Table Of Content

Index to the Reading Research Quarterly, Vol. 29, 1994 BY TITLE A nonreader becomes a reader: A case study of literacy Authors, text, and talk: The internalization of dialogue acquisition by a severely disabled reader, Sandra from social interaction during writing, Sarah J. McCormick. No. 2, pp. 156-176. McCarthey. No. 3, pp. 200-231. Oral reading instruction: The impact on student reading Comparing instructional models for the literacy educa- development, D. Ray Reutzel, Paul M. Hollingsworth, tion of high-risk first graders, Gay Su Pinnell, Carol A. & J. Lloyd Eldredge. No. 1, pp. 40-62. Patterns within preschoolers’ emergent readings, Charles Lyons, Diane E. DeFord, Anthony S. Bryk, & Michael Elster. No. 4, pp. 402-418. Seltzer. No. 1, pp. 8-39. Processing of topic shifts by adults and children, Jukka Context effects on word recognition and reading compre- Hy6nd. No. 1, pp. 76-90. hension ofp oor and good readers: A test of the interac- Reply to Taylor, Keith E. Stanovich & Richard F. West. tive-compensatory hypothesis, Yeu Hong Kim (Yoon) No. 3, pp. 290-291. and Ernest T. Goetz. No. 2, pp. 178-188. Response to Bloome: Violence, risk, and the indetermina- Deconstructing the rhetoric of Moorman, Blanton, and cy of language, Sarah J. McCarthey. No. 3, pp. 246- McLaughlin: A response, Kenneth S. Goodman. No. 4, 247. pp. 340-346. Response to McCarthey: On the nature of language in Developmental trends in lexical decisions for abstract classroom literacy research, David Bloome. No. 3, pp. and concrete words, Paula J. Schwanenflugel & 232-240. Carolyn E. Akin. No. 3, pp. 250-264. Response to McCarthey: The limitations of eclecticism in The effects of thinking aloud during reading on students’ research, Deborah Wells Rowe. No. 3, pp. 242-245. comprehension of more or less coherent text, Jane A. Response to Rowe: Aligning methods to assumptions, Loxterman, Isabel L. Beck, and Margaret G. Sarah J. McCarthey, No. 3, pp. 248-249. McKeown. No. 4, pp. 352-367. Rhetoric and community in whole language: A response IRA Outstanding Dissertation Award for 1993-94: The to Cambourne, Willinsky, and Goodman, Gary B. nature off ourth graders’ sociocognitive conflicts in Moorman, William E. Blanton, and Thomas peer-led and teacher-led discussions of literature, McLaughlin. No. 4, 348-351. The rhetoric of “The Rhetoric of Whole Language,” Brian Janice F. Almasi. No. 4, pp. 304-306. Cambourne. No. 4, pp. 330-332. Joining together in literacy learning: Teenage mothers The rhetoric of whole language, Gary B. Moorman, and children, Susan B. Neuman and Phyllis William E. Blanton, and Thomas McLaughlin. No. 4, Gallagher. No. 4, pp. 382-401. pp. 308-329. The language and literacy worlds of three profoundly Spatial representations and updating situation models, deaf preschool children, Cheri L. Williams. No. 2, pp. Keith K. Millis and Robert Cohen. No. 4, pp. 368-380. 124-155. Theory and meaning in whole language: Engaging Long-term effects ofp reschool teachers’ book readings on Moorman, Blanton, and McLaughlin, John Willinsky. low-income children’s vocabulary and story compre- No. 4, pp. 334-339. hension, David K. Dickinson and Miriam W. Smith. Touch and go: Learning to read Braille, Linda Pring. No. No. 2, pp. 104-122. 1, pp. 66-74. Meta-analytic confirmation of the nonword reading The trivial pursuit of reading psychology in the “real deficit in developmental dyslexia, Marinus H. van world”: A response to West, Stanovich, and Mitchell, IJzendoorn & Adriana G. Bus. No. 3, pp. 266-275. Denny Taylor. No. 3, pp. 276-288. BY AUTHOR McLaughlin, Thomas. (See Moorman, Gary B. et al.) Akin, Carolyn E. (See Schwanenflugel, Paula J. et al.) Millis, Keith K. and Robert Cohen. Spatial representations Almasi, Janice F. IRA Outstanding Dissertation Award for and updating situation models. No. 4, pp. 368-380. 