RAN targets a nation's needs
- Questions Often Asked About Promoting Lifetime Literacy Efforts. Sanacore, Joseph // Intervention in School & Clinic;Jan2002, Vol. 37 Issue 3, p163
Presents questions commonly asked about promoting lifetime literacy efforts. Importance of lifetime literacy; Resources for encouraging the love of reading; Presentation of support strategies motivating children to read for pleasure.
- Will it take content literacy to ensure implementation? Rafferty, Cathleen D. // Contemporary Education;1994, Vol. 65 Issue 2, p82
Focuses on how to encourage implementation of content literacy strategies. Shift from lecture-test and assign, read, answer and discuss teaching methodologies to content literacy strategies; Secondary teachers responsibility in the promotion of the method; Outline of a professional development...
- Increasing literacy--strategically. Shields, Jean // Curriculum Administrator;May99, Vol. 35 Issue 5, p45
Explores strategies in teaching students how to read. Debates over the type of literacy environment suitable for students; Characteristics of teachers who were successful in fostering literacy; Motivational strategies.
- Literacy practices in dark times: A reflective memoir. Yoon, Jun-Chae // Journal of Adolescent & Adult Literacy;Dec2001/Jan2002, Vol. 45 Issue 4, p290
Presents a reflective memoir of a graduate student on reading and its role in an oppressive regime in South Korea. Description of two years of literacy practice in oppressive times with theoretical analysis; Literacy practices in relation to a historical event in South Korea; Significance of...
- The views of Non-American decoding skills researchers: A small-sample study (N = 1). Byrne, Brian // Issues in Education;1999, Vol. 5 Issue 1, p59
Presents the views of non-American decoding skills researchers on the question of what is the proper subject matter of reading instruction research. Decoding skills researchers' use of different techniques in literacy research; Two errors committed by decoding skills researchers.
- Where do we go from here in early literacy research and practice. Morrow, Lesley Mandel // Issues in Education;1999, Vol. 5 Issue 1, p117
Discusses other strategies for early literacy development other than those mentioned in the essay by Michael Pressley and Richard Arlington. Acquisition of literacy before a child enters school; Utilization of a broad perspective in early literacy development; Meaning based storybook reading...
- Concluding reflections: What should reading instructional research be the research of? Pressley, Michael; Allington, Richard // Issues in Education;1999, Vol. 5 Issue 1, p165
Cites seven scientific points and curricular issues related to reading instruction. Emphasis on weak reading and ineffective reading instruction; Need for literacy development problems to be studied in long-term developmental investigations; Importance of careful analyses of instructional contexts.
- A special issueï¿½Whole Literacy: Possibilities and challenges. Bridge, Connie // Reading Teacher;Apr90, Vol. 43 Issue 8, p535
Introduces a series of articles about holistic approach to literacy in the U.S. Possibilities for meeting the literacy needs of at-risk children through literature-based program; Children's problem in learning to read and write; Oral and written language development in whole literacy classrooms.
- Welcome back. // Reading Teacher;Sep90, Vol. 44 Issue 1, p6
Invites teachers and educators to read the September 1990 issue of the literacy journal 'The Reading Teacher.' Decision of the publishing department to release the first issue of each volume year every September coinciding with the opening of classes; Features on the creative art work by...
- Evaluating the reading context. Valencia, Sheila W.; Lipson, Marjorie Y. // Reading Teacher;Dec90, Vol. 44 Issue 4, p330
Offers teachers advice on assessing the reading instructional context. Emergence of tools and strategies for examining and describing the reading instructional context; Importance of specific information about the demands that are being placed on the reader/writer by classroom tasks in...