Handbook of Research on Teaching the English Language Arts: Co-Sponsored by the International Reading Association and the National Council of Teachers of English / Edition 3

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Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders

  • provide historical and theoretical perspectives about teaching the language arts
  • focus on bodies of research that influence decision making within the teaching of the language arts
  • explore the environments for language arts teaching
  • reflect on methods and materials for instruction

Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.

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Editorial Reviews

From the Publisher
"The range of topics is expansive and inclusive, from research studies on spelling to the use of technology in classrooms. This essential resource can be used as an encyclopedic reference for the English-language arts in general or for those interested in synthesis research in particular. The bibliographic references for each chapter are in themselves a rich resource for those seeking a more in-depth study of a specific topic. Highly recommended for practitioners at all school levels, researchers, policy makers, and graduate and undergraduate students in education."—CHOICE

"This text is an important resource that should be in the professional library of every member of the literacy community, especially researchers, techer educators curriculum coordinators, instructional leaders, and graduate students."—Journal of Literacy Research

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Product Details

  • ISBN-13: 9780415877367
  • Publisher: Taylor & Francis
  • Publication date: 12/7/2010
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 448
  • Sales rank: 395,133
  • Product dimensions: 8.50 (w) x 10.90 (h) x 1.20 (d)

Meet the Author

Diane Lapp is Professor of Reading and Language in the Department of Teacher Education at San Diego State University.

Douglas Fisher is Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University.

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Table of Contents

Section I: The Language Learner

Section Editors

Nancy Roser, Maria Franquiz, Allison Skerrett


1. Valdez, Veronica. & Callahan, Rebecca.

Who is Learning Language(s) in Today’s Schools?

2. Cazden, Courtney.

As Learners Acquire Language

3. Escamilla, Kathy. & Hopewell, Susan.

When Learners Speak Two or More Languages

4. Ball, Arnetha., Skerrett, Allison.; & Martinez, Ramon.

Research on Diverse Students in Culturally and Linguistically Complex Language Arts Classrooms

5. Franquiz, Maria. & Pratt, Ellen.

Crossing Borders with Language: Teachers and the Transformative Potential of Professional Development Opportunities

Section II: Contexts for Language Learning

Section Editors

Donna E. Alvermann, Christine A. Mallozzi, Cheryl A. McLean

6. Morrow, Lesley Mandel & Dougherty, Susan

Early Literacy Development: Merging Perspectives That Influence Practice

7. Strickland, Dorothy & Townsend, Dianna

The Development of Literacy in the Elementary School

8. Many, Joyce E.; Ariail, Mary & Fox, Dana L.

Language Arts Learning in the Middle Grades

9. Bean, Thomas W. & Harper, Helen.

The Context of English Language Arts Learning: The High School Years

10. Morrell, Ernest.

Context Specific Literacy Instruction

11. Muth, Bill & Perry, Kristen.

Adult Literacy: A Review from Two Perspectives

12. Brock, Cynthia; Boyd, Fenice; & Pennington, Julie.

Variation in Language and the Use of Language Across Contexts: Implications for Literacy Teaching and Learning

13. Paratore, Jeanne R. & Yaden, Jr., David B.

Family Literacy on the Defensive: The Defunding of Even Start—Omen or Opportunity?

14. Vasudevan, Lalitha & Wissman, Kelly.

Out-of-School Literacy Contexts

15. Luke, Allan, Iyer, Radha; & Doherty, Catherine.

Literacy Education in the Context of Globalisation

Section III: History and Theoretical Perspectives

Section Editors

Lesley Mandel Morrow, Robert Rueda, Douglas Hartman

16. Hartman, Douglas K. & Monaghan, Jennifer.

Integrating the Elementary Language Arts: An Historical Perspective

17. Levin, Henry.

The Consideration of Costs in Improving Literacy

18. Guthrie, John T.; Taboada, Ana; & Wigfield, Allan.

Alignment of Cognitive Processes in Reading with Motivations for Reading

19. Enciso, Patricia.

Sociocultural Theory: Expanding the Aims and Practices of Language Arts Education

20. Jimenez, Robert T.; Rose, Brian C.; Cole, Mikel W.; & Flushman, Tanya R.

English Language Learners: Language and Relationships

21. Beach, Richard & Swiss, Thomas.

Literary Theories and Teaching of English Language Arts

22. Shanahan, Timothy.

Education Policy and the Language Arts

Section IV: The Many Faces of Texts

Section Editors

Peggy Albers, Vivian Vasquez, Jerome Harste

23. Beach, Richard, Hull, Glynda, and O’Brien, David.

Transforming English Language Arts in a Web 2.0 World

24. Levy, Rachel and Marsh, Jackie.

Literacy and ICT in the Early Years

25. Rowsell, Jennier and Pahl, Kate

The Material and the Situated: What Multimodality and New Literacy Studies Do For Literacy Research

