LibGuides: Systematic Phonics: Monographs

Monographs

Curriculum Windows by Thomas S. Poetter (Editor); Don C. Murray (Editor); Peggy Larrick (Editor)
Call Number: ONLINE

ISBN: 9781641138192

Publication Date: 2020

Curriculum Windows: What Curriculum Theorists of the 1950s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1950s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1950s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1950s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 1950s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
Extending Education Through Technology by James D. Finn; Ronald J. McBeth (Editor)
Call Number: ONLINE

ISBN: 9781593111380

Publication Date: 2004
Say What You Mean by Rudolf Flesch
Call Number: PE1115 .F5 1972

ISBN: 0060112913

Publication Date: 1972-01-01

Developing Literacy by Donald R. Bear; Diane Barone
Call Number: LB 1576 .B4167 1998

ISBN: 0395621763

Publication Date: 1998

Developing Literacy focuses on the reading classroom, rather than the reading clinic, and highlights the relationship between literacy development and child development. Abundant strategies facilitate assessment and offer useful models for both whole classroom and individualized settings.

The Reading Crisis by Jeanne S. Chall; Vicki A. Jacobs; Luke E. Baldwin
Call Number: ONLINE

ISBN: 9780674748859

Publication Date: 1991-10-01

How severe is the literacy gap in our schools? Why does the nine-year-old child from a culturally disadvantaged background so often fall victim to the fourth-grade slump? Although the cognitive abilities of these ?children at risk? may be consistent with the norm, their literacy development lags far behind that of other children. In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies. Using Chall's widely applied model of reading development, the authors examine the strengths and weaknesses in the reading, writing, and language development of children from low-income families in an attempt to identify the onset of their difficulties. They show how, in the transition from learning the medium to understanding the message, the demands on children's reading skills become significantly more complex. The crucial point is fourth grade, when students confront texts containing unfamiliar words and ideas that are beyond the range of their own experience. According to Chall's findings, the lack of specific literacy skills?not cognitive factors?explains the deceleration in the reading and writing development of low-income children. The authors outline an active role for the schools in remedying weaknesses in literacy development, and give suggestions for the home and the community. Their recommendations address both practical issues in instruction and the teacher?student dynamic that fosters literacy development.

Word Recognition in Beginning Literacy by Jamie L. Metsala (Editor); Linnea C. Ehri (Editor)
Call Number: ONLINE

ISBN: 9781135680060

Publication Date: 2013-06-17

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Handbook of Research on Teaching the English Language Arts by Diane Lapp (Editor); Douglas Fisher (Editor)
Call Number: REF LB 1576 .H234 2011

ISBN: 9780415877350

Publication Date: 2010-12-02

Now in its third edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Reading Association and the National Council of Teachers of English--offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter. 　
Learning to Read by Laurence Rieben (Editor); Charles A. Perfetti (Editor)
Call Number: LB 1050.6 .L43 1991

ISBN: 0805805648

Publication Date: 1991-03-01

How does a young child begin to make sense out of squiggles on a page? Is learning to read a process of extending already acquired language abilities to print? What comprises this extension? How children learn to read, and especially how children are taught to read, are problems of sustained scientific interest and enduring pedagogical controversy. This volume presents conceptual and theoretical analyses of learning to read, research on the very beginning processes of learning to read, as well as research on phonological abilities and on children who have problems learning to read. In so doing, it reflects the important discovery that learning to read requires mastering the system by which print encodes the language. The editors hope that some of the work offered in this text will influence future research questions and will make a difference in the way instructional issues are formulated.
Language Acquisition Problems and Reading Disorders by Hannelore Grimm (Editor); Helmut Skowronek (Editor)
Call Number: ONLINE

