Reading Research Quarterly 1999: Vol 34 Index

5 Pages·1999·1.6 MB·English

Index to the Reading Research
Quarterly, Vol. 34, 1999
BY TITLE A multicase study in the middle school: Complexities
An assessment of Early Steps: A prografmo r early inter- among young adolescent readers, Gay Ivey, No. 2, pp.
vention of reading problems, Carol M. Santa & Torleiv 172-192.
H@gien, No. 1, pp. 54-79. Negotiating the multiple realities oft echnology in literacy
Books make a difference: A study of access to literacy, research and instruction, Linda D. Labbo & David
Susan B. Neuman, No. 3, pp. 286-311. Reinking, No. 4, pp. 478-492.
Bridging disciplines to critique a national research agen- On the use and misuse of research evidence: Decoding
da for language-minority children’s schooling, Jill two states’ reading initiatives, Mark Dressman, No. 3,
Fitzgerald & Jim Cummins, No. 3, pp. 378-390. pp. 258-285.
Comprehending comprehension, Mark Sadoski, No. 4, Phonics instruction and student achievement in whole
pp. 493-500. language first-grade classrooms, Karin L. Dahl, Patricia
Cultural artifacts as scaffofolr dgesnr e development, L. Scharer, & Lora L. Lawson, No. 3, pp. 312-341.
George Kamberelis & Thomas D. Bovino, No. 2, pp. Phonological awareness intervention research: A critical
review of the experimental methodology, Gary A.
idren’s motivatiofno r reading and Troia, No. 1, pp. 28-52.
their relations to reading activity and reading achieve- Questions teachers ask about spelling, Shane Templeton
ment, Linda Baker & Allan Wigfield, No. 4, pp. & Darrell Morris, No. 1, pp. 102-112.
452-477 Reading Research Quarterly book reviews as essays,
Evolution of qualitative research methodology: Looking David W. Moore, No. 2, p. 1360.
beyond defense to possibilities, Leann G. Putney, Judith Some thoughts on reading research: Revisiting the First-
L. Green, Carol N. Dixon, & Gregory J. Kelly, No. 3, Grade Studies, Jeanne S. Chall, No. 1, pp. 8-10.
pp. 368-377. Teaching literature to adolescents, Cynthia Lewis, No. 1,
Factors that predict success in an early literacy interven- pp. 114-127.
tion project, Lauren Leslie & Linda Allen, No. 4, pp. Using think-alouds to examine reader-text interest
404—424. Suzanne E. Wade, William M. Buxton, & Michelle
A historically based review of Preventing Reading Kelly, No. 2, pp. 194-216.
Difficulties in Young Children, “We're supposed to already know how to teach reading”:
P. David Pearson, No. 2, pp. 231-240. Teacher change to support struggling readers, Karen
Integration of informatifornom context and word ele- Broaddus & Janet W. Bloodgood, No. 4, pp. 426-451.
ments in interpreting novel kanji compounds, Yoshiko What Johnny likes to read is hard to find in school, Jo
Mori & William Nagy, No. 1, pp. 80-101. Worthy, Megan Moorman, & Margo Turner, No. 1, pp.
IRA Outstanding Dissertation Award for 1999: The influ- 12-27.
ence of speech perception, oral language ability, the What's in a name? Children’s name writing and name
home literacy environment, and prereading know!- acquisition, Janet W. Bloodgood, No. 3, pp. 342-367.
edge on the growth of phonological sensitivity: A
1-year longitudinal study, Stephen Burgess, No. 4, pp.
400-403. BY AUTHOR
Latina and Latino researchers interact on issues related Allen, Linda (see Leslie, Lauren)
to literacy learning, Robert T. Jiménez, Luis C. Moll, Baker, Linda & Ailan Wigfield. Dimensions of children’s
Flora V. Rodriguez-Brown, & Rosalinda B. Barrera, motivatiofno r reading and their relations to reading
No. 2, pp. 217-230. activity and reading achievement, No. 4, pp. 452-477.
Barrera, Rosalinda B. (see Jiménez, Robert T. et al.) Moorman, Megan (see Worthy, Jo)
Bloodgood, Janet W. What’s in a name? Children’s name Mori, Yoshiko & William Nagy. Integration of informa-
writing and name acquisition, No. 3, pp. 342-307. tion from context and word elements in interpreting
Bloodgood, Janet W. (see Broaddus, Karen) novel kanji compounds, No. 1, pp. 80-101.
Bovino, Thomas D. (see Kamberelis, George) Morris, Darrell (see Templeton, Shane)
Broaddus, Karen & Janet W. Bloodgood. “We're supposed Nagy, William (see Mori, Yoshiko)
to already know how to teach reading”: Teacher change
Neuman, Susan B. Books make a difference: A study of
to support struggling readers, No. 4, pp. 420-451.
access to literacy, No. 3, pp. 286-311.
