Hostname: page-component-7bb8b95d7b-495rp Total loading time: 0 Render date: 2024-09-11T09:49:19.909Z Has data issue: false hasContentIssue false
  • English
  • Français

Reading: United States

Published online by Cambridge University Press:  19 November 2008

Rose-Marie Weber
Get access Rights & Permissions [Opens in a new window]

Extract

Nearly a thousand Publications on reading appear annually in the United States. This Cascade of print deals with the place of reading in our society, the nature of skilled reading, how reading is learned, how it is taught and might be better taught, how to evaluate it, and how to explain and cope with failure in learning to read (Weintraub, et al. 1983). While only a small number of these studies take up linguistic questions directly, all but a few studies necessarily involve language

Type
Regional Surveys
Information
Annual Review of Applied Linguistics , Volume 4 , March 1983 , pp. 111 - 123
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Anastasiow, N. J., Hanes, M. L., and Hanes, M. L.. 1982. Language and reading strategies for poverty children. Baltimore, MD: University park press.Google Scholar
Anderson, R. C. and Freebody, P.. 1981. Vocabulary knowledge. In Guthrie, J. (ed.) Comprehension and teaching: Research reviews. Newark, DE: International Reading Association. 77–117.Google Scholar
Arvizu, S. and Saravia–Shore, M. (eds.) 1983. Cross-cultural and communicative competencies. New York: Horizons Press.Google Scholar
Au, K. H. -P. and Jordan, C.. 1981. Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba, H. T., Guthrie, G. P., and An, K. H. -P. (eds.) Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. 139–152.Google Scholar
Aulls, M. W. 1982. Developing readers in today's elementary schools. Boston: Allyn and Bacon.Google Scholar
Balmuth, M. 1982. The roots of phonics. New York: McGraw-Hill.Google Scholar
Beck, I. L., Perfetti, C., and McKeown, M. G., 1982. The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of educational psychology. 74.4.506–521.CrossRefGoogle Scholar
Brod, R. L. and Mcquiston, J. M.. 1983. American Indian adult education and literacy: The first national survey. Journal of American Indian education. 22.2.1–16.Google Scholar
Cates, G. T. and Swaffar, J. K.. 1979. Reading a second language. Washington, DC: Center for Applied Linguistics. [Language in Education: Theory and Practice Series, No. 20.].Google Scholar
Chafe, W. L. 1982. Integration and involvement in speaking, writing, and oral literature. In Tannen, D. (ed.) Spoken and written language: Exploring orality and literacy Norwood, NJ: Ablex. 35–54.Google Scholar
Chomsky, C. 1979. Approaching reading through invented spelling. In Resnick, L. B. and Weaver, P. A. (eds.) Theory and practice of early reading. Vol. 2. Hillsdale, NJ: Erlbaum. 43–65.Google Scholar
Cziko, G. A. 1980. Language competence and reading strategies: A comparison of first– and second-language oral reading errors. Language learning, 30.1.101–117.CrossRefGoogle Scholar
Downing, J. and Valtin, R. (eds.) 1984. Language awareness and learning to read. New York: Springer-Verlag.CrossRefGoogle Scholar
Duffy, G. G., Roehler, L. R., and Mason, J. (eds.) 1984. Comprehension instruction: Perspectives and suggestions. New York: Longman.Google Scholar
Ehri, L. 1979. Linguistic insight: Threshold of reading acquisition. In Waller, T. G. and MacKinnon, G. E. (eds.) Reading research: Advances in theory and practice I. New York: Academic Press. 63–114.Google Scholar
Evans, G. E., Abbey, k., and Clark, J.. 1981. Bilingual education projects. Journal of American Indian education. 20.2.19–27.Google Scholar
Fasold, R. 1982. Spelling, reading, and language variation. In Frawley, W. (ed.) Linguistics and literacy. New York: Plenum. 257–268.CrossRefGoogle Scholar
Fillmore, C. J. 1981. Ideal readers and real readers. In Tannen, D. (ed.) Analyzing discourse: Text and talk. Washington, DC: Georgetown University Press. 248–270. [Georgetown University Round Table.]Google Scholar
Fillmore, L. W. 1982. Language minority students and school participation: what kind of English is needed? Journal of education. 164.2.143–156.CrossRefGoogle Scholar
Frawley, W. (ed.) 1982. Linguistics and literacy. New York: Plenum.CrossRefGoogle Scholar
Fredericksen, J. R. 1981. Understanding anaphora: Rules used by readers in assigning pronominal referents. Discourse processes. 4.3.323–347.CrossRefGoogle Scholar
