Picture portrait of Dr. Rosalind Horowitz
Publications Class Readings Press 
Primary Research Areas: Child and Adolescent Literacy Development in Urban Contexts
  • Oral and Written Language
  • Processing and Production
  • Discourse Structure and Learning in Schools
  • Classroom and Out-of-School Discourse
  • Learning and argumentation from
  • Multiple Sources and Perspectives
Books

Horowitz, R. & Samuels, S.J. (Eds.) (1987, December). Comprehending oral and written language. San Diego and London: Academic Press, 411 pages. 13 chapters prepared by Michael Halliday, Wallace Chafe & Jane Danielewicz, Rosalind Horowitz, Teun van Dijk, Martin Nystrand, David Townsend, Caroline Carrithers and Thomas Bever, Peter Schreiber, Joseph Danks & Laurel End, S. Jay Samuels, Rita Watson and David Olson, Charles Perfetti, and Sandra Stotsky.

Refereed Articles

Horowitz, R.. (2000, September). The attribution of credit to multiple sources. The Organizing Committee of the 12th World Congress of the International Association of Applied Linguistics, AILA, Based on a talk delivered at Waseda University, Tokyo, Japan, August 2, 1999, CD-ROM.

Orange, C. & Horowitz, R. (1999, September). An academic standoff: Literacy task prefrences of African American and Mexican American male adolescents versus teacher expected preferences. The Journal of Adolescent and Adult Literacy. 43 (1) 28-39.

Orange, C. & Horowitz, R. (1999, February). A comparison of teacher perceptions to Mexican American and African American male students of literacy tasks: Educational implications. The Hispanic Research Center, The University of Texas--San AntonioTechnical Report Series Working Papers, WP-11. (Scientific report of quantitative and qualitative research, 34 pages).

Horowitz, R. (1995, November/December). A 75-year legacy on assessment: Reflections from an interview with Ralph W. Tyler. Journal of Educational Research, Seventy-fifth anniversary issue. 89 (2), 68-75.

Horowitz, R. & Kincy-Freeman, S.H. (1995, September). Robots versus spaceships: The role of discussion in kindergartners’ and second graders’ preferences for science text. The Reading Teacher. 49 (1), 30-40.

Frontera, L. & Horowitz, R. (1995, February). Reading and study behaviors of fourth grade Hispanics: Can teachers assess risk? Hispanic Journal of Behavioral Sciences, 17 (1), 100-120.

Horowitz, R.& Frontera, L. (1994, August). Hispanic fourth graders’ reading and study strategies: The teacher’s role in assessment. The Hispanic Research Center Working Papers, The University of Texas--San Antonio Technical Report Series, Working Paper WP-05, 39 pages.

Horowitz, R. (1991). Orality and literacy and the design of schooling for the twenty-first century: Some introductory remarks. Text. 11 (1), i-xvi. (produced by Mouton de Gruyter, Berlin, Amsterdam, & New York).

Horowitz, R. (1991). A reexamination of oral versus silent reading, Text. 11(1), 133–66.

Pace, A., Marshall, N., Horowitz, R., Lipson, M.Y., Lucido, P. (1989). When prior knowledge doesn’t facilitate text comprehension. An examination of some of the issues. In S. McCormick & J. Zutell (Eds.) Cognitive and social perspectives for literacy research and instruction. Thirty-eighth yearbook of the National Reading Conference. (pp. 213–224). Chicago: The National Reading Conference.

Horowitz, R., Johnson, J., Kapinus, B., Miller, S., Smith, L., Vavrus, L.; & Winograd, P. (1989). The politics of literacy. In S. McCormick & J. Zutell (Eds.) Cognitive and social perspectives for literacy research and instruction. Thirty-eighth yearbook of the National Reading Conference. (pp. 537–544). Chicago: The National Reading Conference.

Horowitz, R., & Samuels, S.J. (1985, Summer). Reading and listening to expository text. Journal of Reading Behavior, 17 (3), 185–198.

Horowitz, R. (1985, March). Text patterns. Part II. Journal of Reading, 28 (6), 534–541.

Horowitz, R. (1985, February). Text patterns. Part I. Journal of Reading, 28 (5), 448–454.

