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Table of Contents
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Related Titles:
Beginning Literacy with Language: Young Children Learning at Home and School
Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues
The Handbook for Evidence-Based Practice in Communication Disorders
Reading Research in Action: A Teacher's Guide for Student Success
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The Voice of Evidence in Reading Research
Edited by Peggy McCardle, Ph.D., M.P.H., & Vinita Chhabra, M.Ed.
| "There has been more heat than light in debates on the teaching of reading. This book presents a wide-ranging, authoritative and accessible overview of recent research evidence. It will be welcomed by researchers and teachers." —Tony Cline, Professor of Educational Psychology, University of Luton, England
"This text provides a broad review of reading research, focusing primarily on the K-12 grade range and drawing heavily on NICHD-funded studies and reviews. It also provides a framework for understanding the importance, methods, and interpretation of scientific research. It is recommended to anyone who wants to probe deeply into the knowledge base for guiding classroom practice." —Richard L. Venezky, Professor, University of Delaware
More reviews...
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As education professionals work to incorporate scientific, evidence-based practices into reading instruction, one thing is clear: sound decisions depend on a solid understanding of what the research says. This book brings together all the information readers need in a single volume. A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about teaching practices. Readers will
- learn how to read research literature, judge its value, apply it to practice, and recognize common myths about scientific research
- review the essential findings of the National Reading Panel report on Teaching Children to Read and examine up-to-the-minute research information about phonics and phonemic awareness, fluency, vocabulary, and comprehension
- find research-based explorations of practical classroom issues, such as preparing teachers to implement research findings, keeping students motivated, and helping students with reading disabilities
- learn about current brain research and neuroimaging and its influence on reading
- discover how reading research informs educational policy and get reliable information on current legislation
Required reading for all professionals whose work deals with reading instruction, this book gives readers the clear, detailed information they need about one of today’s most critical topics in early education.
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ORDERING INFO
ISBN 1-55766-672-5
Hardcover
528 pages / 6 x 9
2004 / $34.95
Stock# 6725
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Table of Contents
About the Editors
About the Contributors
Foreword, by Catherine E. Snow
A Tribute to G. Reid Lyon, by Robert H. Pasternack
Acknowledgments
I. Overview
- Contributions to Evidence-Based Research
Vinita Chhabra and Peggy McCardle
- The Big Picture: Where We Are Nationally
Robert W. Sweet, Jr.
II. Reading Research that Provides Evidence: The Methods
- Why Scientific Research? The Importance of Evidence in Changing Educational Practice
Valerie F. Reyna
- Scientifically Based Educational Research: Questions, Designs, and Methods
Jack M. Fletcher and David J. Francis
- The Importance of Longitudinal Research for Early Intervention Practices
Barbara K. Keogh
- What Is a Meta-Analysis and How Do We Know We Can Trust It?
Harris Cooper and Kelle Reach
- Clinical Trials as a Model for Intervention Research Studies in Education
Robin D. Morris
III. Evidence-Based Practices that Teachers Are Asked to Implement
- Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses
Linnea C. Ehri
- What Do We Know About Fluency?: Findings of the National Reading Panel
Steven A. Stahl
- Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings
Michael L. Kamil
- Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice
Timothy Shanahan
IV. Reading Research Evidence in the Classroom
- Science, Language, and Imagination in the Professional Development of Reading Teachers
Louisa C. Moats
- How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms
Barbara R. Foorman, Claude Goldenberg, Coleen D. Carlson, William M. Saunders, and Sharolyn D. Pollard-Durodola
- Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement
John T. Guthrie and Nicole M. Humenick
- Lessons Learned from Research on Interventions for Students Who Experience Difficulty Learning to Read
Joseph K. Torgesen
V. Neuroimaging and Brain Research
- Functional Brain Imaging: An Introduction to Concepts and Applications
Andrew C. Papanicolaou, Kenneth R. Pugh, Panagiotis G. Simos, and W. Einar Mencl
- Neurobiologic Basis for Reading and Reading Disability
Sally E. Shaywitz and Bennett A. Shaywitz
VI. Policy and Research: Where Are We Today and Where Are We Going?
- Where Does Policy Usually Come From and Why Should We Care?
Mengli Song, Jane G. Coggshall, and Cecil G. Miskel
- The Accumulation of Evidence: A Continuing Process
Peggy McCardle and Vinita Chhabra
Closing Comments from G. Reid Lyon
Index
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