Peter Freebody
Biographic Data
| ID | 747013 |
|---|---|
| NAME | Peter Freebody |
| GIVEN NAMES | Peter |
| FAMILY NAME | Freebody |
| SIGNATURE | FREEBODY P |
| AFFILIATIONS | University of New England |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 5 |
The Routledge Companion to English Studies
Although many different varieties of English have been spoken for several centuries, it is only surprisingly recently that the field of study that has become to be known as World Englishes has been established. A key figure in the field is Braj Kachru. His debate with the British linguist Randolph Quirk drew the boundaries between two distinct positions. Quirk’s (1985) position was that a single standardized form of English, based on British Engl…
Geoffrey Sherington and the history of Australian education: ‘Ideas of Use to a Needy World’
This paper provides an overview of the contribution of Professor Geoffrey Sherington to the study of the history of Australian education and immigration. His academic and leadership roles are summarised and the main themes of his work are briefly discussed. These themes comprise: Australia as an immigrant nation, British colonial values and meritocracy, public, private, and corporate schooling, and the interconnectedness of educational institutio…
Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research
Training for Learner-Centred Pedagogy and Curriculum Design Agendas in Staff Development for Problem-Based Learning (PBL)
Cultural science and qualitative educational research: Work ‘in the first place’ on the morality of classroom life
The state of qualitative research in education is addressed in this paper in terms of three categories of scientific inquiry (following Heap, 1992 Heap, J. L. 1992. “Ethnomethodology and the possibility of a metaperspective on literacy research”. In Multidisciplinary perspectives on literacy research, Edited by: Beach, R., Green, J.L., Kamil, M.L. and Shanahan, T. Urbana, IL: NCTE. [Google Scholar]) and the varying place and function of qualitati…
Knowledge, Culture And Power: International Perspectives on Literacy As Policy and Practice
The relationship of reading ICT to opportunity structure: An object of study
[B]y the 1990s...[globalization] had already transformed not only certain economic and technical activities, and the operations of science, but important aspects of private life, mainly by the unimaginable acceleration of communication and transport. Perhaps the most striking characteristic of the end of the twentieth century is the tension between this accelerating process of globalization and the inability of both public institutions and the co…
The interactive assembly of social identity: The case of latitude in classroom talk
In this paper the relationship of identity to a form of institutional interaction is considered, i.e. classroom talk. To illustrate this relationship and its variations, applied ethnomethodology was used to explore the issue of the behavioural and interactional latitudes that the participants afford one another. To do this, features of the assembly and coordination of identities for and in two classroom lessons were compared. The results illustra…
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Social Class and Reading
Reading Positions and Practices in the Classroom
This article examines the classroom construction of “readings” in school literacy and literature programs. Reviewing contemporary theories and definitions of literacy, it argues for the cultural and historical specificity of reading and writing as families of social practices. School texts and classroom events construct selective traditions of particular versions and displays of reading. An agenda for the reconstruction of school reading as disco…
Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
Constituting the Child’ in Beginning School Reading Books
Children's first school books are a distinctive form of adult‐produced discourse, ostensibly about children and their everyday world. An analysis of the texts of a large corpus of these books shows how particular images of the child, as character in the books and as reader of the books, are constructed. The methods include vocabulary counts, a study of membership categorisation practices in the texts and a description of the relation between narr…
The use of expressive words in children's first school books
Strategies for distributing time when studying text: An exploratory cluster‐analysis approach
The present study utilized a two‐stage, cluster‐analysis methodology to explore empirically the structuring of text by readers as reflected in their reading times and the strategies employed by readers in allocating their reading time. Students at grades 4, 7, and 10 read a text which was presented, one clausal segment at a time, on the screen of a computer which recorded per‐segment viewing times. The students then completed several comprehensio…
Serial position and rated importance in the recall of text
The relationship between a proposition's serial position, its rated importance, and the probability of its appearance in free recall protocols was examined. A total of eight passages were each read and recalled by about 60 sixth‐grade students. It was found that both rated importance and position predict recall. In addition, the quadratic of serial position was a significant predictor, indicating a “recency” effect
Teachers' Predictions of Children's Early Reading Achievement: An Application of Social Judgment Theory