Horowitz, R. (1984, November). The application of literacy scholarship. A response to Zorn. Harvard Educational Review, 54(4), 498–500.

Horowitz, R. (1984, Spring). Orality and literacy in bilingual bicultural contexts. National Association of Bilingual Education Journal, 8(3), 11–26.

Horowitz, R. (1984, February). Toward a theory of literacy. Harvard Educational Review, 54(1), 88–97.

Samuels, S.J. & Horowitz, R. (1982). Reading and listening comprehension. Australian Journal of Remedial Education, 14(1&2), Jubilee Issue, 60–62.

Chapters in Books

Horowitz, R. (in progress) Literacy barriers and frontiers: A tale of two districts. In R. Gambitta (Ed.) The politics of San Antonio. McGraw Hill series on politics in Texas.

Horowitz, R. & Olson, D.R. (in press). Texts that talk: The special and peculiar nature of classroom discourse and the crediting of sources. In R. Horowitz (Ed.) Talking Texts: Knowing the world through instructional discourse. Newark, Delaware: International Reading Association and Mahwah, New Jersey: Erlbaum. (64 pages)

Horowitz, R. (in press). Creating discourse and mind: How talk, text,and meaning evolve. In R. Horowitz (Ed.) Talking Texts: Knowing the world through instructional discourse. (94 pages)

Horowitz, R. (in press). Children hiding for their lives. Urban adolescents confront History and survival through Holocaust autobiographies. In P. van Stapele (Ed.) Children of the world. Audiovisual mass media education and teaching methods. The World Education Fellowship and the New Era of Education, and the European Platform for Dutch Education in conjunction with the Dutch Ministry of Education in conjunction with UNESCO. (50 pages)

Cohen, A. D. & Horowitz, R. (2002). What should teachers know about bilingual learners and the reading process? In J. Hammadou-Sullivan (Ed.). Literacy and the second language learner. Volume I. Research in second language learning Series. Greenwich, Ct.: Information Age.

Horowitz, R. (1998). The evolution of classroom talk: Contributions to text conceptualization and learning. In N. Ephraty & R. Lidor (Eds.) Teacher education: Stability, evolution and revolution. (pp.921-32).

Natanya, Israel: The Zinman College of Physical Education and Sport Sciences, Wingate Institute, Israel in conjunction with the Ministry of Education, Department of Teacher Education, Mofett Institute and under the auspices of the Colleges of Education in Israel.

Horowitz, R. (1995). Orality in literacy. The uses of speech in written language by bilingual and bicultural writers. In D. Rubin (Ed.) Composing social identity in written language. (pp.47-74) Hillsdale, New Jersey: Erlbaum.

Horowitz, R. (1994). Adolescent beliefs about oral and written language. In R. Garner & P. Alexander, (Eds.) Beliefs about text and instruction with text. (pp. 1-24) Hillsdale, New Jersey: Erlbaum.

Horowitz, R. (1994). Written and oral English. In A. Purves (Ed.) Encyclopedia of English Studies and Language Arts. A project of The National Council of Teachers of English and Scholastic Co. Volume II (pp. 1326-1328). Urbana, Illinois: National Council of Teachers of English.

Horowitz, R. (1990). Discourse structure in oral and written language: Critical contrasts for literacy and schooling. In J.H.A.L. de Jong & D.K. Stevenson (Eds.) Individualizing the assessment of language abilities. (pp. 108–26). Clevedon Avon, England: Multilingual Matters. 1 of 15 international papers selected for the volume of the 200 selected and delivered at the International Association of Applied Linguistics Conference at The University of Sydney, Australia 1987.

Horowitz, R. (1987). Rhetorical structure in discourse processing. In R. Horowitz & S.J. Samuels (Eds.) Comprehending oral and written language. (pp. 117–160). San Diego and London: Academic Press.

Horowitz, R. & Samuels, S.J. (1987). Comprehending oral and written language: Critical contrasts for literacy and schooling. In R. Horowitz & S.J. Samuels (Eds.). Comprehending oral and written language. (pp. 1–52). San Diego and London: Academic Press.