26. Tate, Stacie.

Media Literacy

27. Wohlwend, Karen and Lewis, Cynthia.

Critical Literacy, Critical Engagement, and Digital Technology: Convergence and Embodiment in Global Spheres

28. Albers, Peggy, Vasquez, Vivian, and Harste, Jerome C.

Making Visual Analysis Critical

29. Siegel, Margie and Wells-Rowe, Debbie.

Webs of Significance: Semiotic Perspectives on Text

Section V: Teaching the English Language Arts

Section Editors

Karen Wood, Nancy Frey, Wen Ma

30. Hruby, George; Read, Sylvia & Landon-Hays, Melanie.

Tracing Instructional Tensions in the Teaching of the English Language Arts: A Primer

31. Tschannen-Moran, Megan & MacFarlane, Bronwyn.

I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom

32. Edmiston, Brian.

Teaching for Transformation: Drama and Language Arts Education

33. Ehri, Linnea.

Teaching Phonemic Awareness and Phonics in the Language Arts Classroom: A Developmental Approach

34. Rasinski, Timothy.

The Art and Science of Teaching Reading Fluency

35. Templeton, Shane.

Teaching Spelling in the English/Language Arts Classroom

36. Fisher, Peter; Blachowicz, Camille; & Watts-Taffe, Susan.

Vocabulary Instruction: Three Contemporary Issues

37. Fisher, Douglas, Lapp, Diane, & Frey, Nancy.

Comprehension: The Cooperation of Many Forces

38. Roser, Nancy; Martinez, Miriam; & Wood, Karen.

Recent Research on Students’ Literary Responses

39. Hansen, Jane & Kissel, Brian.

K-12 Students as Writers: Research and Practice

40. McLaughlin, Maureen & DeVoogd, Glen.

Critical Literacy as Comprehension: Understanding at Deeper Levels

41. Hobbs, Renee & RobbGrieco, Michael.

Passive Dupes, Code Breakers or Savvy Users: Theorizing Media Literacy Education in English Language Arts

42. Nelson, Nancy.

The Relevance of Rhetoric

43. Gebhard, Meg & Martin, J. R.

Grammar and Literacy Learning

Section VI: Assessment of English Language Arts Teaching and Learning

Section Editors

Jennifer D. Turner, Patricia Ruggiano Schmidt, Peter Afflerbach

44. Afflerbach, Peter & Clark, Summer.

Diversity and English Language Arts Assessment.

45. Coiro, Julie & Castek, Jill.

Assessment Frameworks for Teaching and Learning English Language Arts in a Digital Age

46. Schmidt, Patricia R. & Singh, Sunita.

Authentic Professional Development and Assessment for Language Arts Teachers Capacity for Change

47. Turner, Jennifer D. & Hoeltzel, Chrystine.

Assessing Every Child: Using Purposeful Language Arts Assessments in Diverse Classrooms

48. Klingner, Janette K.; Dunsmore, KaiLonnie; & Edwards, Patricia.

Issues in the Assessment of Culturally and Linguistically Diverse Students with Special Needs

49. Gunderson, Lee; Odo, Dennis Murphy & D’Silva, Reginald.

Assessing the English Language Learner (ELL)

Section VII: Methods of Research on Teaching the English Language Arts

Section Editors

David Bloome, Thandeka Chapman, Peter Freebody

50. Bloome, David; Chapman, Thandeka; & Freebody, Peter.

Complexity, Multiplicity, ‘Timeliness’, and Substantive Engagement: Methodologies for Researching the Teaching of the English Language Arts

51. Athanases, Steven Z.

Research as Praxis: Documenting the Dialectical Relationship Between Theory and Practice

52. Freebody, Peter.

Policy and Research in the English Language Arts: Massive, Inclusive, and Artful Design Choices

53. Moss, Gemma.

Ethnographic Research in Teaching and Learning the English Language Arts: Studying the Cultural Contexts of Teaching and Learning the English Language Arts

54. Carter, Stephanie.

Analyzing Text and Talk through Critical Discourse Analysis

55. Chapman, Thandeka K. & Kinloch, Valerie.

Emic Perspectives of Research

56. Calfee, Robert C. & Chamblis, Marilyn.

Research Methodologies for Large-Scale Instructional and Intervention Studies

57. McNaughton, Stuart.

Child Development Studies over Time

58. Smagorinsky, Peter.

Theory and Method in Research on Literacy Practices: Adaptations and Alignment in Research and Praxis

59. Liddicoat, Anthony T.

English in the Era of Globalisation: Implications for Research Methodologies for English Language Arts

60. Gutierrez, Kris D.; Bien, Andrea C.; & Selland, Mackenzie K.

Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices

61. Willis, Arlette.

Critical Approaches to Research in English Language Arts


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