DOCUMENT RESUME ED 313 564 CS 009 857 AUTHOR McCormick, Sandra. Ed.; Zutell, Jerry, Ed. TITLE Cognitive and Social Perspectives for Literacy Research and Inrtruction. Thirty - Fights Yearbook of the National Reading Conference. INSTITUTION National Reading Conference, Inc. PUB DATL 89 NOTE 546p.; Proceedings of the Annual Meeting of the National Reading Conference (38th, Tucson, AZ, November 29-December 3, 1r2od). AVAILABLE FROM National Reading Conference, Inc., 11 E. Hubbard St., Suite 200, Chicago, IL 60611 ($45.00). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF02 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Content Area Reading; Elementary Secondary Edlcation; *Literacy; Reading Achievement; *Reading Comprehension; *Reading Research; *Reading Writing Relationship; Teaching Methods; .,'ocabulary IDENTIFIERS *Emergent Literacy; Text Factors ABSTRACT This yearbook contains 59 selected articles from the National Readi- -onference for 1988 which represent a diversity of topics explore .nrough a variety of research paradigms designed to increase understanding of the critical issues of language and literacy. Included in the collectioa are "Political and Economic Dimensions of Literacy: Challenges for the 1990s" (M. T. Smith-E rke); "The Social Organization of Literacy Instruction' (R. Barr); "Designing Invitations to Thinking: ome Initial Thoughts" (J. BrEnsfor0 and others); "Awareness of Text Structure: The Question of Transfer from Ll to L2 (Student Research Award)" (S. A. Hague); "Preschoolers' Use of Metacognitive Knowledge and Strategies in Self - Selected Literacy Events" (D. W. Rowe); "Preschoolers' Conceptions ,f Literacy as Reflected in Their Spontaneous Play" (S. B. Neuman and K. Roskos); "Factors Associated with Long-Term Reading Achievement of Early Readers" (J. J. Pikulski and A. W. Tobin); "A S,.,.uctural Approach to Decoding and Spelling" (M. K. Henry and others); "Defining Is an Unnatural Act: A Study of Writte.1 Definitions" (C. L. Z. Blachowicz and P. J. L. Fisher); "Task Variations and Prior Knowledge in Learning Word Meanings from Context" (S. A. Stahl); "The Vocabulary of Cultural Literacy in Newspaper of Substance" (J. Willinsky); "When Prior Knowledge Doesn't Facilitate Text Comprehension: An Examination of Some of t:Le Issues" (A. J. Pace and others); "Language as Resource for Mediating Comprehension" (E. I. Reyes and others); "A Critical Review of Reading in Mathematics Instruction: The Need for A New Synthesis" (M. Siegel and others); "Transfer Effects of Instructing Poor Readers to Recognize Expository Text Structure" (R. Weisberg and E. Balajthy); "Strategies for Reading Expository Prose" (T. A. Caron); "Prior Knowledge and Learning from Science Text: An Instructional Study" (J. A. Dole and E.L. Smith); "Considerate Text: Do We Practice What We Preach?" (J. S. Schumm and others); "The Qualitative Reading Inventory: Issues in the Development of a Reading Diagnostic Test" (L. Leslie and J. Caldwell); "What Does Maximum Oral Reading Rate Measure?" (R. P. Carver); "The Contribution of Silen,. Reading within the Social Context of Instruction" (I. Wilkinson); "The Evolution of Preservice Teachers' Knowledge Structures" (B. A. Hermann); "An Exploration of Text Reading and Reading Group Placement in Third-Grade Students" (D. E. DeFord); "Literature-Selection Strategies and Amount of Reading to Two Literacy Approaches" (K. Xervar and E. Siebert); and "NRC and the Politics of Literacy" (R. Horowitz and others). (RS)