Chapters in Essay Collections

Horowitz, R. (1988, January). Toward a theory of text processing for schooling and literacy. In Essays by the Spencer Fellows. Volume 4, 1987–88 (pp. 79–111). Cambridge, Massachusetts: The National Academy of Education and Harvard University. Duplicated and distributed to The National Academy of Education.

Horowitz, R. (1987). The text in the context of teaching. In H. Aristar-Dry; G.E. Cook; & M. Martinello (Eds.) Teaching effectively at UTSA. (pp. 49–54). San Antonio, Texas: The University of Texas at San Antonio. The University Assembly Committee on Teaching Effectiveness and Development.

Refereed Monographs

Horowitz, R. (Guest Editor). (1994, April). Classroom talk about text. What teenagers and teachers come to know about the world through talk about text. A special themed issue of the Journal of Reading. (8 essays). Newark, Delaware: International Reading Association. (60 pages).

Horowitz, R. (1994). Classroom talk about text. Classroom talk about text. What teenagers and teachers come to know about the world through talk about text. Journal of Reading. 37 (7), 532-538

Horowitz, R. (Ed.) (1994). Classroom talk about text. Classroom talk about text. What teenagers and teachers come to know about the world through talk about text. Special reprint for teachers and workshops. Newark, Deleware: International Reading Association. (63 pages).

Horowitz, R. (Guest Editor). (1991). Studies in orality and literacy: Critical issues for the practice of schooling. Special issue of Text an interdisciplinary and international journal for the study of discourse, Vol. 11, 1, Berlin, Amsterdam, & New York: Mouton de Gruyter. (pp. 1–166).

Horowitz, R. Orality and literacy and the design of schooling for the twenty first century: Some introductory remarks. Text, 11(1), pp. 1–16.

Part I: Views on the Autonomy of Text Interpretative Strategies for Written Texts. David R. Olson, Ontario Institute for Studies of Education and The McLuhan Program in Culture and Technology, The University of Toronto (pp. 3 23).

A Reconsideration of Autonomy of Texts. Martin Nystrand, University of Wisconsin, Madison (pp. 25–41).

Part II: Where are the Differences Between Oral and Literate Discourse?Information Flow in Spoken and Written Language. Wallace Chafe, University of California, Santa Barbara (pp. 45–72).

Oral and Literate Characteristics of School Textbooks. Douglas Biber, University of Southern California, Los Angeles (pp. 73–96).

Part III: Relationships Between Written and Oral Language and Reading Problems in the Schools The Linguistic Basis of Reading Difficulties: Problems in Converting Written to Oral Language. Frank Vellutino, State University of New York at Albany (pp. 99–132).

A Reexamination of Oral versus Silent Reading. Rosalind Horowitz, The University of Texas, San Antonio (pp. 133–166).

Reviews

Horowitz, R. (in progress). The new reading research. {A review of M. Kamil, P.B. Mosenthal, P. Pearson, R. Barr (Eds.) Handbook of Reading Research, Volume III.}.

Horowitz, R, & Chontos, L. (submittted for review) Harvard Educational Review. Holocaust Literacy: Reading in and about the Holocaust {Reviews of M.D. Lagerway, Reading Auschwitz. London: AltaMira and D. Shavit, Hunger for the printed word. Books and libraries in the Jewish ghettos of Nazi-occupied Europe. Jefferson, North Carolina: McFarland & Company}.

Horowitz, R. (1993, June). Essay review. [Story as vehicle: Teaching English to young children]. Language Learning. A journal of Applied Linguistics. University of Michigan, 43 (2), 295-300.

Horowitz, R. (1993, February). Can language be taught? Essay review[M.L. Rice and R.L. Schiefelbusch (Eds.) The teachability of language. Baltimore and London: Brookes Publishers]. Contemporary Psychology. 38 (2), 143–144.

Horowitz, R. (1991, April). [Review of Reading for meaning: Selected teaching strategies. V. Meyer & D. Keefe, Scott Foresman and Company, 1990.]. A review of teaching strategies for adolescents and adults. Journal of Reading. 34 (7), 581–583.

