Vocabulary knowledge and reading

Includes bibliographical references (p. 35-43)Supported in part by the National Institute of Education under contract no. US-NIE-C-400-76-011

Serial position and rated importance in the recall of text

Includes bibliographiesSupported in part by the National Institute of Education under contract no. HEW-NIE-C-400-76-011

Literacy education in school: Research perspectives from the past, for the future

An overly negative view of literacy and reluctance to take account of history has limited research and led indirectly to the advancement of some unproductive ideas about literacy, according to this review of research on literacy education by the Australian Council for Educational Research. The review argues that a false dichotomy has developed in literacy theory between \u27code\u27 and \u27meaning-emphasis\u27, a dichotomy sometimes wrongly equated with the debate between \u27phonics\u27 and \u27whole language\u27 approaches to teaching. This leads teachers of early literacy to believe that they must choose between the two methods, when in fact effective teachers use elements from both, as well as additional strategies. Professor Freebody is concerned that the idea of literacy is sometimes simply used as a form of punishment, saying \u27The effects of research are less productive when the primary function is to cut "underperforming" teachers, students or target demographic groups out from the herd for naming, branding or punishment.\u27 He argues that future research into literacy education must include a focus on observational study of teaching in actual classrooms. NB please be warned that this is a large (11.48 MB) fil

Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers’ Use of Multimodal and Aesthetic Metalanguage

Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art and music—to determine how discipline-specific literacies are used and taught. Findings show that these teachers intuitively and consistently share age-appropriate arts-literacies and use semiotic metalanguage with their students to express and make meaning through arts practices. With contemporary research in the field of literacy consistently acknowledging the diverse ways we communicate and the importance of creative thinking and aesthetic-artistic reasoning, it is critical that classroom data, such as shared in this paper, is considered for future curriculum development. We conclude by recommending strategies and considerations for arts teachers when planning and implementing arts literacies to improve students’ applied understanding

Reading comprehension and the assessment and acquisition of word knowledge

Bibliography: leaves 40-43Supported in part by the National Institute of Education under contract no. US-NIE-C-400-76-011

Effects of vocabulary difficulty, text cohesion, and schema availability on reading comprehension

Bibliography: leaves 33-36Supported in part by the National Institute of Education under contract no. HEW-NIE-C-400-76-011

Effects of differing proportions and locations of difficult vocabulary on text comprehension

Includes bibliographiesSupported in part by the National Institute of Education under contract no. HEW-NIE-C-400-76-011

Achievement outcomes of two reading programs : an instance of aptitude-treatment interaction

Includes bibliographical references (p. 16-17).Research reported herein was supported in part by the National Institute of Education. US-NIE-C-400-76-011