1993-94: The nature off ourth graders’ sociocognitive Moorman, Gary B., William E. Blanton, and Thomas conflicts in peer-led and teacher-led discussions of lit- McLaughlin. Rhetoric and community in whole lan- erature. No. 4, pp. 304-306. guage: A response to Cambourne, Willinsky, and Beck, Isabel L. (See Loxterman, Jane A. et al.) Goodman. No. 4, pp. 348-351. Blanton, William E. (See Moorman, Gary B. et al.) Moorman, Gary B., William E. Blanton, and Thomas Bloome, David. Response to McCarthey: On the nature of McLaughlin. The rhetoric of whole language. No. 4, language in classroom literacy research. No. 3, pp. pp. 308-329. 232-240. Neuman, Susan B. and Phyllis Gallagher. Joining together Bryk, Anthony S. (See Pinnell, Gay Su et al.) in literacy learning: Teenage mothers and children. Bus, Adriana G. (See van IJzendoorn, Marinus H. et al.) No. 4, pp. 382-401. Cambourne, Brian. The rhetoric of “The Rhetoric of Whole Pinnell, Gay Su, Carol A. Lyons, Diane E. DeFord, Language.” No. 4, pp. 330- 332. Anthony S. Bryk, & Michael Seltzer. Comparing Cohen, Robert. (See Millis, Keith K. et al.) instructional models for the literacy education of high- DeFord, Diane E. (See Pinnell, Gay Su et al.) risk first graders. No. 1, pp. 8-39. Dickinson, David K. and Miriam W. Smith. Long-term Pring, Linda. Touch and go: Learning to read Braille. No. effects of preschool teachers’ book readings on low- 1, pp. 66-74. income children’s vocabulary and story comprehen- Reutzel, D. Ray, Paul M. Hollingsworth, & J. Lloyd sion. No. 2, pp.104-122. Eldredge. Oral reading instruction: The impact on stu- Eldredge, J. Lloyd. (See Reutzel, D. Ray et al.) dent reading development. No. 1, pp. 40-62. Elster, Charles. Patterns within preschoolers’ emergent Rowe, Deborah Wells. Response to McCarthey: The limi- readings. No. 4, pp. 402-418. tations of eclecticism in research. No. 3, pp. 242-245. Gallagher, Phyllis. (See Susan B. Neuman et al.) Schwanenflugel, Paula J., & Carolyn E. Akin. Develop- Goetz, Ernest T. (See Kim, Yeu Hong [Yoon] et al.) mental trends in lexical decisions for abstract and Goodman, Kenneth S. Deconstructing the rhetoric of concrete words. No. 3, pp. 250-264. Moorman, Blanton, and McLaughlin: A response. No. Seltzer, Michael. (See Pinnell, Gay Su et al.) 4, pp. 340-346. Smith, Miriam W. (See David K. Dickinson et al.) Hollingsworth, Paul M. (See Reutzel, D. Ray et al.) Stanovich, Keith E., & Richard F. West. Reply to Taylor. Hy6na, Jukka. Processing of topic shifts by adults and children. No. 1, pp. 76-90. No. 3, pp. 290-291. Taylor, Denny. The trivial pursuit of reading psychology Kim, Yeu Hong (Yoon) and Ernest T. Goetz. Context effects on word recognition and reading comprehen- in the “real world”: A response to West, Stanovich, and Mitchell. No. 3, pp. 276-288. sion of poor and good readers: A test of the interactive- compensatory hypothesis. No. 2, pp. 178-188. van IJzendoorn, Marinus H., & Adriana G. Bus. Meta- analytic confirmation of the nonword reading deficit Loxterman, Jane A., Isabel L. Beck, and Margaret G. McKeown. The effects of thinking aloud during read- in developmental dyslexia. No. 3, pp. 266-275. ing on students’ comprehension of more or less cober- West, Richard F. (See Stanovich, Keith E. et al.) ent text. No. 4, pp. 352-367. Williams, Cheri L. The language and literacy worlds of Lyons, Carol A. (See Pinnell, Gay Su et al.) three profoundly deaf preschool children. No. 