Horowitz, R. (1987, March). [Review of Notebooks of the mind: Explorations of thinking. V. John Steiner.] The American Educational Research Association. Special Interest Group. Language Development Newsletter. 10 (2), 10–13.

Horowitz, R. (1986). Essay review. [Toward a contextual grammar of English.] Instructional Science. An International Journal. Netherlands: Martinus Nijhoff Publishers, 15 (2), 174–181.

Horowitz, R. (1983, February). [Review of Writing and the writer. F. Smith.] Journal of Reading, 26(5), 471–473.

Horowitz, R. (1982, April). [Review of Comprehension and the competent reader: Interspecialty perspectives, D.F. Fisher & C.W. Peters]. Journal of Reading, 25 (7), 710–713.

Samuels, S.J., & Horowitz, R. (1981, March). Attempting resolution. [Essay Review of Theory and practice of early reading. Volumes 2 and 3, L.B. Resnick & P.A. Weaver.] Contemporary Psychology. 26 (3), 183–185.

Horowitz, R., & Samuels, S.J. (1981, February). [Review of Reading and learning from text, H. Singer & D. Donlan.] Journal of Reading. 24 (5), 448–500.

Newsletter Articles

(For The American Educational Research Association)

Horowitz, R. (2002). Validity and value in educational research. SIG on Basic Research in Reading and Literacy Newsletter, The American Educational Research Association Conference, New Orleans, La.

Horowitz, R. (2001). What we know and how we know it. SIG on Basic Research in Reading
and Literacy Newsletter, The American Educational Research Association Conference, Seattle, Washington. 1-3.

Horowitz, R. (1994, Summer). Preparing for a Spectacular Program. Division C. Newsletter. Learning and Instruction. The American Educational Research Association, 3 (1).

Horowitz, R. (1994, Spring). The 75th Conference of the American Educational Research Association: Learning across contexts . Basic Research in Reading & Literacy Newsletter. The American Educational Research Association, 1.

Horowitz, R. (1993, Spring). AERA 1993 conference in Atlanta offers diversity in discourse formats. Basic Research in Reading & Literacy. The American Educational Research Association, 1.

Horowitz, R. (1992, Spring). Looking ahead to our meeting in San Francisco. Program Chair Update. Basic Research in Reading Newsletter, The American Educational Research Association, l, 5.

(For The National Reading Conference)

Horowitz, R. (1992, Spring). Is San Antonio getting to be the center of the universe? National Reading Conference Newsletter, 3–5.

(For The International Reading Association)

Horowitz, R. (1999, October/November) Applied linguistics conference focuses
on unity and diversity, Reading Today, 17 (1) 25.

Horowitz, R. (1987, December). Conference explores applied linguistics: A report of the 8th World Congress of the International Association of Applied Linguistics. Reading Today, 5(3), 5.

International Text and Discourse Newsletter

Magliano, J. P. (Northern Illinois University) Horowitz, R., (UT-SA) Norrick, N. (2001-2002). (Saarland University, Saarbrucken, Germany) (2002, November), Vol. 10, (2001, November). TEXT & DISCOURSE, Volume 9, Interdisciplinary Newsletter for the Society for Text and Discourse (hardcopy and on-line, www.psyc.memphis.edu/T&D/TDN.htm.

Whitten, S.N.; Horowitz, R.; & Graesser, R. (1999 on). TEXT & DISCOURSE. Volume 7 & 8, Newsletter, (hardcopy and on-line, www.psyc.memphis.edu/T&D/TDN.htm). An interdisciplinary, international newsletter designed to provide members of several text studies’ societies with information
on international conferences, journals, and society activities.

Graesser, A.C. Kruez, R., Swamer S. (Memphis State University) and Horowitz, R. (University of Texas at San Antonio), TEXT & DISCOURSE. (1993-on). An interdisciplinary, international newsletter designed to provide members of several text studies’ societies with information on international conferences, journals, and society activities.

Newspaper articles:

Hispanic Jewish History: Contributions to the verbal arts lecture and performance series, The University of Texas—San Antonio.

Horowitz, R. (1998, January). “Hispanic-Jewish History: Contributions to the verbal arts” Lecture series to be launched in Spring of 1998. The Jewish Journal of San Antonio. Follow-up announcement, February, 1998, in The Jewish Journal of San Antonio.