Gleitman, L. R. and Rozin, R.. 1977. The structure and acquisition of reading I: Relations between orthographies and the structure of language. In Reber, A. S. and Scarborough, D. L. (eds.) Toward a psychology of reading. Hillsdale, NJ: Erlbaum. 1–54.Google Scholar
Goodman, K. S. and Goodman, Y. M., 1980. Linguistics, psycholinguistics and the teaching of reading. 3rd. ed.Newark, DE: International Reading Association.Google Scholar
Goodman, K. S., Goodman, Y. M., and Flores, B. 1979. Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education.Google Scholar
Gourley, J. W., 1978. The basal is easy to read––or is it? The reading teacher. 32.2.174–182.Google Scholar
Green, G. M. 1982. Colloquial and literacy uses of inversions. In Tannen, D.. (ed.) Spoken and written language: Exploring orality and literacy. Norwood, NJ: Ablex. 119–154.Google Scholar
Green, J. L. and Wallat, C. (eds.) 1981. Ethnography and language in educational settings. Norwood, NJ: Ablex.Google Scholar
Harker, J. O., Hartley, J. T., and Walsh, D. A.. 1982. Understanding discourse: A life-span approach. In Hutson, B. A. (ed.) Advances in reading/language research I. Greenwich, CT: JAI Press. 155–203.Google Scholar
Harris, T. and Hodges, R. (eds.) 1981. A dictionary of reading and related terms. Newark, DE: International Reading Association. 155–203.Google Scholar
Haverson, W. W. and Haynes, J. L.. 1982. ESL/Literacy for adult learners. Washington, DC: Center for Applied Linguistics.Google Scholar
Heath, S. B. 1980. The functions and uses of literacy. Journal of comminication. 30.1.123–133.Google Scholar
Heath, S. B. 1982. What no bedtime story means: Narrative skills at home and school. Language in society. 11.1.49–76.CrossRefGoogle Scholar
Henderson, E. H. 1981 Learning to read and spell: The child's knowledge of words. DeKalb, IL: Northern Illinois University Press.Google Scholar
Hudelson, S. (ed.) 1981. Learning to read in different languages. Washington, DC, Center for Applied Linguistics.Google Scholar
Huggins, A. W. F. and Adams, M. J.. 1980. Syntactic aspects of reading comprehension. In Spiro, R. J., and Bruce, B. C., and Brewer, W. F. (eds.) Theoretical issues in reading comprehension: Perspectives from congnitive psychology, linguistics, artificial intelligence, and education. Hillsdale, NJ: Erlbaum. 87–112.Google Scholar
Hung, D. L. and Tzeng, O. J. L.. 1981. Orthographic variations and visual information processing. Psychological bulletin. 90.3.377–414.CrossRefGoogle ScholarPubMed
Hunter, C. S. and Harman, D.. 1979. Adult illiteracy in the United States. New York: McGraw-Hill.Google Scholar
Hutson, B. A. (ed.) 1982. Advances in reading/language research I. Greenwich, CT: JAI Press.Google Scholar
Irwin, J. W. 1980. The effects of explicitness and clause order on the comprehension of reversible clausal relationships. Reading research quarterly. 15.4.477–488.CrossRefGoogle Scholar
Johnson, P. 1981. Effects on reading comprehension of language complexity and cultural background of a text. TESOL quarterly. 15.2.169–181.CrossRefGoogle Scholar
Johnson, P. 1982. Effects on reading comprehension of building background knowledge. TESOL quarterly. 16.4.503–516.CrossRefGoogle Scholar
Kaplan, R. B. et al. , (eds.) 1983. Annual review of applied linguistics. Rowley, MA: Newbury House.Google Scholar
Labov, W. 1982. Objectivity and commitment in linguistic science: The case of the Black English trial in Ann Arbor. Language in society. 11.2.165–201.CrossRefGoogle Scholar
Lesgold, A. W.Perfetti, C. A. (eds.) 1981. Interactive processes in reading. Hillsdale, NJ: Erlbaum.Google Scholar
Leu, D. Jr, 1982. Differences between oral and written discourse and the acquisition of reading proficiency. Journal of reading behavior. 14.2.111–126.CrossRefGoogle Scholar
Liberman, I., 1983. A language-oriented view of reading and its disabilities. In Myklebust, H. R. (ed.) Progress in learning disabilities V. New York: Grune and Stratton. 81–101.Google Scholar
Mackay, R., Barkman, B., and Jordan, R. R. (eds.) 1979. Reading in a second language. Rowley, MA: Newbury House.Google Scholar
Meyer, B. J. F., Brandt, D., and Bluth, G. J.. 1980. Use of top-level structure in text: Key for reading comprehension for ninth-grade students. Reading research quarterly. 16.1.72–103.CrossRefGoogle Scholar
