Jeanne S Chall
Biographic Data
| ID | 1477567 |
|---|---|
| NAME | Jeanne S Chall |
| GIVEN NAMES | Jeanne S |
| FAMILY NAME | Chall |
| SIGNATURE | CHALL J S |
| AFFILIATIONS | Harvard University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1958 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 1 |
Some Thoughts on Reading Research
In this commentary, the author describes the lasting implications and effects of the First‐Grade Studies on the literacy field
Acceptance of Samuel T. Orton award November 8, 1996, Boston, MA
Are reading methods changing again
American Reading Achievement
Preview this article: American Reading Achievement: Should We Worry?, Page 1 of 1 /docserver/preview/fulltext/rte/30/3/researchintheteachingofenglish15312-1.gif
Literacy in the United States
The Reading Crisis
Reading development in adults
Literacy
For almost every statement on literacy, one can find another that directly opposes it, from the status of literacy—what it is today and whether it is getting better or worse, to how and why we got there. The universally accepted idea that it is good to be literate is even being questioned, and by some very sophisticated people. One argument is that TV, computers, and other interactive media may be viable substitutes for those who find it difficul…
Reading Research
Reading Research—For Whom
Robert Calfee and Priscilla Drum in Learning to Read: Theory, Research, and Practice (Curriculum Inquiry 8, no. 3: 183-249) have written an important, engaging, and useful analysis on the ever-challenging and provocative topic of learning to read. Compared to other such works, this one is broader in its coverage, scholarship, and sympathies. It is concerned with a synthesis of research and theory for scholars and researchers and also for practiti…
Learning to Read
A Review of Past Research
Literacy
For almost every statement on literacy, one can find another that directly opposes it, from the status of literacy—what it is today and whether it is getting better or worse, to how and why we got there. The universally accepted idea that it is good to be literate is even being questioned, and by some very sophisticated people. One argument is that TV, computers, and other interactive media may be viable substitutes for those who find it difficul…
Some Thoughts on Reading Research
In this commentary, the author describes the lasting implications and effects of the First‐Grade Studies on the literacy field
A Review of Past Research
Learning to Read
Reading Research
Reading Research—For Whom
Robert Calfee and Priscilla Drum in Learning to Read: Theory, Research, and Practice (Curriculum Inquiry 8, no. 3: 183-249) have written an important, engaging, and useful analysis on the ever-challenging and provocative topic of learning to read. Compared to other such works, this one is broader in its coverage, scholarship, and sympathies. It is concerned with a synthesis of research and theory for scholars and researchers and also for practiti…
Literacy
For almost every statement on literacy, one can find another that directly opposes it, from the status of literacy—what it is today and whether it is getting better or worse, to how and why we got there. The universally accepted idea that it is good to be literate is even being questioned, and by some very sophisticated people. One argument is that TV, computers, and other interactive media may be viable substitutes for those who find it difficul…
Reading development in adults
Literacy in the United States
The Reading Crisis
American Reading Achievement
Preview this article: American Reading Achievement: Should We Worry?, Page 1 of 1 /docserver/preview/fulltext/rte/30/3/researchintheteachingofenglish15312-1.gif
Acceptance of Samuel T. Orton award November 8, 1996, Boston, MA
Are reading methods changing again
Some Thoughts on Reading Research
In this commentary, the author describes the lasting implications and effects of the First‐Grade Studies on the literacy field
Psychology (12 works) · Pedagogy (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Political science (6 works) · Reading and Literacy Development (5 works) · Computer Science (4 works) · Reading (process (4 works) · Cognition (3 works) · Law (3 works)