Horowitz, R. (1998, March). “The legacy of the Hidden Jews”. The Jewish Journal of San Antonio. An article about Simcha Jacobovici, Film producer of Toronto.

Horowitz, R. (1998, April) “Living in the Hyphens: Latin-Jewish and -American” The Jewish Journal of San Antonio.

Horowitz, R. (1998, November). “Ruth Behar Lecture on Cuban-Jewish History.” The Jewish Journal of San Antonio.

Other newspaper articles

Horowitz, R. (2002, September 6). Rabbi Nachmun Bulman. The power of his words. The Jewish Press.
New York, New York, p.121.

Stahl, S. M., & Horowitz, R. (1996, September). Creating community through text study. The Jewish Journal
of San Antonio, pp. 21, 31.

Books In Press and Progress

Horowitz, R. (Ed.) (in press). Talking Texts: Knowing the world through instructional discourse.

Horowitz, R. (Proposal in progress). Handbook for analysis of oral and written discourse.

Horowitz, R. (Ed.) (in progress). A university president’s perspective: Attracting and developing diversity and talent in the teaching profession. Papers from the American Association of Colleges for Teacher Education Annual Meeting, Refereed Symposium, San Antonio, Texas.

Articles In Progress (for Refereed Journals)

Rubin, D. & Horowitz, R. (in progress). Development in reading and listening to oral and literate
style texts.

Horowitz, R. (in progress) A history of modern discourse studies: Some reflections from an
interview with Teun van Dijk. Discourse Processes.

Horowitz, R. (in progress). The social and affective needs of gifted and talented students: Perceptions of coordinators and students. Article based on research from the Texas Association of Gifted and Talented Fellowship Award to the two authors. 11 school districts studied. (30 pages).

Horowitz, R.; Frazier, F.; Courtice, H. (in progress). Children hiding for their lives: Adolescent responses to the Holocaust through speaking and writing.

Horowitz, R. & Kainth, R. (in progress). What Hispanic paraprofessionals bring to the teaching of reading. Based on study of 100 Chapter I aides in the Edgewood Independent School District and the San Antonio Literacy Project. Data collected, analyzed and summarized.

Horowitz, R. & Ryan, M. P. (in progress). A tutoring program designed to prompt prior knowledge, text structure, and metacognitive structure use in learning from science text. Data collected, analyzed, and summarized. Tutors in the San Antonio Literacy Project (SALP) Edgewood.

Horowitz, R. & Rogers, B. (in progress). Training non-fluent college readers to recognize and use cause-effect patterning in history text.

Unpublished Manuscripts

Horowitz, R. (1983). The reconstruction of meaning: Moving from narrative to expository text. Unpublished manuscript. The University of Texas at San Antonio.

Horowitz, R., Samuels, S.J., & McGue, M. (1982, June). Strategies for Classifying Readers: Effects on Prose Processing Findings. ERIC Document ED 211 948.

Horowitz, R., & Samuels, S.J. (1981, January). Strategies used in processing expository text for select reader purposes. A proposal for research submitted to the National Institute of Education (NIE), Teaching and Learning Program, Language and Literacy Division, Washington, D.C.

Horowitz, R., Piché, G.L., & Samuels, S.J. (1981). The effect of contrasted rhetorical predicates on the processing and written recall of expository prose. Unpublished manuscript, The University of Minnesota.

Samuels, S.J., & Horowitz, R. (1980, June). Good and poor reader recall of oral and written expository discourse at two levels of difficulty. ERIC Document ED 188 138.

Editorial Assistance for Samuels, S.J. (Ed.). (1978). What research has to say about reading instruction. Newark, DE: International Reading Association.

Horowitz, R. (1977). Recent person perception research: Contributions to emerging developmental studies in social cognition and language. Unpublished manuscript, The University of Minnesota, Minneapolis, MN.

Horowitz, R. (1977). Comprehension of connected discourse as a function of mode of presentation and secondary student reading level. Unpublished manuscript, The University of Minnesota, Minneapolis, MN.