Patricia L Anders

Interests

No activities entered.

Courses

Scholarly Contributions

Chapters

• Anders, P. L. (2014). Literacy letters and developmental readers' reading.. In Teaching developmental reading: Historical, theoretical, and practical knowledge. Boston, MA: Bedford/St Martins.

Journals/Publications

• Wilson, A. A., Chavez, K., & Anders, P. L. (2012). From the koran and family guy: Expressions of identity in english learners digital podcasts. Journal of Adolescent and Adult Literacy, 55(5), 374-384.
• Risko, V. J., Roller, C. M., Cummins, C., Bean, R. M., Block, C. C., Anders, P. L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252-288.
  More info

  Abstract: The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research. © 2008 International Reading Association.
• Anders, P. L. (1998). The literacy council: People are the key to an effective program. NASSP Bulletin, 82(600), 16-23.
• Evans, K. S., Alvermann, D., & Anders, P. L. (1998). Literature discussion groups: An examination of gender roles. Reading Research and Instruction, 37(2), 107-122.
  More info

  Abstract: In this article we highlight the experiences of three females who were members of peer-led literature discussion groups to more closely examine the notions of empowerment, student voice, and student silence. The experiences of these three girls revealed that gendered talk exists in literature discussions that often reinforces sexist stereotypes, and that a group's notion of power may influence whose voices are allowed to be heard and whose voices are silenced. The discussion groups of which the girls were a part appeared to enact different conceptions of power. One group utilized a "power as property" notion of power where power was viewed as a commodity that existed in a limited amount and could be given or taken away. Using such a conception of power, the boys in this group attempted to "take power away" from the girls in their group by silencing them. The second group displayed an understanding of power that allowed different members to exercise their personal power in whatever ways they felt comfortable. Furthermore, several members exercised their power in an effort to help a quiet member of their group exercise power. The girls' experiences suggest there may be different reasons for why students are silent and provide alternative ways to interpret students' silence. Implications for instruction and research are discussed.
• Richardson, V., & Anders, P. L. (1998). A view from across the Grand Canyon. Learning Disability Quarterly, 21(1), 85-97.
• Bos, C. S., Anders, P. L., Filip, D., & Jaffe, L. E. (1989). The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.. Journal of Learning Disabilities, 22(6), 384-390.
  More info

  PMID: 2738473;Abstract: This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.