Reading Psychology 2004: Vol 25 Table of Contents

2004·0.53 MB·English

ISSN: 0270-2711
Reading Psychology
An International Quarterly
Volume 25
2004
Taylor & Francis
Taylor & Francis Group
Reading Psychology
An International Quarterly
In association with the Department of Teaching, Learning, and Culture and Texas A&M University
EpitToR-IN-CHIEF EDITORIAL ADVISORS
William H. Rupley James E Bauman, USA
Professor, Reading Education, Department of Rita Bean, USA
Teaching, Learning, and Culture, Camille Blachowicz, USA
Texas AXM University, College Station, Texas 77843 Timothy R. Blair, USA
[phone], E-mail: [email protected] Yola Center, AUSTRALIA
Martha Dillner, USA
Lois G. Dreyer, USA
ASSOCIATE EDITOR Rona FE Flippo, USA
Barbara Fox, USA
Mary Ghong Linda Gambrell, USA
Deptartment of Teaching, Learning, and Culture, Ernest Goetz, USA
Texas A&M University, College Station, Texas 77843 Deborah Jenkins, USA
[phone] E-mail: [email protected] Jerry L. Johns, USA
R. Malatesha (Malt) Joshi, USA
Kathryn L. Laframboise, USA
Chang H. Lee, Korea
TECHNICAL EDITOR Howard Margolis, USA
Ronald D. Zellner Paquita McMichael, USA
Professor & Program Coordinator, David W. Moore, USA
Educational Technology Program, Department of William D. Nichols, USA
A. K. Pugh, UK
Teaching, Learning, and Culture,
Timothy Rasinski, USA
Texas A&M University, College Station, Texas 77843
Mark C. Sadoski, USA
(979) 845-7276
Timothy C. Standal, USA
Connie Varnhagen, CANADA
FOUNDING EDITOR Victor L. Willson, USA
Lance M. Gentile
Abstracted and/or Indexed in: Contents Pages in Education, CSA Linguistics & Language Behavior Abstracts, EBSCO Academic Search
Premier, Educational Administration Abstracts, Educational Research Abstracts, e-psyche, ERIC/Current Index to Journals in Education
(CIE), MLA International Bibliography, PsycINFO, Special Education Needs Abstracts.
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Reading
PSYCNOLOGY sn international
Quarterly
Table of Contents to Volume 25
Volume 25 @e Number 1 e 2004
Multiage Programming Effects on Cognitive
Developmental Level and Reading Achievement in Early
Elementary School Children
Andrea M. Fosco, Robert Schleser, and Jolynne Andal
Using a Dictionary: Its Influence on Children’s Reading,
Spelling, and Phonology
John R. Beech
Structured Strategy Instruction: Investigating an
Intervention for Improving Sixth-Graders’ Reading
Comprehension
Emma M. Schorzman and Earl H. Cheek, Jr.
School-Wide Literacy Workshops
Patricia Whitney
Volume 25 @ Number 2 @ 2004
Analytic and Pragmatic Factors in College Students’
Metacognitive Reading Strategies
Roman Taraban, Marcel Kerr, and Kimberly Rynearson
Relationships of Reading, MCAT, and USMLE Step | Test
Results for Medical Students
Patricia A. Haught and Richard T. Walls
Assessing the Impact of Reading Goals and Text
Structures on Comprehension
John F. Geiger and Keith K. Millis
The Elementary Reading Attitude Survey: Factor
Invariance Across Gender and Race
Richard Kazelskis, Dana Thames, and Carolyn Reeves
Fourth Graders’ Performance on a State-Mandated
Assessment Involving Two Different Measures of Reading
Comprehension
Louise Spear-Swerling
Volume 25 e Number 3 @ 2004
Influence of Spoken Language on the Initial Acquisition
of Reading/Writing: Critical Analysis of Verbal
Deficit Theory
José Luis Ramos-Sanchez and Isabel Cuadrado-Gordillo
Observational Learning during Shared Book Reading:
The Effects on Preschoolers’ Attention to Print and
Letter Knowledge
Sherri L. Horner
Emotion and Cognition in Students Who Struggle
to Read: New Insights and Ideas
Debby Zambo and Sarah K. Brem
Disfluencies in Comprehending Argumentative Texts
Meredith Larson, M. Anne Britt, and Aaron A. Larson
Volume 25 e Number 4 e 2004
Resolving Struggling Readers’ Homework Difficulties:
A Social Cognitive Perspective
Howard Margolis and Patrick P. McCabe
Acquisition of Blending Skills: Comparisons Among
Body-Coda, Onset-Rime, and Phoneme Blending Tasks
Jerrell C. Cassady and Lawrence L. Smith
University Student Reading Preferences in Relation
to the Big Five Personality Dimensions
Nicola S. Schutte and John M. Malouff
How African American Mothers Assist their Early
Adolescent Daughters with Reading Tasks
Alice M. Scales and Alice F. Snyder
Facilitating Textual Integration with Macro-Structure
Focusing Tasks
M. Anne Britt and Jodie Sommer
Following Page 339:
Title Page to Volume 25
Table of Contents to Volume 25
Author Index to Volume 25