Burgess, Stephen. JRA Outstanding Dissertation Award for
Pearson, P. David. A historically based review of
1999: The influence of speech perception, oral language
Preventing Reading Difficulties in Young Children,
ability, the home literacy environment, and prereading
knowledge on the growth of phonological sensitivity: A No. 2, pp. 231-240.
Putney, Leann G., Judith L. Green, Carol N. Dixon, &
1-year longitudinal study, No. 4, pp. 400-403.
Gregory J. Kelly. Evolution of qualitative research
Buxton, William M. (see Wade, Suzanne E.)
methodology: Looking beyond defense to possibilities,
Chall, Jeanne S. Some thoughts on reading research:
Revisiting the First-Grade Studies, No. 1, pp. 8-10. No. 3, pp. 308-377.
Cummins, Jim (see Fitzgerald, Jill) Reinking, David (see Labbo, Linda D.)
Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson. Rodriguez-Brown, Flora V. (see Jiménez, Robert T. et al.
Phonics instruction and student achievement in whole Sadoski, Mark. Comprebending comprehension, No. 4,
language first-grade classrooms, No. 3, pp. 312-341. pp. 493-500.
Dixon, Carol N. (see Putney, Leann G. et al.) Santa, Carol M. & Torleiv Hoien. An assessment of Early
Dressman, Mark. On the use and misuse of research evi- Steps: A prografmo r early intervention of reading
dence: Decoding two states’ reading initiatives, No. 3, problems, No. 1, pp. 54-79.
pp. 258-285. Scharer, Patricia L. (see Dahl, Karin L. et al.)
Fitzgerald, Jill & Jim Cummins. Bridging disciplines to Templeton, Shane & Darrell Morris. Questions teachers
critique a national research agenda for language-
ask about spelling, No. 1, pp. 102-112.
minority children’s schooling, No. 3, pp. 378-390.
Troia, Gary A. Phonological awareness intervention
Green, Judith L. (see Putney, Leann G. et al.)
research: A critical review of the experimental method-
Hgien, Torleiv (see Santa, Caroi M.)
ology, No. 1, pp. 28-52.
Ivey, Gay. A multicase study in the middle school:
Turner, Margo (see Worthy, Jo)
Complexities among young adolescent readers, No. 2,
Wade, Suzanne E., William M. Buxton, & Michelle Kelly.
pp. 172-192.
Using think-alouds to examine reader-text interest, No.
Jiménez, Robert T., Luis C. Moll, Flora V. Rodriguez-
2, pp. 194-210.
Brown, & Rosalinda B. Barrera. Latina and Latino
Wigfield, Allan (see Baker, Linda)
researchers interact on issues related to literacy learn-
ing, No. 2, pp. 217-230. Worthy, Jo, Megan Moorman, & Margo Turner. What
Kamberelis, George & Thomas D. Bovino. Cultural arti- Jobnny likes to read is hard to find in school, No. 1,
facts as scaffofolr dgesnr e development, No. 2, pp. pp. 12-27.
138-170.
Kelly, Gregory J. (see Putney, Leann G. et al.)
Kelly, Michelle (see Wade, Suzanne E.) BY SUBJECT
Labbo, Linda D. & David Reinking. Negotiating the mul-
tiple realities of technology in literacy research and
Adolescents
instruction, No. 4, pp. 478-492.
Lewis, Cynthia. Teaching literature to adolescents, No. 1,
Lawson, Lora L. (see Dahl, Karin L. et al.)
pp. 114-127.
Leslie, Lauren & Linda Allen. Factors that predict success
in an early literacy intervention project, No. 4, pp.
404-424. At risk
Lewis, Cynthia. Teaching literature to adolescents, No. 1, Leslie, Lauren & Linda Allen. Factors that predict success
pp. 114-127. in an early literacy intervention project, No. 4, pp.
Moll, Luis C. (see Jiménez, Robert T. et al.) 404-424.
Moore, David W. Reading Research Quarterly book Neuman, Susan B. Books make a difference: A study of
reviews as essays, No. 2, p. 136. access to literacy, No. 3, pp. 286-311.
Attitudes/interest Neuman, Susan B. Books make a difference: A study of
Baker, Linda & Allan Wigfield. Dimensions of children’s access to literacy, No. 3, pp. 280-311.
motivation for reading and their relations to reading Santa, Carol M. &. Torleiv Hoien. An assessment of Earl
activity and reading achievement, No. 4, pp. 452-477 Steps: A prografmor early intervention of reading
Ivey, Gay. A multicase study in the middle school: problems, No. 1, pp. 54-79.
Complexities among young adolescent readers, No. 2,
pp. 172-192.