ISBN: 9783110141207

Publication Date: 1993-09-01

Between Hope and Havoc by Frank Smith
Call Number: LB 41 .S63 1995

ISBN: 0435088572

Publication Date: 1995-11-20

In Between Hope and Havoc,Frank Smith reflects on a range of subjects critical to the professional and personal lives of teachers, from the human potential for learning to the failed bureaucratic efforts to systematize education. Anyone interested in how learning happens and what obstructs it will find a rich source of ideas, insight, and encouragement in this volume. Among other things, Frank Smith considers the act of reading in relation to other kinds of human experience why attitudes toward teaching reading and writing are divided along ideological lines how reading and writing are taught and talked about- frequently to the detriment of learners the way language and the way we are taught form our personal identity the role and influence of teachers as individuals and of schools as communities how realistic are expectations that research will answer our questions about teaching and learning. Frank Smith, one of the most respected researchers and commentators on education in the English-speaking world, is well known for his unflagging support for teachers and his provocative analyses of today's educational scene. The essays featured here were written over the last few years, mainly in conjunction with workshops and seminars he has conducted.
The Book of Learning and Forgetting by Frank Smith
Call Number: LB 1060 .S55 1998

ISBN: 080773750X

Publication Date: 1998-04-02

In this thought-provoking book, Frank Smith explains how schools and educational authorities systematically obstruct the powerful inherent learning abilities of children, creating handicaps that often persist through life. The author eloquently contrasts a false and fabricated "official theory" that learning is work (used to justify the external control of teachers and students through excessive regulation and massive testing) with a correct but officially suppressed "classic view" that learning is a social process that can occur naturally and continually through collaborative activities. This book will be crucial reading in a time when national authorities continue to blame teachers and students for alleged failures in education. It will help educators and parents to combat sterile attitudes toward teaching and learning and prevent current practices from doing further harm.

On Reading by Kenneth S. Goodman
Call Number: LB 1573.33 .G66 1996

ISBN: 0435072005

Publication Date: 1996-03-18

Ken Goodman's view on reading is widely regarded as the most complete and articulated of any in the world, the basis for much contemporary reading research, theory, and instruction. Indeed, acceptance of Goodman's work is so widespread that his theories have become virtually institutionalized-even as they have prompted controversy. On Readingoffers a complete explanation of the view that many people in and out of the education field have both accepted and denounced, often without fully understanding its sources and significance. At a time when the movement Goodman helped spawn-whole language theory-is under increasing attack, that explanation is both warranted and welcome. In a clear and engaging style, Goodman explains why he described the reading process as a "psycholinguistic guessing game." He argues that the object of that game is not to recognize letters and words, but to make sense of print: to construct meaning. Among the devices readers use to win that game are miscues, the unexpected responses in oral reading. Many teachers today recognize these "mistakes" as evidence that readers draw upon a wealth of data-graphophonic, syntactic, and semantic-to make sense of print, to predict what comes next, and to construct meaning. Goodman makes the highly complex process of reading easy to understand. He involves his readers in examining their own reading, and he provides real language examples from real children reading real texts-not research-designed controlled samples. In so doing, he proposes that written language is parallel to and equal with oral language and that it is learned in the same way-and for the same reasons-as oral language. Both defenders and detractors of Goodman's work acknowledge him as one of the most influential theorists of the twentieth century. On Readingwill be of interest to anyone concerned about the state of education in the twenty-first century.
Phonics Phacts by Kenneth S. Goodman
Call Number: LB 1573.3 .G66 1993

ISBN: 9780435088101

Publication Date: 1993-11-17

Phonics is an important topic in both the study and teaching of written language, but the role of phonics in reading, in learning to read and in reading instruction, is probably the most widely misunderstood and misrepresented aspect of language education today. In Phonics Phacts, Ken Goodman helps teachers and parents understand phonics better so that they can feel more comfortable in evaluating conflicting views about it. The book examines three major topics: The science of phonics- Goodman argues that phonics is a system of relationships between the patterns and systems of oral and written language, not between individual letters and sounds. Avoiding jargon and technical language, Goodman explains how phonics works in reading and writing and how readers use phonological, orthographic, and phonics information along with morphological, syntactic, semantic, and pragmatic information. The merits of teaching about phonics- Often teachers "do" phonics with a great deal of misinformation. The more central the role assigned to instruction about phonics in reading instruction, the more important it is that the information of what phonics is be accurate. Goodman discusses how the views of learning of Piaget, Vygotsky, Halliday, and others contribute to what is known about phonics. The politics of phonics- For many people, phonics is a political buzzword, a cause, making it difficult for the education profession and the public to learn much about real phonics. Goodman discusses how phonics is often used to frighten and politicize rural and working-class parents, as well as bully teachers engaged in whole language teaching. Phonics Phactsis a personal book, based solidly on many years of research. It is an invaluable text for understanding the important role phonics plays in whole language instruction.

