Literacy Research Methodologies

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Editorial Reviews

From the Publisher

"The literacy field has been deeply divided, with no differences more profound, perhaps, than those emanating from our use of richly varied tools of inquiry. Duke and Mallette provide an excellent resource for making sense of this embarrassment of riches--because that’s what these methodological tools are--and for seeing how a commitment to the rigorous and appropriate use of research methods can both increase our understanding of literacy and create synergies across the varied ways of looking. This is a very useful volume, indeed."--Timothy Shanahan, PhD, College of Education, University of Illinois at Chicago

"This is an exceptional volume. At a time when the importance of research has never been greater, this book by two prominent young scholars will increase the rigor of work in our field. Every literacy researcher and every graduate student will discover new insights within these chapters. The book brings fresh perspectives to our work while staying grounded in longstanding epistemological traditions. This is a 'must read' for all scholars serious about improving the level of research in literacy education."--Donald J. Leu, Jr., PhD, Neag School of Education, University of Connecticut

"A testament to the multifaceted qualities of literacy, this volume magnificently exhibits a grand array of literacy research methods. From the neurobiological laboratory to the national survey, experts explain the 'hows' and 'whys' of inquiry into literacy. For researchers, this book stands as a fine compilation of tools of the trade. For students, this guide will be safe for the novice, challenging for the expert, and irreplaceable in graduate training."--John T. Guthrie, PhD, Department of Human Development, University of Maryland

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Product Details

  • ISBN-13: 9781593850609
  • Publisher: Guilford Publications, Inc.
  • Publication date: 8/6/2004
  • Pages: 364
  • Product dimensions: 5.50 (w) x 9.00 (h) x 1.20 (d)

Meet the Author

Nell K. Duke, EdD, is Associate Professor of Teacher Education and Educational Psychology, and Co-Director of the Literacy Achievement Research Center ( at Michigan State University, East Lansing. Her research focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has used a variety of research methodologies in her own work and teaches courses on research design. Dr. Duke has a strong interest in the preparation of educational researchers and has published and presented on this topic.

Marla H. Mallette, PhD, is Associate Professor of Literacy Education at Southern Illinois University, Carbondale. Her research interests include literacy teacher education, literacy instruction and learning with students of culturally and linguistically diverse backgrounds, and the convergence of early literacy and technology. She is very interested in research methodologies and has used various methodologies in her own work. Dr. Mallette has also published and presented on literacy research methodologies and the preparation of literacy researchers.

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Table of Contents

Ch. 1 Introduction 1
Ch. 2 Case-study research 7
Ch. 3 Inferences from correlational data : exploring associations with reading experience 28
Ch. 4 Discourse analysis : conversation 46
Ch. 5 Discourse analysis : written text 62
Ch. 6 Ethnographic research 92
Ch. 7 Experimental and quasi-experimental design in literacy research 114
Ch. 8 Connecting research and practice using formative and design experiments 149
Ch. 9 Doing historical research on literacy 170
Ch. 10 Developing affective instrumentation for use in literacy research 197
Ch. 11 Meta-analysis in reading research 227
Ch. 12 Neuroimaging in reading research 252
Ch. 13 Survey research 287
Ch. 14 Verbal protocols of reading 308
Ch. 15 Toward a pragmatics of epistemology, methodology, and other people's theories in literacy research 322
Ch. 16 Conclusion 345
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