DOCUMENT RESUME ED 119 131 CS 002 437 AUTHOR Douglass, Malcolm P., Ed. TITLE Claremont Reading Conference 37th Yearbook: Reading Between and Beyond the Lines; Proceedings of the Claremont Reading Conference (40th, Claremont, California, February 9-10, 1973). INSTITUTION Claremont Graduate School, Calif. PUB DATE 73 NOTE 225p. AVAILABLE FROM Malcolm P. Douglass, Claremont Reading Conference, Claremont Graduate School, Claremont, Calif. 91711 (Write for price) EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Conference Reports; Decoding (Reading) ;*Dyslexia; Educational Alternatives; Eyes; *Hearing Loss; Learning Disabilities; Reading Difficulty; Reading Instruction; *Reading Processes; *Reading Research; Second Language Learning; Yearbooks ABSTRACT The essays in this book reflect some of the major ideas discussed at the Claremont Reading Conference of 1973. Included are such essays as "Reading as Second Language Learning" by Susan Ervin-Tripp, "Feminine Subculture and Female Mind" by Nancy Reeves, "The Home Language of Chicanos as a Medium of Instruction" by Eduardo Hernandez-Chavez, "From Sound to Symbol: A Natural Approach to Reading" by Charles Herbert and Anthony Sancho, "The Teachet as Playwatcher" by Elizabeth Brady, "Reflections on Adult Unlearning" by Luanne King, "The Anguish and Joy of Creating Educational Alternatives" by Mary Giorgi, "Promoting Motivation through Inter-Related Cognitive and Effective Factors" by Stanley Coopersmith and Ronald Feldman, "Beyond MorPhemes and Phonemes: Getting the Meaning from English Spelling" by F. H. Brengelman, "Medical and Epidemiological Aspects of Reading Disability by H. R. Huessy, "Can Reading Problems be Predicted?, by Herold Lillywhite, and "Dyslexia and the Eye" by Eugene Helveston. 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EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- 1-4 DUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN Pr \ MING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE- 1 SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY rION ,CLAREMONT READING w CONFERENCE Sponsored by The'Claremont Graduate School THIRTY-SEVENTH YEARBOOK Edited by MALCOLM P. DOUGLASS Permanent Conference Theme: Reading is the process of making discriminative responses. Special Theme for the 40th Annual Claremont Reading Conference: Reading between and beyond the lines PERMISSION TO REPRODUCE THIS COPYRIGHTEDMATERIAL BY MICRO FICHE ONLY HAS BEEN GRANTED sy The Claremont Reading Conference ERICAND ORGANIZATIONS OPERAT INC. UNDER AGREEMENTS WITH THE NA TONAL INSTITUTE OF EDUCATION FURTHER REPRODUCTION OUTSIDE T,,E ERIC SySTE-v wrOutRES PERMIS YON Or THE COP+ oc,I4T OWNER Copyright 1973 by The Claremont Reading Conference All rights reserved. No part of this work covered by the copyright hereon maybe reproduced or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, taping, or information storage and retrieval systems without written permission of the publisher. Published by The Claremont Reading Conference Claremont Graduate School, Claremont, California 91711 ii 3 TABLE OF CONTENTS AN INTRODUCTION TO THE YEARBOOK, Malcolm P. Douglass v READING BETWEEN AND BEYOND THE LINES, Alakolm P. Douglass 1 READING AS SECOND LANGUAGE LEARNING, Susan Al. Ervin-Tripp 12 FEMININE SUBCULTURE AND FEMALE MIND, Nancy Reeves 19 THE HOME LANGUAGE OF CHICANOS AS A MEDIUM OF INSTRUCTION, Eduardo HernandezChavez 28 AN INHERITANCE OF FOLKLORE: THE BENEFICIARIES, Virginia Havi land 37 RECOGNITION OF MERIT AND ANNOUNCEMENT OP AWARD, Winifred Ragsdale 45 FROM SOUND TO SYMBOL - A NATURAL APPROACH TO READING, Charles H. Ilerbert and Anthony R. Sancho 49 IT'S A POSSIBILITY: HUMANISM IN READING, George Fargo53 THE TEACHER AS PLAYWATCHER, Elizabeth H. Brady 65 EARLY EDUCATIONAL EXPERIENCE: RESULTS AND IMPLICATIONS, Cynthia C. Siebel 73 READING THE LANGUAGE OF TEACHER AND STUDENT IN THE CLASSROOM, Patricia Mc Naughton 87 WHEN DOES READING MAKE A DIFFERENCE?, Fehl L. Shirley 93 REFLECTIONS ON ADULT UNLEARNING, Luanne P. King 103 THE ANGUISH AND THE JOY OP CREATING EDUCATIONAL ALTERNATIVES, Mary Giorgi 110 THE BURGEONING FIELD OF ARTS ADMINISTRATION: COMMUNITY CULTURAL CENTERS, Brad L. Fry 117 CRITICAL READING INSTRUCTION: RESPONSIBILITY, CHALLENGE, PRIVILEGE, George B. Schick 121 NATIONAL ASSESSMENT AND READING BETWEEN AND BEYOND THE LINES, M. D. Glock 124 PROMOTING MOTIVATION THROUGH