We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually…
Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory
We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually…
Representations of questioning and answering in children's first school books
Children's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of…
Achievement Outcomes of Two Reading Programmes: An Instance of Aptitude‐treatment Interaction
S ummary . The reading achievement test performance of sixth‐grade pupils in contrasting reading programmes was examined. One programme (Matteson) is an explicitly sequenced, behaviourally oriented skills programme. The other (Scott Foresman) places more emphasis on rich language experience, and less on specific skill development. An aptitude‐treatment interaction was found. Higher ability pupils in the Scott Foresman programme out‐performed thos…
Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension
Peter Freebody, Richard C. Anderson, Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension, Reading Research Quarterly, Vol. 18, No. 3 (Spring, 1983), pp. 277-294
Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension
Peter Freebody, Richard C. Anderson, Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension, Reading Research Quarterly, Vol. 18, No. 3 (Spring, 1983), pp. 277-294
Reading Positions and Practices in the Classroom
This article examines the classroom construction of “readings” in school literacy and literature programs. Reviewing contemporary theories and definitions of literacy, it argues for the cultural and historical specificity of reading and writing as families of social practices. School texts and classroom events construct selective traditions of particular versions and displays of reading. An agenda for the reconstruction of school reading as disco…
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Constituting the Child’ in Beginning School Reading Books
Children's first school books are a distinctive form of adult‐produced discourse, ostensibly about children and their everyday world. An analysis of the texts of a large corpus of these books shows how particular images of the child, as character in the books and as reader of the books, are constructed. The methods include vocabulary counts, a study of membership categorisation practices in the texts and a description of the relation between narr…
Representations of questioning and answering in children's first school books
Children's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of…
Cultural science and qualitative educational research: Work ‘in the first place’ on the morality of classroom life
The state of qualitative research in education is addressed in this paper in terms of three categories of scientific inquiry (following Heap, 1992 Heap, J. L. 1992. “Ethnomethodology and the possibility of a metaperspective on literacy research”. In Multidisciplinary perspectives on literacy research, Edited by: Beach, R., Green, J.L., Kamil, M.L. and Shanahan, T. Urbana, IL: NCTE. [Google Scholar]) and the varying place and function of qualitati…
Serial position and rated importance in the recall of text
The relationship between a proposition's serial position, its rated importance, and the probability of its appearance in free recall protocols was examined. A total of eight passages were each read and recalled by about 60 sixth‐grade students. It was found that both rated importance and position predict recall. In addition, the quadratic of serial position was a significant predictor, indicating a “recency” effect
Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
The use of expressive words in children's first school books
Strategies for distributing time when studying text: An exploratory cluster‐analysis approach
The present study utilized a two‐stage, cluster‐analysis methodology to explore empirically the structuring of text by readers as reflected in their reading times and the strategies employed by readers in allocating their reading time. Students at grades 4, 7, and 10 read a text which was presented, one clausal segment at a time, on the screen of a computer which recorded per‐segment viewing times. The students then completed several comprehensio…
Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory
We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually…
Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension
Peter Freebody, Richard C. Anderson, Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension, Reading Research Quarterly, Vol. 18, No. 3 (Spring, 1983), pp. 277-294
Achievement Outcomes of Two Reading Programmes: An Instance of Aptitude‐treatment Interaction
S ummary . The reading achievement test performance of sixth‐grade pupils in contrasting reading programmes was examined. One programme (Matteson) is an explicitly sequenced, behaviourally oriented skills programme. The other (Scott Foresman) places more emphasis on rich language experience, and less on specific skill development. An aptitude‐treatment interaction was found. Higher ability pupils in the Scott Foresman programme out‐performed thos…
Strategies for distributing time when studying text: An exploratory cluster‐analysis approach
The present study utilized a two‐stage, cluster‐analysis methodology to explore empirically the structuring of text by readers as reflected in their reading times and the strategies employed by readers in allocating their reading time. Students at grades 4, 7, and 10 read a text which was presented, one clausal segment at a time, on the screen of a computer which recorded per‐segment viewing times. The students then completed several comprehensio…
