Douglas K Hartman

Biographic Data

ID	5971232
NAME	Douglas K Hartman
GIVEN NAMES	Douglas K
FAMILY NAME	Hartman
SIGNATURE	HARTMAN D K
AFFILIATIONS	University of Pittsburgh
ORCID	0000-0001-9342-3368
VERIFIED	Yes
TOTAL WORKS	7
TOTAL CITATIONS	23
WORKS AS AUTHOR	7
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	1991
LATEST PUBLICATION YEAR	2025
H-INDEX	2

Digital Technology in Preschool Classrooms
Dondu Neslihan Bay, Douglas K HartmanARTICLEEarly Education and Development2025
Research Findings: Although the use of digital technology (DT) in preschool education settings continues to increase, little is known about how teachers use DT. Data on DT use were collected through interviews, observations and documents. The study revealed that in the preschools examined, DT was addressed in a multifaceted way in the preschool classroom environment. Six themes were identified: its use, planning, developmental adaptation, use in …
Historical Development of Literacy Research
Open AccessNicole M Martin, Maria Selena Protacio et al.CHAPTEREncyclopedia of Applied Linguistics2012
The history of literacy research is like a series of slow, undulating waves. Just as a wave reaches its crest, it wanes and another overtakes it. The ebb and flow of literacy scholarship follows a similar pattern. In this entry we focus on the topical shifts in literacy research during the last 140 years by using the language arts as our analytic frame (i.e., reading, writing, speaking, listening, viewing, and visually representing; National Coun…
What Will Be the Influences of Media on Literacy in the Next Millennium
Open AccessSusan B Neuman, P Smagorinsky et al.ARTICLEReading Research Quarterly2000References: 1
In this “RRQ Snippet,” several literacy researchers discusses their ideas about how media, popular culture, and digital and new literacies will affect literacy teaching and learning in the near future
Values of Literacy History
Open AccessDavid W Moore, E Jennifer Monaghan et al.ARTICLEReading Research Quarterly1997Cited by: 7References: 20
The authors assert that history is a marginalized research genre among literacy professionals, consigned to the fringes of inquiry. They share a conversation about why this is so, and why it should not be
Eight Readers Reading
Douglas K HartmanARTICLEReading Research Quarterly1995Cited by: 15
Cette etude rend compte des liaisons intertextuelles faites par huit lecteurs lors de la lecture de cinq passages. Lors de sessions d'une duree de trois heures, chaque lecteur a rapporte a haute voix ce a quoi il avait pense lors de lectures silencieuses, puis a repondu a des questions incitatives et non diriges. Deux types generaux de liaisons intertextuelles apparaissent : des liaisons entre les idees, les evenements et les gens ; des connexion…
Eight Readers Reading
Douglas K HartmanARTICLEReading Research Quarterly1992
Four Measures of Topical Knowledge
Sheila W Valencia, Anne C Stallman et al.ARTICLEReading Research Quarterly1991Cited by: 1
Sheila W. Valencia, Anne C. Stallman, Michelle Commeyras, P. David Pearson, Douglas K. Hartman, Four Measures of Topical Knowledge: A Study of Construct Validity, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 204-233

Four Measures of Topical Knowledge
Sheila W Valencia, Anne C Stallman et al.ARTICLEReading Research Quarterly1991Cited by: 1
Sheila W. Valencia, Anne C. Stallman, Michelle Commeyras, P. David Pearson, Douglas K. Hartman, Four Measures of Topical Knowledge: A Study of Construct Validity, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 204-233
Eight Readers Reading
Douglas K HartmanARTICLEReading Research Quarterly1992
Eight Readers Reading
Douglas K HartmanARTICLEReading Research Quarterly1995Cited by: 15
Cette etude rend compte des liaisons intertextuelles faites par huit lecteurs lors de la lecture de cinq passages. Lors de sessions d'une duree de trois heures, chaque lecteur a rapporte a haute voix ce a quoi il avait pense lors de lectures silencieuses, puis a repondu a des questions incitatives et non diriges. Deux types generaux de liaisons intertextuelles apparaissent : des liaisons entre les idees, les evenements et les gens ; des connexion…
Values of Literacy History
Open AccessDavid W Moore, E Jennifer Monaghan et al.ARTICLEReading Research Quarterly1997Cited by: 7References: 20
The authors assert that history is a marginalized research genre among literacy professionals, consigned to the fringes of inquiry. They share a conversation about why this is so, and why it should not be
What Will Be the Influences of Media on Literacy in the Next Millennium
Open AccessSusan B Neuman, P Smagorinsky et al.ARTICLEReading Research Quarterly2000References: 1
In this “RRQ Snippet,” several literacy researchers discusses their ideas about how media, popular culture, and digital and new literacies will affect literacy teaching and learning in the near future
Historical Development of Literacy Research
Open AccessNicole M Martin, Maria Selena Protacio et al.CHAPTEREncyclopedia of Applied Linguistics2012
The history of literacy research is like a series of slow, undulating waves. Just as a wave reaches its crest, it wanes and another overtakes it. The ebb and flow of literacy scholarship follows a similar pattern. In this entry we focus on the topical shifts in literacy research during the last 140 years by using the language arts as our analytic frame (i.e., reading, writing, speaking, listening, viewing, and visually representing; National Coun…
Digital Technology in Preschool Classrooms
Dondu Neslihan Bay, Douglas K HartmanARTICLEEarly Education and Development2025
Research Findings: Although the use of digital technology (DT) in preschool education settings continues to increase, little is known about how teachers use DT. Data on DT use were collected through interviews, observations and documents. The study revealed that in the preschools examined, DT was addressed in a multifaceted way in the preschool classroom environment. Six themes were identified: its use, planning, developmental adaptation, use in …