Reading Research in Action: A Teacher's Guide for Student Success

Overview

A user-friendly guide that's truly responsive to teachers' needs, this must-have book will help educators see the benefits of instruction based on research-and use it skillfully in today's classrooms to make all their students better readers.

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Overview

A user-friendly guide that's truly responsive to teachers' needs, this must-have book will help educators see the benefits of instruction based on research-and use it skillfully in today's classrooms to make all their students better readers.

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Editorial Reviews

Mary P. Abouzeid

"Exactly what we need in the field today . . . supremely readable, well organized, and uses wonderful application-level examples. It's time [educators] learned how to discern the truth about teaching children how to read."
Associate Professor, University of Delaware - Sharon Walpole
"This impressive team of authors is predictably successful; [this book] is a fresh look at real issues not often treated in one volume."
Director, Center for Research on Learning, Gene A. Budig Professor of Education, University of Kansas - Don D. Deshler
"Brilliantly show[s] how the most powerful reading research findings can be brought to life in instructional practices."
Arthur F. Thurnau Professor, School of Education, University of Michigan - Elizabeth Birr Moje
"An extremely important contribution to the teacher education field."
Scholastic Inc. Read Up! blog
"First book recommendation of the school year…. Anyone who wants to be up on the latest research on reading will appreciate [this] book."
CHOICE
"Presents information in a scholarly but readable manner."
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Product Details

  • ISBN-13: 9781557669643
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 8/1/2008
  • Edition description: Teachers G
  • Edition number: 1
  • Pages: 283
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.70 (d)

Meet the Author

Vinita Chhabra, M.Ed., has a master's degree in educational psychology and a background in special education, with an emphasis in reading disabilities. She has worked in the public school system, completing cognitive and educational assessments and recommending children for special education programs. She also has worked as an evaluator at the NICHD-Yale Center for the Study of Learning and Attention, conducting assessments of children with possible reading disabilities and attention-deficit/hyperactivity disorder and evaluating reading research data at the Yale University Department of Pediatrics. She has worked with the NRP since its inception and was responsible for researching and conducting searches of literature in reading for the NRP and coordinating and editing materials for the NRP report. She is heading the dissemination activities for the NRP and works as a liaison to joint educational activities with the National Institute for Literacy and the U.S. Department of Education. In addition, Ms. Chhabra assists the NICHD's Child Development and Behavior Branch in adolescent and family literacy initiatives, with a focus in motivation in reading and literacy. She has co-authored articles dealing with reading disabilities and is completing her doctorate in educational psychology at the University of Virginia.

Peggy McCardle, Ph.D., M.P.H., Chief, Child Development and Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, 6100 Executive Boulevard, Suite 4B05, Rockville, MD 20852-7510. Dr. McCardle has been a classroom teacher and has served as faculty at various universities and as a speech-language pathologist in hospitals and medical centers.

In addition to her duties as Branch Chief, she directs the Language, Bilingualism and Biliteracy Program and developed various branch programs in literacy. She is a co-editor of several volumes and has served as guest editor of thematic journal issues on reading, bilingualism, and English language learner research. She is committed to the importance of ongoing research on child health, development, and learning and to ensuring that important research results are shared with the practice community so that they can improve the lives of children.

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Table of Contents


About the Authors
Acknowledgments

I. How Does Research Inform Teaching

  1. Introduction
  2. The Cycle of Research and Instruction

II. What Is This Evidence Base and Where Did It Come From?

  1. The Role of Theory and Research in Reading
  2. Research Methods
  3. Summaries of Key Educational Research

III. What Does Research Say About the Major Components of Reading?

  1. Vocabulary
  2. Alphabetics
  3. Fluency
  4. Reading Comprehension
  5. Spelling
  6. Writing

IV. How Can Evidence-Based Research Support Classroom Teaching?

  1. Motivation and Engagement
  2. The Value and Uses of Assessment
  3. Teachers: The Most Important Factor in Student Success
  4. Response to Intervention: A New Partnership Between General and Special Education

Index
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