2, pp. McCarthey, Sarah J. Authors, text, and talk: The internal- 124-155. ization of dialogue from social interaction during Willinsky, John. Theory and meaning in whole language: writing. No. 3, pp. 200-231. Engaging Moorman, Blanton, and McLaughlin. No. 4, McCarthey, Sarah J. Response to Bloome: Violence, risk, pp. 334-339. and the indeterminacy of language. No. 3, pp. 246- 247. McCarthey, Sarah J. Response to Rowe: Aligning methods BY SUBJECT to assumptions. No. 3, pp. 248-249. At risk McCormick, Sandra. A nonreader becomes a reader: A Pinnell, Gay Su, Carol A. Lyons, Diane E. DeFord, case study of literacy acquisition by a severely disabled Anthony S. Bryk, & Michael Seltzer. Comparing reader. No. 2, pp. 156-176. instructional models for the literacy education of high- McKeown, Margaret G. (See Loxterman, Jane A. et al.) risk first graders. No. 1, pp. 8-39. Blindness Goodman, Kenneth S. Deconstructing the rhetoric of Pring, Linda. Touch and go: Learning to read Braille. No. Moorman, Blanton, and McLaughlin: A response. No. 1, pp. 66-74. 4, pp. 340-346. Moorman, Gary B., William E. Blanton, and Thomas Book reading McLaughlin. Rhetoric and community in whole lan- Dickinson, David K. and Miriam W. Smith. Long-term guage: A response to Cambourne, Willinsky, and effects of preschool teachers’ book readings on low- Goodman. No. 4, pp. 348-351. income children’s vocabulary and story compreben- Moorman, Gary B., William E. Blanton, and Thomas sion. No. 2, pp. 104-122. McLaughlin. The rhetoric of whole language. No. 4, pp. 308-329. Braille Willinsky, John. Theory and meaning in whole language: Pring, Linda. Touch and go: Learning to read Braille. No. Engaging Moorman, Blanton, and McLaughlin. No. 4, 1, pp. 66-74. pp. 334-339. Comprehension Development Hy6na, Jukka. Processing of topic shifts by adults and Pring, Linda. Touch and go: Learning to read Braille. No. children. No. 1, pp. 76-90. 1, pp. 66-74. Reutzel, D. Ray, Paul M. Hollingsworth, & J. Lloyd Kim, Yeu Hong (Yoon) and Ernest T. Goetz. Context Eldredge. Oral reading instruction: The impact on stu- effects on word recognition and reading compreben- dent reading development. No. 1, pp. 40-62. sion of poor and good readers: A test of the interactive- compensatory hypothesis. No. 2, pp. 178-188. Dialogue Loxterman, Jane A., Isabel L. Beck, and Margaret G. Bloome, David. Response to McCarthey: On the nature of McKeown. The effects of thinking aloud during read- language in classroom literacy research. No. 3, pp. ing on students’ comprehension of more or less coher- 232-240. ent text. No. 4, pp. 352-367. McCarthey, Sarah J. Authors, text, and talk: The internalization of dialogue from social interaction during Concreteness effects writing. No. 3, pp. 200-231. Schwanenflugel, Paula J., & Carolyn E. Akin. Develop- McCarthey, Sarah J. Response to Bloome: Violence, risk, mental trends in lexical decisions for abstract and and the indeterminacy of language. No. 3, pp. 246- concrete words. No. 3, pp. 250-264. 247. McCarthey, Sarah J. Response to Rowe: Aligning methods Consequences of literacy to assumptions. No. 3, pp. 248-249. Stanovich, Keith E., & Richard F. West. Reply to Taylor. Rowe, Deborah Wells. Response to McCarthey: The limi- No. 3, pp. 290-291. tations of eclecticism in research. No. 3, pp. 242-245. Taylor, Denny. The trivial pursuit of reading psychology Discourse processing in the “real world”: A response to West, Stanovich, and Millis, Keith K. and Robert Cohen. Spatial representations Mitchell. No. 3, pp. 276-288. and updating situation models. No. 4, pp. 368-380. Context Dyslexia Kim, Yeu Hong (Yoon) and Ernest T. Goetz. Context van