 |
 |
 |
 |
References
Andrasick, K. D. (1990). Opening Texts: Using Writing to
Teach Lliterature. Portsmouth, NH: Heinemann.
Applebee, A. N. (1993). Literature in the Secondary School:
Studies of Curriculum and Instruction in the United States.
Urbana, IL: National Council of Teachers of English.
Benton, M. (1992). Possible worlds and narrative voices. In
J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding
(pp. 23?48). Norwood, NJ: Ablex.
Brody, P., DeMilo, C., & Purves, A. C. (1989). The Current
State of Assessment in Literature (Report Series No. 3.1).
Albany, NY: Center for the Learning and Teaching of Literature.
Cianciolo, P. J., & Quirk, B. (1992). Critical Analysis
of a Distinctive Literature Curriculum (Report No. 55).
East Lansing, MI: Center for the Learning and Teaching of Elementary
Subjects, Michigan State University.
Close, E. (1990). How did we get here? Seventh graders' sharing
literature. language arts, 67(8), 817-823.
Close, E. (1992). Literature Discussion: A Classroom Environment
for Thinking and Sharing. English Journal, 81(5), 65-71.
Corcoran, B. (1992). Reader Stance: From Willed Aesthetic to
Discursive Construction. In J. Many & C. Cox (Eds.), Reader
Stance and Literary Understanding (pp. 49-71). Norwood,
NJ: Ablex.
Eeds, M., & Wells, D. (1989). Grand Conversations: An Dxploration
of Meaning Construction in Literature Study Groups. Research
in the Teaching of English, 23, 4-29.
Enciso, P. (1992). Creating the Story World: A Case Study of
a Young Reader's Engagement Strategies and Stances. In J. Many
& C. Cox (Eds.), Reader Stance and Literary Understanding
(pp. 75-102). Norwood, NJ: Ablex.
Goodman, Y. & Wilde, S. (1992). Literacy Events in a
Community of Young Writers. New York: Teachers College Press.
Jipson, J. A., & Paley, N. (1992). Is There a Base to Today's
Literature-Based Reading Programs? English Education,
24(2), 77-90.
Langer, J.A. (1990a). The Process of Understanding: Reading
for Literary and Informative Purposes. Research in the Teaching
of English, 24, 229-260.
Langer, J.A. (1990b). Understanding Literature. Language
Arts, 67, 812-816.
Langer, J.A. (1991). Literary Understanding and Literature
Instruction. (Report Series No. 2.11). Albany, NY: National
Research Center on Literature Teaching and Learning.
Langer, J.A. (1992a). Literature Instruction: A Focus on
Student Response. Urbana, IL: National Council of Teachers
of English.
Langer, J.A. (1992b). Discussion as Exploration: Literature
and the Horizon of Possibilities. In G. Newell & R.
Durst (Eds.) Exploring texts: The role of discussion and writing
in the teaching and learning of literature (pp. 23-44). Norwood,
MA: Christopher Gordon.
Langer, J.A. (1993). Approaches Toward Meaning in Low- and
High-Rated Readers. (Report Series No. 2.20). Albany, NY:
National Research Center on Literature Teaching and Learning.
Many, J. E., & Wiseman, D. L. (1992). Analyzing Versus Experiencing:
The Effects of Teaching Approaches on Students' Responses. In
J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding
(pp. 250-276). Norwood, NJ: Ablex.
McMahon, S. I. (1992). Book Club Discussions: A Case Study
of Five Students Constructing Themes from Literary Texts
(Report No. 72). East Lansing, MI: Center for the Learning and
Teaching of Elementary Subjects.
Mills, H., O'Keefe, T., & Stephens, D. (1992). Looking
Closely: Exploring the Role of Phonics in One Whole Language
Classroom. Urbana, IL: National Council of Teachers of English.
Morrow, L. M. (1992). The Impact of a Literature-Based Program
on Literary Achievement, Use of Literature, and Attitudes of
Children from Minority Backgrounds. Reading Research Quarterly,
27, 250-275.
Nystrand, M., Gamoran, A., & Heck, M. J. (1993). Using Small
Groups for Response to and Thinking About Literature. English
Journal, 82(1), 14-22.
Roberts, D., & Langer, J. A. (1991). Supporting the Process
of Literary Understanding: Analysis of a Classroom Discussion
(Report Series No. 2.15). Albany, NY: National Research Center
on Literature Teaching and Learning.
Roser, N. L. (in press). From Literature to Literacy: A New
Direction for Young Learners. In J. Flood & J.A. Langer
(Eds.), Literature Instruction: Practice and Policy.
New York: Scholastic.
Rosenblatt, L. M. (1993). The Transactional Theory: Against
Dualisms. College English, 55, 377-386. Uhry, J. K., & Shepherd,
M. J. (1993). Segmentation/Spelling Instruction as Part of a
First-Grade Reading Program: Effects on Several Measures of
Reading. Reading Research Quarterly, 28, 218-233.
Villaume, S. K., & Worden, T. (1993). Developing Literate
Voices: The Challenge of Whole Language language arts, 70(6),
462-468.
Walmsley, S., & Walp, T. (1989). Teaching Literature
in Elementary School (Report Series No. 1.3). Albany, NY:
Center for the Learning and Teaching of Literature.
Walmsley, S. A., & Adams, E. L. (1993). Realities of 'Whole
Language.' language arts, 70(4), 272-280.
Yatvin, J. (1992). Developing a Whole Language Program for
a Whole School. Midlothian, VA: Virginia State Reading Association.
Zancanella, D. (1992). Literary Lives: A Biographical Perspective
on the Teaching of Literature. In J. Many & C. Cox (Eds.),
Reader Stance and Literary Understanding (pp. 217-234).
Norwood, NJ: Ablex.
Zarillo, J., & Cox, C. (1992). Efferent and Aesthetic Teaching.
In J. Many & C. Cox (Eds.), Reader Stance and Literary
Understanding (pp. 235-249). Norwood, NJ: Ablex.
1 2 3
4 5
6 7 8
9
 previous next  
|
|
|