Table Of Content

Reading & Writing QUARTERLY Overcoming Learning Difficulties EDITOR: Howard Margolis, Dept. of Educational and Community Programs, 051 Powdermaker Hall, Queens College, CUNY, Flushing, NY 11367-0904, phone: (718) 997-5242 ASSOCIATE EDITORS: Philip M. Anderson, Queens College, CUNY; Nicholas DiObilda, Rowan College; Overcoming Learning Difficulties Sheila K. Hollander, Adelphi University; Patrick P. McCabe, Baruch College, CUNY FOUNDING EDITOR: Marietta S. Chicorel EDITORIAL REVIEW BOARD: Jules C. Abrams, Jerome J. Ammer, Patricia Anders, Rita M. Bean, Irene Clarke, Nancy Farnan, Joan T. Feeley, Jill Fitzgerald, James Flood, Lisa A. Freund, Irene Gaskins, Patrick Groff, Victoria Chou Hare, Carolyn N. Hedley, Carla R. Heymsfeld, George Hillocks, Jr., Daniel Hittleman, Judith W. Irwin, Jerry Johns, Patricia R. Kelly, Martin Kling, Pose Maxine Lamb, Judith A. Langer, Robert E. Leibert, Ellyn Lerner, Judy Lesiak, Eileen Marzola, Phyllis L. Newcomer, Nancy Padak, Robert S. Pehrsson, S. Jay Samuels, Lyndon W. Searfoss, Albert J. Shannon, Thomas R. Sicoli, Richard Sinatra, Gerald Unks, Martha B. Waring-Chaffee, Renee Weisberg, Shelley B. Wepner, Richard M. Wolf, Karen D. Wood Abstracted and/or Indexed in: Annual Summary of Investigations Relating to Reading, IRA; Child Development Abstracts and Bibliography; Current Index to Journals in Education (CIJE); Exceptional Child Education Resources (ECER); Language and Language Behavior Abstracts (LLBA); PsycALERT; PsycINFO; Psychological Abstracts (PA); Rehabilitation Literature; Social Welfare, Social Planning Policy & Social Development (SOPODA); Sociological Abstracts (SA). Editorial Office: Howard Margolis, Dept. of Eductional and Community Programs, 051 Powdermaker Hall, Queens College of the City University of NY, Flushing, New York 11367-0904, phone (718) 997-5242. Publishing, Advertising, and Production Offices: Taylor & Francis, 1101 Vermont Ave., N.W., Suite 200, Washington, DC 20005, phone (202) 289-2174, fax (202) 289-3665, Ellen K. Grover, Production Editor; or laylor & Francis Ltd., Rankine Rd., Basingstoke, Hampshire RG24 OPR, U.K. Subscriptions Office: 1900 Frost Rd., Suite 101, Bristol, PA 19007, phone (215) 785-5800, fax (215) 785-5515; or Taylor & Francis Ltd., Rankine Rd., Basingstoke, Hampshire RG24 OPR, U.K., phorie +44-256-840366, fax +44-256-479438. Reading and Writing Quarterly: Overcoming Learning Difficulties (ISSN 1057-3569) is published juarterly by Taylor & Francis Ltd., 4 John Street, London WC1N 2ET, UK. Annual 1994 institutional subscription UK £84, US $141. Personal subscription rate UK £31, US $49; available to home address only and must be paid for by personal check or credit card. Second-class postage paid at Jamaica, NY 11431. 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Hill & Son, Ltd., Private Bag, Newmarket, Auckland 1. USA, Canada, and Mexico—Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. UK and all other territories—Taylor & Francis Ltd., Rankire Road, Basingstoke, Hampshire RG24 OPR, UK. Copyright © 1994 Taylor & Francis. All rights reserved. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources and are required to sign an agreement for the transfer of opyright to the publisher. Printed in the United States of America. Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by Taylor & Francis for libraries and other users registered with the Copyright Clearance Center (CCC) Transactional Reporting Service, provided that the base fee of $10.00 per copy, plus .00 per page is paid directly to CCC, 27 Congress St., Salem, MA 01970, USA "he publisher assumes no responsibility for any statements of fact or opinion expressed in the published papers or in the advertisements. Reading and Writing Quarterly: Overcoming Learning Difficulties is ywned by Taylor & Francis. The paper in this publication meets the requirements of the ANSI Standard Z39.48-1984 (Permanence of Paper), effective with Volume 8, Number 1, 1992. CONTENTS OF VOLUME 10 Number 1 MINI-THEME: Integrated Approaches to Instruction and Knowledge Construction Introduction Karen R. Harris Michael Pressley Transactional Instruction of Comprehension Michael Pressley Strategies: The Montgomery County, Janice Almasi Maryland, SAIL Program Ted Schuder Janet Bergman Sheri Hite Pamela B. El-Dinary Rachel Brown Perspectives on Secondary School Reading: Donna E. Alvermann Implications for Instruction Gaoyin G. Qian Integrating Process, Product, and Purpose: Stephen L. Isaacson The Role of Instruction 63 An Instructional Model for Integrating Edwin S. Ellis Content-Area Instruction with Cognitive Strategy Instruction 91 Where We Go from Here Bernice Y. L. Wong Number 2 MINI-THEME: Perspectives on Assessment and Instruction 103 Introduction Rita M. Bean 105 A Holistic/Wellness Model 07 Reading Lyndon W. Searfoss Assessment: An Alternative to the Medical Model 119 Attention Deficit Disorder: M. K. Gillis Just Another Label 125 Using Whole Language with Children We Karen F. Thomas Have Failed to Teach to Read Mary Alice Barksdale-Ladd 143 Integrating Decoding and Spelling Marcia K. Henry Instruction for the Disabled Reader 159 Promoting the Disabled Reader’s Marrietta Castle Self-Esteem 171 The Changing Roles of Special Education Rita M. Bean Teachers in a Full-Time Mainstreaming Program: Rebecca Hamilton Rights Without Labels Naomi Zigmond Gregory A. Morris Number 3 MINI-THEME: Literacy Assessment: The Eye of the Observer 187 Introduction Robert S. Pehrsson 189 Literacy Assessment in Standardized and William G. Brozo Zero-Failure Contexts Carol C. Brozo 201 Challenging Frustration Level Robert S. Pehrsson 209 The Opin Procedure: Peter R. Denner A Performance-Based Assessment of Robert S. Pehrsson Reader—Author Proximity 227 Understanding the Nature of Reading and Penny A. Freppon Writing Difficulties: An Alternative View ARTICLES At-Risk Preschoolers’ Emerging Control Beverly E. Cox over Literacy: Issues of Observation, Evaluation, and Instruction Intraindividual Differences in Levels of Virginia W. Berninger Written Language Donald T. Mizokawa Russell Bragg Ana Cartwright Cheryl Yates 277 Intraindividual Differences and Nancy Farnan Implications for Craft in Writing: A Commentary Number 4 MINI-THEME: Individual Differences in Reading and Writing 283 Introduction Patricia I. Mulcahy-Ernt Individual Differences in Reading: S. Jay Samuels The Case for Lexical Access Jan Carol Naslund 297 Developmental Perspectives on Nancy C. Jordan Reading Disabilities 313 Are Students with Developmental Dyslexia Josephine Neurologically Different? Goldsmith-Phillips 325 Expressive Journal Writing for Patricia I. Comprehending Literature: Mulcahy-Ernt A Strategy for Evoking Cognitive Complexity Suzanne Ryshkewitch ARTICLES 343 Repeated Reading Revisited: Sarah L. Dowhower Research into Practice 359 Developmental Spelling Strategies of Harold A. Johnson Hearing-Impaired Children Nancy D. Padak Lyle E. Barton 369 Making Videos with Reluctant Learners William J. Valmont Following page 378 Title page to Volume 10 Contents of Volume 10 Author Index to Volume 10