Thomas H Anderson
Biographic Data
| ID | 5602834 |
|---|---|
| NAME | Thomas H Anderson |
| GIVEN NAMES | Thomas H |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON T H |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 2 |
The Mojave-Sonora Megashear Hypothesis
Commentary
Thomas H. Anderson, Charles K. West, Commentary: An Analysis of a Qualitative Investigation: A Matter of Whether to Believe, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 562-569
On Whether to Believe
n September, 1993, we submitted a commentary to Reading Research Quarterly for review and possible publication. In that commentary we analyzed the Myers (1992) investigation according to the standards that Howe and Eisenhart (1990) discuss, and one criterion which we proposed. That 34-page manuscript received the attention of three reviewers, and a second submission was invited. Feedback from the second sub
Improving Content-Area Reading Using Instructional Graphics
The purpose of this study was to investigate the effectiveness of using a particular type of instructional graphic, a "frame," on fourth and fifth graders' ability to learn from reading their social studies textbooks.Six fourth-and six fifth-grade teachers taught social studies using either frames or the instruction suggested in the teacher's edition of the regular classroom social studies textbook.The treatment was repeated in four rounds (repli…
Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text
Bonnie B. Armbruster, Thomas H. Anderson, Joyce Ostertag, Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?, Reading Research Quarterly, Vol. 22, No. 3 (Summer, 1987), pp. 331-346
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
The Development and Evaluation of a Self-Questioning Study Technique
The main purpose of these two studies was to determine whether or not generating good comprehension questions while studying prose material was an effective study technique.In the first study there were two treatment groups to which the high school seniors participating in the study were randomly assigned: a questioning-with-training or a read-reread control group.In the second study high school juniors and seniors were randomly assigned to one o…
Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text
Bonnie B. Armbruster, Thomas H. Anderson, Joyce Ostertag, Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?, Reading Research Quarterly, Vol. 22, No. 3 (Summer, 1987), pp. 331-346
Improving Content-Area Reading Using Instructional Graphics
The purpose of this study was to investigate the effectiveness of using a particular type of instructional graphic, a "frame," on fourth and fifth graders' ability to learn from reading their social studies textbooks.Six fourth-and six fifth-grade teachers taught social studies using either frames or the instruction suggested in the teacher's edition of the regular classroom social studies textbook.The treatment was repeated in four rounds (repli…
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
Commentary
Thomas H. Anderson, Charles K. West, Commentary: An Analysis of a Qualitative Investigation: A Matter of Whether to Believe, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 562-569
The Development and Evaluation of a Self-Questioning Study Technique
The main purpose of these two studies was to determine whether or not generating good comprehension questions while studying prose material was an effective study technique.In the first study there were two treatment groups to which the high school seniors participating in the study were randomly assigned: a questioning-with-training or a read-reread control group.In the second study high school juniors and seniors were randomly assigned to one o…
The Development and Evaluation of a Self-Questioning Study Technique
The main purpose of these two studies was to determine whether or not generating good comprehension questions while studying prose material was an effective study technique.In the first study there were two treatment groups to which the high school seniors participating in the study were randomly assigned: a questioning-with-training or a read-reread control group.In the second study high school juniors and seniors were randomly assigned to one o…
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text
Bonnie B. Armbruster, Thomas H. Anderson, Joyce Ostertag, Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?, Reading Research Quarterly, Vol. 22, No. 3 (Summer, 1987), pp. 331-346
Improving Content-Area Reading Using Instructional Graphics
The purpose of this study was to investigate the effectiveness of using a particular type of instructional graphic, a "frame," on fourth and fifth graders' ability to learn from reading their social studies textbooks.Six fourth-and six fifth-grade teachers taught social studies using either frames or the instruction suggested in the teacher's edition of the regular classroom social studies textbook.The treatment was repeated in four rounds (repli…
Commentary
Thomas H. Anderson, Charles K. West, Commentary: An Analysis of a Qualitative Investigation: A Matter of Whether to Believe, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 562-569
On Whether to Believe
n September, 1993, we submitted a commentary to Reading Research Quarterly for review and possible publication. In that commentary we analyzed the Myers (1992) investigation according to the standards that Howe and Eisenhart (1990) discuss, and one criterion which we proposed. That 34-page manuscript received the attention of three reviewers, and a second submission was invited. Feedback from the second sub
The Mojave-Sonora Megashear Hypothesis
Psychology (6 works) · Mathematics education (5 works) · Linguistics (4 works) · Philosophy (4 works) · Computer Science (3 works) · Artificial Intelligence (2 works) · Natural language processing (2 works) · Phonics (2 works) · Primary education (2 works) · Reading (process) (2 works)