Susanna W Pflaum
Biographic Data
| ID | 5181783 |
|---|---|
| NAME | Susanna W Pflaum |
| GIVEN NAMES | Susanna W |
| FAMILY NAME | Pflaum |
| SIGNATURE | PFLAUM S W |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 2 |
Student Perceptions of Reading Engagement
This article presents the results of qualitative research into how middle school students experience school reading. Students from grades 4 through 8 from four different schools were asked individually to draw and then to talk about specific times of their choice when they were and were not engaged in learning. The combined method of drawing and talk encouraged deep reflection on the part of the students. The results indicated why students genera…
Teacher assignment, hiring, and preparation
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction
Forty-seven learning disabled and low readers in 12 reading groups were assigned to reading instruction programs on context cue use differing only in extent of student control over determination of errors. Analyses conducted with individuals and reading groups as the units of analysis indicated significant interactions between pretreatment locus of attribution for effort and treatment. Both individual students and reading groups initially high in…
The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension
Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words. Results indicated significant main effects favoring the semantic mapping treatment on average we…
[Letter from Susanna W. Pflaum and Ernest T. Pascarella]
Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children
THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled, participated in the study and were randomly assigned to one of three experimental groups or to the control group. Scores obtained from an informal reading inventory…
Reading Instruction
Concerned with the need for documenting the effects of instructional method on reading achievement, Huey, after the turn of the century (1908), wrote have thus far been content with trial and error, too often allowing the publishers to be our jury, and a real rationalization of the process of inducting the children into the practice of reading has not been made. . . . We have come to the place where we need to pass in review all the methods that …
Reading Instruction
Concerned with the need for documenting the effects of instructional method on reading achievement, Huey, after the turn of the century (1908), wrote have thus far been content with trial and error, too often allowing the publishers to be our jury, and a real rationalization of the process of inducting the children into the practice of reading has not been made. . . . We have come to the place where we need to pass in review all the methods that …
The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension
Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words. Results indicated significant main effects favoring the semantic mapping treatment on average we…
Teacher assignment, hiring, and preparation
Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children
THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled, participated in the study and were randomly assigned to one of three experimental groups or to the control group. Scores obtained from an informal reading inventory…
Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children
THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled, participated in the study and were randomly assigned to one of three experimental groups or to the control group. Scores obtained from an informal reading inventory…
Reading Instruction
Concerned with the need for documenting the effects of instructional method on reading achievement, Huey, after the turn of the century (1908), wrote have thus far been content with trial and error, too often allowing the publishers to be our jury, and a real rationalization of the process of inducting the children into the practice of reading has not been made. . . . We have come to the place where we need to pass in review all the methods that …
[Letter from Susanna W. Pflaum and Ernest T. Pascarella]
The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension
Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words. Results indicated significant main effects favoring the semantic mapping treatment on average we…
Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction
Forty-seven learning disabled and low readers in 12 reading groups were assigned to reading instruction programs on context cue use differing only in extent of student control over determination of errors. Analyses conducted with individuals and reading groups as the units of analysis indicated significant interactions between pretreatment locus of attribution for effort and treatment. Both individual students and reading groups initially high in…
Meta-Analysis in Education
rors of interpretation in Slavin's article. Each section was developed by one or more of the authors of the synthesis criticized in Slavin's article. Slavin invokes two old objections to how meta-analysis is used: You can't combine apples and oranges, and You shouldn't perpetuate the results of sloppy research. These have been debated at length in various books and journals, and it is not our intent to rehash this debate. We merely note that the …
Meta-Analysis in Education
Teacher assignment, hiring, and preparation
Student Perceptions of Reading Engagement
This article presents the results of qualitative research into how middle school students experience school reading. Students from grades 4 through 8 from four different schools were asked individually to draw and then to talk about specific times of their choice when they were and were not engaged in learning. The combined method of drawing and talk encouraged deep reflection on the part of the students. The results indicated why students genera…
Psychology (8 works) · Mathematics education (7 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Computer Science (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Reading (process (3 works) · Behavioral and Psychological Studies (2 works) · Comprehension (2 works) · Context (archaeology (2 works)