Expository text
Wade, Suzanne E., William M. Buxton, & Michelle Kelly.
Wade, Suzanne E., William M. Buxton, & Michelle Kelly.
Using think-alouds to examine reader-text interest, No.
Using think-alouds to examine reader-text interest, No.
2, pp. 194-2106.
2, pp. 194-216.
Worthy, Jo, Megan Moorman, & Margo Turner. What
Johnny likes to read is hard to find in school, No. 1,
Genre
pp. 12-27.
Kamberelis, George & Thomas D. Bovino. Cultural arti-
facts as scaffofolr dgesnr e development, No. 2, pp.
Bilingual/ESL
Fitzgerald, Jill & Jim Cummins. Bridging disciplines to 138-170.
critique a national research agenda for language-
minority children’s schooling, No. 3, pp. 378-390. Instructional materials
Jiménez, Robert T., Luis C. Mol, Flora V. Rodriguez- Santa, Carol M. & Torleiv Hoien. An assessment of Early
Brown, & Rosalinda B. Barrera. Latina and Latino Steps: A prografmo r early intervention of reading
researchers interact on issues related to literacy learn- problems, No. 1, pp. 54-79.
ing, No. 2, pp. 217-230.
Intervention/remedial programs
Cognitive processes Broaddus, Karen & Janet W. Bloodgood. “We're supposed
Baker, Linda & Allan Wigfield. Dimensions of children’s
to already know how to teach reading”: Teacher change
to support struggling readers, No. 4, pp. 426-451.
activity and reading achievement, No. 4, pp. 452-4
Leslie, Lauren & Linda Allen. Factors that predict success
in an early literacy intervention project, No. 4, pp.
Comprehension 404-424.
Sadoski, Mark. Essay Book Reviews: Comprebending com-
Santa, Carol M. & Torleiv Hgien. An assessment of Early
prebension, No. 4, pp. 493-500.
Steps: A program for early intervention of reading
problems, No. 1, pp. 54-79.
Computers/technology
Labbo, Linda D. & David Reinking. Negotiating the mul-
Language (non-English)
tiple realities of technology in literacy research and
Mori, Yoshiko & William Nagy. Integration of informa-
instruction, No. 4, pp. 478-492.
tion from context and word elements in interpreting
novel kanji compounds, No. 1, pp. 80-101.
Context
Mori, Yoshiko & William Nagy. Integration of informa-
Literature
tion from context and word elements in interpreting
Lewis, Cynthia. Teaching literature to adolescents, No. 1,
novel kanji compounds, No. 1, pp. 80-101.
pp. 114-127.
Early reading Worthy, Jo, Megan Moorman, & Margo Turner. What
Johnny likes to read is hard to find in school, No. 1,
Pearson, P. David. A historically based review of
Preventing Reading Difficulties in Young Children, pp. 12-27.
No. 2, pp. 231-246.
Measurement
Emergent literacy Baker, Linda & Allan Wigfield. Dimensions of children’s
Bloodgood, Janet W. What’s in a name? Children’s name motivation for reading and their relations to reading
writing and name acquisition, No. 3, pp. 342-307. activity and reading achievement, No. 4, pp. 452-477.
Phonemic segmentation Spelling
Troia, Gary A. Phonological awareness intervention Templeton, Shane & Darrell Morris. Questions teachers
research: A critical review of the experimental method- ask about spelling, No. 1, pp. 102-112.
ology, No. 1, pp. 28-52.
Teacher practices
Policy Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson.
Dressman, Mark. On the use and misuse of research evi-
Phonics instruction and student achievement in whole
dence; Decoding two states’ reading initiatives, No. 3, language first-grade classrooms, No. 3, pp. 312-341.
pp. 258-285.
Word recognition
Qualitative research
Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson.
Putney, Leann G., Judith L. Green, Carol N. Dixon, &
Phonics instruction and student achievement in whole
Gregory J. Kelly. Evolution of qualitative research
language first-grade classrooms, No. 3, pp. 312-341.
methodology: Looking beyond defense to possibilities,
Dressman, Mark. On the use and misuse of research evi-
No. 3, pp. 308-377.
dence: Decoding two states’ reading initiatives, No. 3,
Research principles/methods pp. 258-285.
Mori, Yoshiko & William Nagy. Integration of informa-
Troia, Gary A. Phonological awareness intervention
research: A critical review of the experimental method- tion from context and word elements in interpreting
ology, No. 1, pp. 28-52. novel kanji compounds, No. 1, pp. 80-101.
Sociocultural Writing
Kamberelis, George & Thomas D. Bovino. Cultural arti- Kamberelis, George & Thomas D. Bovino. Cultural arti-
facts as scaffofolr dgesnr e development, No. 2, pp. facts as scaffofolr dgesnr e development, No. 2, pp.
138-170. 138-170.
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