INTER-RELATED COGNITIVE AND EFFECTIVE FACTORS, Stanley Coopersmith and Ronald Feldman 129 LEARNING STYLES: CAN WE GREASE THE COGS IN COGNITION?, Steven R. Wagner and John E. Wilde 135 BEYOND MORPHEMES AND PHONEMES: GETTING THE MEANING FROM ENGLISH SPELLING, F. H. Brengelman143 ill 4 A COMBINATION OF STRATEGIES FOR DECODING?, Kenneth J. Smith 148 THE PROCESS OF PERCEPTION IN WINE TASTING AND READING, Peter Dewitz 156 MEDICAL AND EPIDEMIOLOGICAL ASPECTS OF READING DISABILITY, H. R. Hum), 163 FACT OR FALLACY: AN OPEN LINE BETWEEN DOCTOR AND TEACHER, Clement E. Papazian 167 RESEARCH IN LEARNING DISABILITIES, Leon Oettinger, Jr. and Lawrence Majovski 172 CAN READING PROBLEMS BE PREDICTED ?, Herold Lillywhite 181 SOME RELATIONSHIPS BETWEEN HEARING LOSS AND READING PROBLEMS, Jacqueline Keaster 190 DYSLEXIA AND THE EYE, Eugene M. Helveston 200 THE CLAREMONT READING CONFERENCE: ITS MESSAGE AND EDUCATIONAL IMPLICATIONS, Peter L. Spencer 205 A BRIEF NOTE ON CONTRIBUTORS 216 iv 5 Introduction to the Yearbook In the lines of print presented to the reader in this volume, one will find one kind of evidence, or trace, of the 40th an- nual Claremont Reading Conference, which was held on the campuses of the Claremont Colleges February 9th and 10th, 1973: proceedings in essay form reflecting some of the major ideas discussed during those two days. We trust that there are other traces, of course, including some new, or at least fresh ideas in the minds of the almost 1,200 participants. The special theme of this particular conference, Reading Between and Beyond the Lines, continued the emphasis that has characterized the Claremont Reading Conference since its inception, which has been to further amplify the holistic na- ture of reading behavior while suggesting educational appli- cations for practical situations. In the holistic frame, reading becomes first and foremost a thinking process. In such a view, a significant but not exclusive form of reading is "thinking with language" in its graphic or printed word form. We are concerned with that form of reading, of course, because of its power in facilitating thinking itself and because, as a conse- quence, it plays such an imp,' tant role in life, not to mention school. But there are other symbol systems that have been evolved to "hold down" thoughts just as there are other stimuli in the environment for which readers can create mean- ing. An holistic view of reading requires one to broaden his frame of reference to include not only a concern for evoking reading abilities with regard for a wide range of "things to be read," but as well to see similarities and contrasts in the different aspects of reading behavior when itis broadly viewed. As a consequence, one may perhaps learn to dis- criminate between the important and the relatively unim- portant in reading behavior while gaining insight into proce- dures that may be applied in real life situations. The essays included here are consequently on a broader range of topics than one might expect to find in a volume re- porting the proceedings of a "conference on reading." The reader will find some treat the problem of reading narrowly, others are on topics more clearly concerned with reading in its broader context. It will be of particular interest to many of our readers to call attention to the concluding essay in this volume, "The Claremont Reading Conference: Its Message and Educational Implications," by Peter L. Spencer, Professor Emeritus at the v 6 Claremont Graduate School and founder of the Claremont Reading Conference. Written especially for this Yearbook, it presents the broad view of reading by the man whose vision of the reading process has continued to be such a worthy guide for forty years. To honor his insight and important con- tribution to the understanding of reading behavior, there has been established a Peter Lincoln Spencer Lecture, to be held annually during the Claremont Reading Conference. I wish to express here my appreciation to the many people who join together each year in seeing to the continuation of this conference series. Special thanks in this regard go to Mrs. Jean Phelps, the conference Executive Secretary, and to Alpha Iota Chapter of Pi Lambda Theta, an active association now forty years strong. MALCOLM P. DOUGLASS Director, Claremont Reading Conference vi 7 Reading Between and Beyond the Lines Malcolm P. Douglass This year