Noam Chomsky and Language Descriptions by John Ole Askedal (Editor); Ian Roberts (Editor); Tomonori Matsushita (Editor)
Call Number: ONLINE

ISBN: 9027210691

Publication Date: 2010-04-08

For sale in all countries except Japan. For customers in Japan: please contact Yushodo Co. The general aim of the Senshu University Project The Development of the Anglo-Saxon Language and Linguistic Universals is investigation of structural characteristics common to the Germanic languages, such as English, German and Norwegian, and of works on and in the tradition of Generative Grammar founded by Noam Chomsky in the 1950s. The central idea of Generative Grammar, that the nature of natural-language syntax can be captured by a finite set of rules which are able to produce an infinite set of well-formed structures has been highly evaluated and influential even in related fields such as biolinguistics, philosophy, psychology and computer science. Noam Chomsky and Language Descriptions is a collection of articles that focus on the earliest but essential linguistic theory proposed by Noam Chomsky and articles that discuss specific topics pertaining to the study Germanic languages, in particular English and German. It is divided into two parts: Part 1. Genesis of Generative Grammar; and Part 2. Current Issues in Language Descriptions. The present book will be of general interest to linguists who seek to understand the original idea of Generative Grammar and nature of the Germanic languages.
What Kind of Creatures Are We? by Noam Chomsky
Call Number: ONLINE

ISBN: 9780231175968

Publication Date: 2015-12-15

Noam Chomsky is widely known and deeply admired for being the founder of modern linguistics, one of the founders of the field of cognitive science, and perhaps the most avidly read political theorist and commentator of our time. In these lectures, he presents a lifetime of philosophical reflection on all three of these areas of research, to which he has contributed for over half a century. In clear, precise, and nontechnical language, Chomsky elaborates on fifty years of scientific development in the study of language, sketching how his own work has implications for the origins of language, the close relations that language bears to thought, and its eventual biological basis. He expounds and criticizes many alternative theories, such as those that emphasize the social, the communicative, and the referential aspects of language. Chomsky reviews how new discoveries about language overcome what seemed to be highly problematic assumptions in the past. He also investigates the apparent scope and limits of human cognitive capacities and what the human mind can seriously investigate, in the light of history of science and philosophical reflection and current understanding. Moving from language and mind to society and politics, he concludes with a searching exploration and philosophical defense of a position he describes as "libertarian socialism," tracing its links to anarchism and the ideas of John Dewey and even to the ideas of Marx and Mill, demonstrating its conceptual growth out of our historical past and urgent relation to matters of the present.

The early detection of reading difficulties by Clay, Marie M.
Call Number: LB1050.5 .C55 1985

ISBN: 0435802399

Publication Date: 1985

The Art of Teaching Reading by Lucy McCormick Calkins
Call Number: LB 1573 .C185 2001

ISBN: 0321080599

Publication Date: 2000-08-18

Lucy Calkins has written a book with the goal of creating lifelong readers. The Art of Teaching Reading offers educators a multifaceted reading program supported by word study, guided reading, book talks, and other ongoing structures to produce impassioned readers. Through years of research, the author provides a myriad of ideas to help young readers discover their own joy of reading and love of books. This text focuses on the big picture of reading instruction and explores the goals of reading programs. It also provides information on comprehending and responding to text through synthesis, critique, writing, and other effective strategies for understanding. For teachers or future teachers or educators.

