DIANE BARONE
Biographic Data
| ID | 5971319 |
|---|---|
| NAME | DIANE BARONE |
| GIVEN NAMES | DIANE |
| FAMILY NAME | BARONE |
| SIGNATURE | BARONE D |
| AFFILIATIONS | University of Nevada, Reno |
| ORCID | 0000-0001-6417-9415 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Resisting and Negotiating Literacy Tasks
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Exploring Lenses Used in Case Study Research in Literacy Over Time
This study is a case study analysis where book length case studies were aggregated for review. The review focused on the lenses that researchers used to analyze their data. The results indicated most case studies used a neutral lens where careful description of a literacy event was the goal. A few researchers moved to a critical lens of positioning theory to describe their results. Historical shifts and issues were shared that included a focus on…
Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning ( PL ) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL , the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL o…
Multiple perspectives on preparing teachers to teach reading
Book reviewed in this article: Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World . Catherine Snow, Peg Griffin, & M. Susan Burns. (Eds.). 2005
Revisiting the First‐Grade Studies
The authors, editors of RRQ at the time of this publication, explaining why they have reprinted “The First‐Grade Studies” in this issue (see http:dx.doi.org10.1598RRQ.32.4.4 ) and their views of the lasting importance of Bond and Dykstra's research to the field
What kind of manuscript draws a favorable review
Communicating With Readers and Reviewers
Expectations and directions for Reading Research Quarterly
Be Very Careful Not to Let the Facts Get Mixed Up with the Truth
This article focuses on the misperceptions of children who have been prenatally exposed to crack/cocaine. The article begins with a brief overview of the research surrounding cocaine use and its effect on newborns exposed in utero. Following this discussion, the most popular misperceptions (which include not only the effects of crack/cocaine exposure, but the background of those children who are exposed) are discussed with supporting research, as…
The Importance of Classroom Context
This article describes the patterns of literacy development in children froms table home environments who were prenatally exposed to crack or cocaine. The article includes a brief overview of observations from the first year of study followed by a focus on patterns of development observed during Year Two. During the second year, the children continued to develop in what is considered to be an age appropriate manner, with onlys even children recei…
Wednesday’s Child
This paper focuses on the literacy development of 26 children who were prenatally exposed to crack or cocaine. It reports observations of them during the first year of a six year longitudinal study of their literacy development. Among the specific literacy behaviors targeted for the monthly observations of the children were storybook reading behaviors, writing development, book handling skills, and orthographic knowledge. At the end of the first …
Revisiting the First‐Grade Studies
The authors, editors of RRQ at the time of this publication, explaining why they have reprinted “The First‐Grade Studies” in this issue (see http:dx.doi.org10.1598RRQ.32.4.4 ) and their views of the lasting importance of Bond and Dykstra's research to the field
Expectations and directions for Reading Research Quarterly
Wednesday’s Child
This paper focuses on the literacy development of 26 children who were prenatally exposed to crack or cocaine. It reports observations of them during the first year of a six year longitudinal study of their literacy development. Among the specific literacy behaviors targeted for the monthly observations of the children were storybook reading behaviors, writing development, book handling skills, and orthographic knowledge. At the end of the first …
The Importance of Classroom Context
This article describes the patterns of literacy development in children froms table home environments who were prenatally exposed to crack or cocaine. The article includes a brief overview of observations from the first year of study followed by a focus on patterns of development observed during Year Two. During the second year, the children continued to develop in what is considered to be an age appropriate manner, with onlys even children recei…
Be Very Careful Not to Let the Facts Get Mixed Up with the Truth
This article focuses on the misperceptions of children who have been prenatally exposed to crack/cocaine. The article begins with a brief overview of the research surrounding cocaine use and its effect on newborns exposed in utero. Following this discussion, the most popular misperceptions (which include not only the effects of crack/cocaine exposure, but the background of those children who are exposed) are discussed with supporting research, as…
What kind of manuscript draws a favorable review
Communicating With Readers and Reviewers
Expectations and directions for Reading Research Quarterly
Revisiting the First‐Grade Studies
The authors, editors of RRQ at the time of this publication, explaining why they have reprinted “The First‐Grade Studies” in this issue (see http:dx.doi.org10.1598RRQ.32.4.4 ) and their views of the lasting importance of Bond and Dykstra's research to the field
Multiple perspectives on preparing teachers to teach reading
Book reviewed in this article: Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World . Catherine Snow, Peg Griffin, & M. Susan Burns. (Eds.). 2005
Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning ( PL ) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL , the authors looked more closely at three teachers and found that their ideas about academic language instruction and their related pedagogy progressed in ways that were consistent with the stated PL o…
Resisting and Negotiating Literacy Tasks
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Exploring Lenses Used in Case Study Research in Literacy Over Time
This study is a case study analysis where book length case studies were aggregated for review. The review focused on the lenses that researchers used to analyze their data. The results indicated most case studies used a neutral lens where careful description of a literacy event was the goal. A few researchers moved to a critical lens of positioning theory to describe their results. Historical shifts and issues were shared that included a focus on…
Psychology (8 works) · Pedagogy (7 works) · Literacy (6 works) · Linguistics (5 works) · Reading (process) (4 works) · Citation (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Educator Training and Historical Pedagogy (3 works) · Library science (3 works)