From Orthography to Pedagogy Essays in Honor of Robert L Venezky 1st Edition by Thomas R Trabasso, John P Sabatini, Dominic W Massaro, Robert Calfee ISBN 141061302X 9781410613028

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ISBN 10: 141061302X
ISBN 13: 9781410613028
Author: Thomas R Trabasso, John P Sabatini, Dominic W Massaro, Robert Calfee

From Orthography to Pedagogy Essays in Honor of Robert L Venezky 1st Table of contents:

1 The Exploration of English Orthography
The English Polyglot
English Spelling Is a Mess, But Someone Has to Teach It
The Morphophonemic Principle
What do Readers Need to Know and When do they Need to Know it?
The “Phonemic” in Morphophonemic
The “Morpho” in Morphophonemic
Around the Next Bend …
Acknowledgment
References

2 Phonological Variation and Spelling
The Study of Variation
Phonological Differences between Varieties
Dimensions of Variation
Regional Variation
Social Dialects
Style and the Vernacular
Children’s Variety
Variation in the Classroom
Closing Comments
References

3 The Magic of Reading: Too Many Influences for Quick and Easy Explanations
Influences in Written Word Recognition
Orthographic Structure Influences in Written Word Recognition
Spelling-to-Sound Influences in Written Word Recognition
Lexical Consistency
Spelling-to-Sound Fluency
Sound-to-Spelling Influences in Written Word Recognition
Methodological Issues
A Systematic Investigation of the Sound-to-Spelling Consistency Effect
Fluency and Modeling Sound-to-Spelling Influences
Conclusion
Acknowledgments
References

4 When Actions Can’t Speak for Themselves: How Might Infant-Directed Speech and Infant-Directed Action Influence Verb Learning?
The Plan of this Chapter
What’s it take to Learn a Verb?
Why are Verbs so Hard to Learn?
What is Infant-Directed Speech?
Does ID Speech Facilitate the Acquisition of Language?
Are Nouns Favored in Infant-Directed Speech?
Infant-Directed Action
Action Analysis
How Might ID Input—a Combination of ID Speech and ID Action—Facilitate Infants’ Development of Understanding about Actions and the Verbs that Label them?
So what Happens when Actions can’t Speak for Themselves?
Acknowledgment
References

5 The Role of Causal Reasoning in Understanding Narratives
Approach
Causality, Cohesion, and Coherence
Identifying Causal Inferences
Validation of the Discourse Analysis and Causal Networks
Empirical Validation of the Approach
Causal Connectivity, Chains, and Recall
Importance of Events
Psychological Validity of Logical Necessity Criteria
Question Asking
Goal Hierarchies and Causal Connectivity
Causal Connections in Narration
Coherence and Story Structure
Online Comprehension
Simulation of Comprehension by a Connectionist Model
Decision Making
Minimalism Revisited
Anaphoric and Spatial Referents
Conclusion
Acknowledgments
References

6 Theory and Practice of Using Information Text for Beginning Reading Instruction
Research on Texts used in Instruction
Why is the Focus on Types of Text Important?
Critical Differences between Story and Information Text
Truth Value
Unity
Structure
Purpose or Instrumentality
Background of the Study
Instructional Procedures
Results and Discussion
Text Genre Results
Difficulty of Material
Sources of Information
Conclusion
What happens in other Classrooms During the 3.6 Minutes?
The Study
Classroom Observations
Classroom Library Assessments
Teacher Interviews
Findings
School P Observations
School N Observations
School B Observations
School H Observations
Conclusions and Implications
What can (and should) be done about Information Text?
References

7 Research and Theory Informing Instruction in Adult Literacy
The Framework: A Multidimensional Model of Literacy Acquisition
The Cognitive-Linguistic Component
The Affective Component
The Instructional and Social Context
The Functional Adult Literacy Program
The Participants
Teachers and Teacher Training
Program Philosophy
A Typical Lesson
Research, Program Evaluation, and Student and Practitioner Feedback Informing Program Effectiveness
Testing the Model of Literacy Acquisition
Program Evaluation
Beyond the Cognitive Component: Assessing the Affective, Social, and Cultural Factors
Conclusion
Acknowledgments
References

8 What Does It Mean to Comprehend or Construct Meaning in Multimedia Environments: Thoughts on Cognitive and Assessment Construct Development
The Consequences of Cross-media Study on the Development of Thinking and Understanding
Reading and Media Literacy Assessment and Curricula
Why a Construct?
Evidence-Centered Design
Final Thoughts
References

9 From Real Virtuality in Lascaux to Virtual Reality Today: Cognitive Processes With Cognitive Technologies
Interpretations of the Reciprocal Relationships between Cognitive Processes and Knowledge Technologies
Acquisition
Extension of Natural Capabilities
Activation and Consolidation
Externalization
Internalization
Construction
Collaborative Creation
Compensation
Evolution
Advanced Knowledge Technologies in Education
Fostering an Integration of Approaches
The Action Space for Cognitive Processes
Theory Versus Reality
Coda
References

10 Gaining Perspective Through Science: A History of Research Synthesis in Reading
The Beginnings of Reading Synthesis
The Summary of Investigations Related to Reading
Other Qualitative Reviews of Note
Systematic Research Synthesis and Reading Policy
Conclusions
References

11 Literacy and New Technologies: Ten Principles for Assisting the Poor
Previous International Literacy Efforts
Literacy, Economic Development, and Technology
Is ICT Feasible for Providing Literacy Education to the Poorest of Poor?
Policy Implications of Different Models for Using Technology to Foster Literacy and Economic Development
Ten Principles for Helping the Poor
Conclusions
References

12 Problematic and Promising Trends in Holding Teacher Education Programs Accountable
The Low Status of Quality Assurance in the Teaching Profession
The Initial Policy Remedy for the Perception of Low Quality in Teacher Education
The Nature of the Evidence in Teacher Education
The Evolution of Evidence
A Promising Line of Evidence
The Place of Program Accreditation
Accountability in other Professional Programs
References

13 High-Stakes Testing: Literacy by the Numbers
References

14 Time Is of the Essence: An Overview of Quantitative Methodologies for the Study of Change
Section 1: Introduction
Section 2: Methodologies for the Study of Change
Time Series Analysis
Analysis of Difference Scores
Structural Equation Modeling for Longitudinal Data
Modeling Individual Growth Curves
Stage Sequential Processes: Latent Transition Analysis
Section 3: Summary and Remaining Issues
References

15 The Dictionary of Old English: The Next Generation(s)
The Electronic Corpus: A Testing Ground for the Dictionary of Old English: A to F on CD-ROM
The Electronic Dictionary
The Information Fields
Standards
System Requirements
Getting one’s Bearings
Hotlinks
Field Search
Microfiche Publication

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Tags: Thomas R Trabasso, John P Sabatini, Dominic W Massaro, Robert Calfee, Orthography, Pedagogy Essays, Robert L Venezky