Making and Remaking Saints in Nineteenth-Century Britain by Gareth Atkins
Call Number: Online

ISBN: 9780719096860

Publication Date: 2016-07-01

This book examines the place of 'saints' and sanctity in a self-consciously modern age, and argues that Protestants were as fascinated by such figures as Catholics were. Long after the mechanisms of canonisation had disappeared, people continued not only to engage with the saints of the past but continued to make their own saints in all but name. Just as strikingly, it claims that devotional practices and language were not the property of orthodox Christians alone. Making and remaking saints in the nineteenth-century Britain explores for the first time how sainthood remained significant in this period both as an enduring institution and as a metaphor that could be transposed into unexpected contexts. Each of the chapters in this volume focuses on the reception of a particular individual or group, and together they will appeal to not only historians of religion, but those concerned with material culture, the cult of history, and with the reshaping of British identities in an age of faith and doubt.

See this entry.

The Spirit of the Quakers by Geoffrey Durham
Call Number: ONLINE

ISBN: 9780300167368

Publication Date: 2010-11-16

An inspiring and enlightening introduction to Quakerism, the second title in the Yale University Press "The Spirit of . . ."series Who are the Quakers, what do they believe, and what do they practice? The Religious Society of Friends--also known as Quakers---believes that everyone can have a direct experience of God. Quakers express this in a unique form of worship that inspires them to work for change in themselves and in the world. In The Spirit of the Quakers, Geoffrey Durham, himself a Friend, explains Quakerism through quotations from writings that cover 350 years, from the beginnings of the movement to the present day. Peace and equality are major themes in the book, but readers will also find thought-provoking passages on the importance of action for social change, the primacy of truth, the value of simplicity, the need for a sense of community, and much more. The quoted texts convey a powerful religious impulse, courage in the face of persecution, the warmth of human relationships, and dedicated perseverance in promoting just causes. The extended quotations have been carefully selected from well-known Quakers such as George Fox, William Penn, John Greenleaf Whittier, Elizabeth Fry and John Woolman, as well as many contemporary Friends. Together with Geoffrey Durham's enlightening and sympathetic introductions to the texts, the extracts from these writers form an engaging, often moving guide to this accessible and open-hearted religious faith. ]]>

Whole Language

This article presents an overview of the concept of Whole Language, a philosophy of language that was a major part of the reading and writing curriculum from the mid-1970's to the mid-1990's. Whole Language resulted from grass-roots efforts on the part of classroom teachers as they moved to determine a more productive and useful model for teaching reading. For exponents of this way of learning and teaching, the whole of Whole Language has two key meanings. The first meaning defines it as “undivided”; the second meaning defines it as “unified and integrated,” (Bird, 2011). In Whole Language, students are actively involved in the decision-making use of language. In other words, Whole Language is based on teaching strategies and skills that are determined by the needs of the child, a belief that learning is a collaborative experience based upon the interests and engagement of children as individuals (Costello, 2012). Teaching and evaluation strategies common to Whole Language include use of authentic literature, invented spelling, miscue analysis, process writing, and read-alouds.

In the Middle by Nancie Atwell; Donald H. Graves (Foreword by)
Call Number: LB 1631 .A72 1998

ISBN: 0867093749

Publication Date: 1998-02-11

When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancie Atwell shook our orthodox assumptions about skill-and-drill-based curriculums and became a pioneer of responsive teaching. Now, in the long awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches. The second edition still urges educators to "come out from behind their own big desks" to turn classrooms into workshops where students and teachers create curriculums together. But it also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me." More than 70 percent of the material is new, with six brand-new chapters on genres, evaluation, and the teacher as writer. There are also lists of several hundred minilessons, and scripts and examples for teaching them; new expectations and rules for writing and reading workshops; ideas for teaching conventions; new systems for record keeping; lists of essential books for students and teachers; and forms for keeping track of individual spelling, skills, proofreading, homework, writing, and reading. The second edition of "In the Middle" is written in the same engaging style as its predecessor. It reads like a story - one that readers will be pleased to learn has no end. As Atwell muses, "I know my students and I will continue to learn and be changed. I am resigned - happily - to be always beginning for the rest of my life as a teacher."

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