Serial position and rated importance in the recall of text
The relationship between a proposition's serial position, its rated importance, and the probability of its appearance in free recall protocols was examined. A total of eight passages were each read and recalled by about 60 sixth‐grade students. It was found that both rated importance and position predict recall. In addition, the quadratic of serial position was a significant predictor, indicating a “recency” effect
Teachers' Predictions of Children's Early Reading Achievement: An Application of Social Judgment Theory
We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually…
Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory
We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually…
Representations of questioning and answering in children's first school books
Children's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of…
Constituting the Child’ in Beginning School Reading Books
Children's first school books are a distinctive form of adult‐produced discourse, ostensibly about children and their everyday world. An analysis of the texts of a large corpus of these books shows how particular images of the child, as character in the books and as reader of the books, are constructed. The methods include vocabulary counts, a study of membership categorisation practices in the texts and a description of the relation between narr…
The use of expressive words in children's first school books
Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
Reading Positions and Practices in the Classroom
This article examines the classroom construction of “readings” in school literacy and literature programs. Reviewing contemporary theories and definitions of literacy, it argues for the cultural and historical specificity of reading and writing as families of social practices. School texts and classroom events construct selective traditions of particular versions and displays of reading. An agenda for the reconstruction of school reading as disco…
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Social Class and Reading
The interactive assembly of social identity: The case of latitude in classroom talk
In this paper the relationship of identity to a form of institutional interaction is considered, i.e. classroom talk. To illustrate this relationship and its variations, applied ethnomethodology was used to explore the issue of the behavioural and interactional latitudes that the participants afford one another. To do this, features of the assembly and coordination of identities for and in two classroom lessons were compared. The results illustra…
Knowledge, Culture And Power: International Perspectives on Literacy As Policy and Practice
The relationship of reading ICT to opportunity structure: An object of study
[B]y the 1990s...[globalization] had already transformed not only certain economic and technical activities, and the operations of science, but important aspects of private life, mainly by the unimaginable acceleration of communication and transport. Perhaps the most striking characteristic of the end of the twentieth century is the tension between this accelerating process of globalization and the inability of both public institutions and the co…
Cultural science and qualitative educational research: Work ‘in the first place’ on the morality of classroom life
The state of qualitative research in education is addressed in this paper in terms of three categories of scientific inquiry (following Heap, 1992 Heap, J. L. 1992. “Ethnomethodology and the possibility of a metaperspective on literacy research”. In Multidisciplinary perspectives on literacy research, Edited by: Beach, R., Green, J.L., Kamil, M.L. and Shanahan, T. Urbana, IL: NCTE. [Google Scholar]) and the varying place and function of qualitati…
Training for Learner-Centred Pedagogy and Curriculum Design Agendas in Staff Development for Problem-Based Learning (PBL)
Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research
The Routledge Companion to English Studies
Although many different varieties of English have been spoken for several centuries, it is only surprisingly recently that the field of study that has become to be known as World Englishes has been established. A key figure in the field is Braj Kachru. His debate with the British linguist Randolph Quirk drew the boundaries between two distinct positions. Quirk’s (1985) position was that a single standardized form of English, based on British Engl…
Geoffrey Sherington and the history of Australian education: ‘Ideas of Use to a Needy World’
This paper provides an overview of the contribution of Professor Geoffrey Sherington to the study of the history of Australian education and immigration. His academic and leadership roles are summarised and the main themes of his work are briefly discussed. These themes comprise: Australia as an immigrant nation, British colonial values and meritocracy, public, private, and corporate schooling, and the interconnectedness of educational institutio…
Linguistics (15 works) · Psychology (15 works) · Computer Science (11 works) · Sociology (10 works) · Mathematics education (8 works) · Reading and Literacy Development (8 works) · Comprehension (6 works) · Pedagogy (6 works) · Reading comprehension (6 works) · Social Psychology (6 works)