Ijzendoorn, Marinus H., & Adriana G. Bus. Meta- effects on word recognition and reading compreben- analytic confirmation of the nonword reading deficit sion of poor and good readers: A test of the interactive- in developmental dyslexia. No. 3, pp. 266-275. compensatory hypothesis. No. 2, pp. 178-188. Early intervention Deafness Pinnell, Gay Su, Carol A. Lyons, Diane E. DeFord, Williams, Cheri L. The language and literacy worlds of Anthony S. Bryk, & Michael Seltzer. Comparing three profoundly deaf preschool children. No. 2, pp. instructional models for the literacy education of high- 124-155. risk first graders. No. 1, pp. 8-39. Deconstruction Emergent literacy Cambourne, Brian. The rhetoric of “The Rhetoric of Whole Dickinson, David K. and Miriam W. Smith. Long-term Language.” No. 4, pp. 330- 332. effects of preschool teachers’ book readings on low- income children’s vocabulary and story comprehen- Goodman, Kenneth S. Deconstructing the rhetoric of sion. No. 2, pp. 104-122. Moorman, Blanton, and McLaugblin: A response. No. Elster, Charles. Patterns within preschoolers’ emergent 4, pp. 340-346. readings. No. 4, pp. 402-418. Moorman, Gary B., William E. Blanton, and Thomas Neuman, Susan B. and Phyllis Gallagher. Joining together McLaughlin. Rhetoric and community in whole lan- in literacy learning: Teenage mothers and children. guage: A response to Cambourne, Willinsky, and No. 4, pp. 382-401. Goodman. No. 4, pp. 348-351. Pinnell, Gay Su, Carol A. Lyons, Diane E. DeFord, Moorman, Gary B., William E. Blanton, and Thomas Anthony S. Bryk, & Michael Seltzer. Comparing McLaughlin. The rhetoric of whole language. No. 4, instructional models for the literacy education of high- pp. 308-329. risk first graders. No. 1, pp. 8-39. Willinsky, John. Theory and meaning in whole language: Williams, Cheri L. The language and literacy worlds of Engaging Moorman, Blanton, and McLaughlin. No. 4, three profoundly deaf preschool children. No. 2, pp. pp. 334-339. 124-155. Meta-analysis Family literacy van IJzendoorn, Marinus H., & Adriana G. Bus. Meta- Neuman, Susan B. and Phyllis Gallagher. Joining together analytic confirmation of the nonword reading deficit in literacy learning: Teenage mothers and children. in developmental dyslexia. No. 3, pp. 266-275. No. 4, pp. 382-401. Nonreaders Intergenerational literacy McCormick, Sandra. A nonreader becomes a reader: A Neuman, Susan B. and Phyllis Gallagher. Joining together case study of literacy acquisition by a severely disabled reader. No. 2, pp. 156-176. in literacy learning: Teenage mothers and children. No. 4, pp. 382-401. Nonword reading deficit van IJzendoorn, Marinus H., & Adriana G. Bus. Meta- Internalization of dialogue analytic confirmation of the nonword reading deficit Bloome, David. Response to McCarthey: On the nature of in developmental dyslexia. No. 3, pp. 266-275. language in classroom literacy research. No. 3, pp. 232-240. Oral reading McCarthey, Sarah J. Authors, text, and talk: The internal- Reutzel, D. Ray, Paul M. Hollingsworth, & J. Lloyd ization of dialogue from social interaction during Eldredge. Oral reading instruction: The impact on stu- writing. No. 3, pp. 200-231. dent reading development. No. 1, pp. 40-62. McCarthey, Sarah J. Response to Bloome: Violence, risk, and the indeterminacy of language. No. 3, pp. 246-247. Oral recitation lesson McCarthey, Sarah J. Response to Rowe: Aligning methods Reutzel, D. Ray, Paul M. Hollingsworth, & J. Lloyd to assumptions. No. 3, pp. 248-249. Eldredge. Oral reading instruction: The impact on stu- Rowe, Deborah Wells. Response to McCarthey: The limi- dent reading development. No. 1, pp. 40-62. tations of