited above.
by Roger Golde — 1974
This article is an examination of one particularly crucial and generally overlooked aspect of teaching: what the author calls "translation."
by Mary White — 1974
The author describes four routes by which a teacher can find out if her pupils are learning: 1. By asking them questions in class; 2. By checking their homework; 3. By scoring their tests which she devises; 4. By computing their scores on standardized tests.
by Gilbert Voyat — 1970
Reading, as a necessary skill to be acquired, is as old as Egyptian history, but even now, a significant portion of the population fails to acquire it. The problem, then, is to understand why.
by Fred Busch — 1970
The author contends that the bland, insipid content of first-grade readers not only complicates the process of "learning to read," but may, in fact, later contribute to an adolescent's anxiety.
by Sara Zimet — 1970
An examination was made of the sex role models portrayed in primary reading texts during six contiguous historical periods in the United States from 1600 to 1966.
by Adeline Gomberg — 1970
The author sketches here the story of a Philadelphia experiment in which workshops were organized for teaching the parents of Head Start pupils how to teach their children to learn.
by Clarence Barnhart — 1949
The more significant of Dr. Thorndike's contributions to lexicography are described in this article. Thanks to his influence, all school dictionaries now have readable type.
by Elvion Owen — 1949
The author is suggesting that despite his distrust of conventional rules, Professor Thorndike, to the extent that he is himself at all unconventional, becomes so only through excess of conservatism. The question that arises is whether some connection can be traced between his practice and his opinions.
by Irving Lorge — 1945
A description of the Thorndike-Lorge Reading Test. The Thorndike-Lorge Test is planned as a general test of silent reading comprehension. It includes all the important factors in silent reading with reasonable weight for each factor.
by Edward Thorndike — 1921
Consider these simple questions: How many English words should the ordinary boy or girl know the meanings of at the end of Grade 8? Which words should all or nearly all pupils know at that stage? In what grades and in what connections should they be learned?
by Mark Bauerlein — 2005
A summary of The National Endowment for the Arts study "Reading at Risk: A Survey of Literary Reading in America."
by Timothy Shanahan & Cynthia Hynd-Shanahan — 2006
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
