Peter Mosenthal
Biographic Data
| ID | 2570912 |
|---|---|
| NAME | Peter Mosenthal |
| GIVEN NAMES | Peter |
| FAMILY NAME | Mosenthal |
| SIGNATURE | MOSENTHAL P |
| AFFILIATIONS | Syracuse University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 2 |
Profiling Changing States of Conceptual Knowledge
The Effect of Classroom Ideology on Children's Production of Narrative Text
This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlook…
The Effect of Classroom Ideology on Children’s Production of Narrative Text
This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlook…
Defining reading program effectiveness
How Fourth Graders Develop Points of View in Classroom Writing
The purpose of this paper was to demonstrate that the manner in which children develop points of view in classroom writing is a function of how children verbally interact with their teachers. Eighty-two fourth graders were classified as using one of three verbal interaction patterns, or registers (Halliday, 1918). When given the instructions to write a story about a picture, children who employed an imitative response register used more descripti…
Quality of Children's Recall under Two Classroom Testing Tasks
Peter Mosenthal, Tong Jin Na, Quality of Children's Recall under Two Classroom Testing Tasks: Towards a Socio-Psycholinguistic Model of Reading Comprehension, Reading Research Quarterly, Vol. 15, No. 4 (1980), pp. 504-528
Psycholinguistic Properties of Aural and Visual Comprehension as Determined by Children's Abilities to Comprehend Syllogisms
ATTEMPTS TO VALIDATE the psycholinguistic assumption that reading competence utilizes the same linguistic competence that processing language aurally employs. Competence is defined in terms of the principles of Clark's linguistic theory of comprehension. Operationally competence is manifested by second and sixth grade children's ability to solve 2and 3-term syllogisms. The findings suggest that although silent reading and aural processing employ …
Bridge Principles in an Abridged Reply to Goodman
RESPONDS TO GOODMAN'S REACTION to Mosenthal's article, Psycholinguistic properties of aural and visual comprehension as determined by children's abilities to comprehend syllogisms (RRQ, Vol. XII, No. 1, pp. 55-92). Argues that original Mosenthal article questioned how Goodman arrives at his data. This concern is discussed as as opposed to principles. Contends that Goodman's bridge principles are based on Chomsky's Aspects (1965) and that Chomsky'…
Quality of Children's Recall under Two Classroom Testing Tasks
Peter Mosenthal, Tong Jin Na, Quality of Children's Recall under Two Classroom Testing Tasks: Towards a Socio-Psycholinguistic Model of Reading Comprehension, Reading Research Quarterly, Vol. 15, No. 4 (1980), pp. 504-528
Bridge Principles in an Abridged Reply to Goodman
RESPONDS TO GOODMAN'S REACTION to Mosenthal's article, Psycholinguistic properties of aural and visual comprehension as determined by children's abilities to comprehend syllogisms (RRQ, Vol. XII, No. 1, pp. 55-92). Argues that original Mosenthal article questioned how Goodman arrives at his data. This concern is discussed as as opposed to principles. Contends that Goodman's bridge principles are based on Chomsky's Aspects (1965) and that Chomsky'…
Defining reading program effectiveness
The Effect of Classroom Ideology on Children’s Production of Narrative Text
This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlook…
Psycholinguistic Properties of Aural and Visual Comprehension as Determined by Children's Abilities to Comprehend Syllogisms
ATTEMPTS TO VALIDATE the psycholinguistic assumption that reading competence utilizes the same linguistic competence that processing language aurally employs. Competence is defined in terms of the principles of Clark's linguistic theory of comprehension. Operationally competence is manifested by second and sixth grade children's ability to solve 2and 3-term syllogisms. The findings suggest that although silent reading and aural processing employ …
Bridge Principles in an Abridged Reply to Goodman
RESPONDS TO GOODMAN'S REACTION to Mosenthal's article, Psycholinguistic properties of aural and visual comprehension as determined by children's abilities to comprehend syllogisms (RRQ, Vol. XII, No. 1, pp. 55-92). Argues that original Mosenthal article questioned how Goodman arrives at his data. This concern is discussed as as opposed to principles. Contends that Goodman's bridge principles are based on Chomsky's Aspects (1965) and that Chomsky'…
Quality of Children's Recall under Two Classroom Testing Tasks
Peter Mosenthal, Tong Jin Na, Quality of Children's Recall under Two Classroom Testing Tasks: Towards a Socio-Psycholinguistic Model of Reading Comprehension, Reading Research Quarterly, Vol. 15, No. 4 (1980), pp. 504-528
How Fourth Graders Develop Points of View in Classroom Writing
The purpose of this paper was to demonstrate that the manner in which children develop points of view in classroom writing is a function of how children verbally interact with their teachers. Eighty-two fourth graders were classified as using one of three verbal interaction patterns, or registers (Halliday, 1918). When given the instructions to write a story about a picture, children who employed an imitative response register used more descripti…
The Effect of Classroom Ideology on Children's Production of Narrative Text
This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlook…
The Effect of Classroom Ideology on Children’s Production of Narrative Text
This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlook…
Defining reading program effectiveness
Profiling Changing States of Conceptual Knowledge
Psychology (8 works) · Linguistics (6 works) · Mathematics education (5 works) · Reading and Literacy Development (5 works) · Computer Science (3 works) · Ideology (3 works) · Narrative (3 works) · Philosophy (3 works) · Cognitive psychology (2 works) · Comprehension (2 works)