eclecticism in research. No. 3, pp. 242-245. Orthographic information Language acquisition Kim, Yeu Hong (Yoon) and Emest T. Goetz. Context Williams, Cheri L. The language and literacy worlds of effects on word recognition and reading comprehen- three profoundly deaf preschool children. No. 2, pp. sion ofp oor and good readers: A test of the interactive- 124-155. compensatory hypothesis. No. 2, pp. 178-188. Learning strategies Parent involvement Loxterman, Jane A., Isabel L. Beck, and Margaret G. Neuman, Susan B. and Phyllis Gallagher. Joining together McKeown. The effects of thinking aloud during read- in literacy learning: Teenage mothers and children. ing on students’ comprehension of more or less coher- No. 4, pp. 382-401. ent text. No. 4, pp. 352-367. Phonological deficit Literacy van IJzendoorn, Marinus H., & Adriana G. Bus. Meta- Cambourne, Brian. The rhetoric of “The Rhetoric of Whole analytic confirmation of the nonword reading deficit Language.” No. 4, pp. 330- 332. in developmental dyslexia. No. 3, pp. 266-275. Print exposure Moorman, Gary B., William E. Blanton, and Thomas Stanovich, Keith E., & Richard F. West. Reply to Taylor. McLaughlin. The rhetoric of whole language. No. 4, No. 3, pp. 290-291. pp. 308-329. Taylor, Denny. The trivial pursuit of reading psychology Willinsky, John. Theory and meaning in whole language: in the “real world”: A response to West, Stanovich, and Engaging Moorman, Blanton, and McLaughlin. No. 4, Mitchell. No. 3, pp. 276-288. pp. 334-339. Reading development Semantic development Elster, Charles. Patterns within preschoolers’ emergent Schwanenflugel, Paula J., & Carolyn E. Akin. Develop- readings. No. 4, pp. 402-418. mental trends in lexical decisions for abstract and concrete words. No. 3, pp. 250-264. Reading difficulties Pinnell, Gay Su, Carol A. Lyons, Diane E. DeFord, Severely disabled readers Anthony S. Bryk, & Michael Seltzer. Comparing McCormick, Sandra. A nonreader becomes a reader: A instructional models for the literacy education of high- case study of literacy acquisition by a severely disabled risk first graders. No. 1, pp. 8-39. reader. No. 2, pp. 156-176. Reading disability Shared Book Experience McCormick, Sandra. A nonreader becomes a reader: A Reutzel, D. Ray, Paul M. Hollingsworth, & J. Lloyd case study of literacy acquisition by a severely disabled Eldredge. Oral reading instruction: The impact on stu- reader. No. 2, pp. 156-176. dent reading development. No. 1, pp. 40-62. Reading experience Situation models Stanovich, Keith E., & Richard F. West. Reply to Taylor. Millis, Keith K. and Robert Cohen. Spatial representations No. 3, pp. 290-291. and updating situation models. No. 4, pp. 368-380. Taylor, Denny. The trivial pursuit of reading psychology in the “real world”: A response to West, Stanovich, and Spatial processing Mitchell. No. 3, pp. 276-288. Millis, Keith K. and Robert Cohen. Spatial representations and updating situation models. No. 4, pp. 368-380. Reading habits Stanovich, Keith E., & Richard F. West. Reply to Taylor. Story comprehension No. 3, pp. 290-291. Dickinson, David K. and Miriam W. Smith. Long-term Taylor, Denny. The trivial pursuit of reading psychology effects of preschool teachers’ book readings on low- in the “real world”: A response to West, Stanovich, and income children’s vocabulary and story compreben- Mitchell. No. 3, pp. 276-288. sion. No. 2, pp. 104-122. Reading process Text comprehension Elster, Charles. Patterns within preschoolers’ emergent Millis, Keith K. and Robert Cohen. Spatial representations readings. No. 4, pp. 402-418. and updating situation models. No. 4, pp. 368-380. Reading readiness