Michaels, S. 1981. “Sharing time”: Children's narrative styles and differential access to literacy. Language in society. 10.3.423–442.CrossRefGoogle Scholar
Moll, L. C. et al. , 1983. Making contexts: The social construction of lessons in two languages. In Arvizu, S. and Saravia-Shore, M. (eds.) Cross-cultural and communicative competencies. New York: Horizons Press.Google Scholar
Muchinsky, D. M. 1983 Relationship between speech and reading among second language learners. Language learning. 33.1.77–102.CrossRefGoogle Scholar
Myklebust, H. R. (ed.) 1983. Progress in learning disabilities V. New York: Grune and Stratton.Google Scholar
Nystrand, H. R. (eds.) 1982. What writers know: The language process and structure of written discourse. New York: Academic Press.Google Scholar
Pearson, D. et al. , (eds.) 1984. Handbook of reading research. New York: Longman.Google Scholar
Perkins, K. 1983. Semantic constructivity in E. S. L. reading comprehension. TESOL QUARTERLY. 17 1.19–27.CrossRefGoogle Scholar
Ramirez, A. 1984. Bilingualism through schooling: Cross-culture education for minority and majority students. Albany: State University of New York Press.Google Scholar
Rayner, K. (ed.) 1983. Eye movements in reading: Perceptual and language processes. New York: Academic Press.Google Scholar
Rosier, P. and Holm, W.. 1980. The Rock Point experience: A longitudinal study of a Navajo school program (Saad Naaki Bee Na'nitin). Washington, DC: Center for applied Linguistics. [Bilingual Education Series, No. 8.]Google Scholar
Santa, C. M. and Hayes, B. L. (eds.) 1981. Children's prose comprehension. Newark, DE: International Reading Association.Google Scholar
Scribner, S. and Cole, M.. 1981. The psychology of literacy. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Shafer, R. (ed.) 1979. Applied linguistics and reading. Newark, DE: International Reading Association.Google Scholar
Sims, R.. 1982. Dialect and reading: Toward redefining the issues. In Langer, J. A. and Smith-Burke, M. T. (eds.) Reader meets author/Bridging the gap: A psycholinguistic and sociolinguistic perspective. Newark, DE: International Reading Association. 222–236.Google Scholar
Steffensen, M. S., Joag-Dev, C., and Anderson, R. C.. 1979. A cross-cultural perspective on reading comprehension. Reading research quarterly. 15.1.10–29.CrossRefGoogle Scholar
Sticht, T. G. 1982. Literacy at work. In Hutson, B. (ed.) Advances in reading/language research I. Greenwich, CT: JAI Press. 219–243.Google Scholar
Tannen, D. (ed.) 1981. Analyzing discourse: Text and talk. Washington, DC: Georgetown University Press. [Georgetown University Round Table.]Google Scholar
Tannen, D. (ed.) 1982. Spoken and written language: Exploring orality and literacy. Norwood, NJ: Ablex.Google Scholar
Tierney, R. J. and Mosenthal, J.. 1982. Discourse comprehension and production: Analyzing text structure and cohesion. In Langer, J. A. and Smith-Burke, M. T. (eds.) Reader meets author/Bridging the gap: A psycholinguistic and sociolinguistic perspectice. Newark, DE: International Reading Association. 55–104.Google Scholar
Trueba, H. T., Guthrie, G. P., and Au, K. H. -P. (eds.) 1981. Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House.Google Scholar
Tzeng, O. J. L. and Singer, H. (eds.) 1981. Perception of print. Hillsdale, NJ: Erlbaum.Google Scholar
Vande Kopple, W. J., 1983. Something old, something new: Functional sentence perspective. Research in the teaching of English. 17.1.85–99.Google Scholar
Van Ness, H. 1981. Social control and social organization in an Alaskan Athabaskan classroom: A microethnography of “getting ready” for reading. In Trueba, H., Guthrie, G. P., and Au, K. H. -P. (eds.) Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. 120–138.Google Scholar
Vellutino, R. R. 1979. Dyslexia: Theory and research. Cambridge, MA: MIT Press.Google Scholar
Waller, T. G. and MacKinnon, G. E. (eds.) 1979. Reading research: Advances in theory and practice I. New York: Academic Press.Google Scholar
Wang, W. S. -Y. 1981. Language structure and optimal orthography. In Tzeng, O. J. L. and Singer, H. (eds.) Perception of print. Hillsdale, NJ: Erlbaum. 223–236.Google Scholar
Whiteman, M. (ed.) 1980. Reactions to Ann Arbor. Washington, DC: Center for Applied Liguistics.Google Scholar
Wilkinson, L. C. (ed.) 1982. Communicating in the classroom. New York: Academic Press.Google Scholar