Text revision Williams, Cheri L. The language and literacy worlds of Loxterman, Jane A., Isabel L. Beck, and Margaret G. three profoundly deaf preschool children. No. 2, pp. McKeown. The effects of thinking aloud during read- 124-155. ing on students’ comprehension of more or less cober- ent text. No. 4, pp. 352-367. Rhetorical analysis Cambourne, Brian. The rhetoric of “The Rhetoric of Whole Text structure Language.” No. 4, pp. 330- 332. Hy6néa, Jukka. Processing of topic shifts by adults and Goodman, Kenneth S. Deconstructing the rhetoric of children. No. 1, pp. 76-90. Moorman, Blanton, and McLaugblin: A response. No. 4, pp. 340-346. Thinking aloud Moorman, Gary B., William E. Blanton, and Thomas Loxterman, Jane A., Isabel L. Beck, and Margaret G. McLaughlin. Rhetoric and community in whole lan- McKeown. The effects of thinking aloud during read- guage: A response to Cambourne, Willinsky, and ing on students’ comprehension of more or less cober- Goodman. No. 4, pp. 348-351. ent text. No. 4, pp. 352-367. Vocabulary development Schwanenflugel, Paula J., & Carolyn E. Akin. Develop- Dickinson, David K. and Miriam W. Smith. Long-term mental trends in lexical decisions for abstract and effects ofp reschool teachers’ book readings on low- concrete words. No. 3, pp. 250-264. income children’s vocabulary and story compreben- sion. No. 2, pp. 104-122. Writing Schwanenflugel, Paula J., & Carolyn E. Akin. Develop- Bloome, David. Response to McCarthey: On the nature of mental trends in lexical decisions for abstract and language in classroom literacy research. No. 3, pp. concrete words. No. 3, pp. 250-264. 232-240. McCarthey, Sarah J. Authors, text, and talk: The internal- Whole language ization of dialogue from social interaction during Cambourne, Brian. The rhetoric of “The Rhetoric of Whole writing. No. 3, pp. 200-231. Language.” No. 4, pp. 330- 332. McCarthey, Sarah J. Response to Bloome: Violence, risk, Goodman, Kenneth S. Deconstructing the rhetoric of and the indeterminacy of language. No. 3, pp. 246- Moorman, Blanton, and McLaugblin: A response. No. 247. 4, pp. 340-346. McCarthey, Sarah J. Response to Rowe: Aligning methods to assumptions. No. 3, pp. 248-249. Moorman, Gary B., William E. Blanton, and Thomas McLaughlin. Rhetoric and community in whole lan- Rowe, Deborah Wells. Response to McCarthey: The limi- guage: A response to Cambourne, Willinsky, and tations of eclecticism in research. No. 3, pp. 242-245. Goodman. No. 4, pp. 348-351. Writing conferences Moorman, Gary B., William E. Blanton, and Thomas Bloome, David. Response to McCarthey: On the nature of McLaughlin. The rhetoric of whole language. No. 4, language in classroom literacy research. No. 3, pp. pp. 308-329. 232-240. Willinsky, John. Theory and meaning in whole language: McCarthey, Sarah J. Authors, text, and talk: The internal- Engaging Moorman, Blanion, and McLaughlin. No. 4, ization of dialogue from social interaction during pp. 334-339. writing. No. 3, pp. 200-231. McCarthey, Sarah J. Response to Bloome: Violence, risk, Word recognition and the indeterminacy of language. No. 3, pp. 246- Kim, Yeu Hong (Yoon) and Ernest T. Goetz. Context 247. effects on word recognition and reading comprehen- McCarthey, Sarah J. Response to Rowe: Aligning methods sion ofp oor and good readers: A test of the interactive- to assumptions. No. 3, pp. 248-249. compensatory hypothesis. No. 2, pp. 178-188. Rowe, Deborah Wells. Response to McCarthey: The limi- McCormick, Sandra. A nonreader becomes a reader: A tations of eclecticism in research. No. 3, pp. 242-245. case study of literacy acquisition by a severely disabled reader. No. 2, pp. 156-176.