The Voice of Evidence in Reading Research / Edition 1

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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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Product Details

  • ISBN-13: 9781557666727
  • Publisher: Brookes Publishing
  • Publication date: 3/1/2004
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 384
  • Sales rank: 525,121
  • Product dimensions: 6.30 (w) x 9.30 (h) x 1.40 (d)

Meet the Author

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.

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.

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Table of Contents

About the Editors
About the Contributors
A Tribute to G. Reid Lyon
I Overview 1
1 Contributions to Evidence-Based Research 3
2 The Big Picture: Where We Are Nationally on the Reading Front and How We Got Here 13
II Reading Research that Provides Evidence: The Methods 45
3 Why Scientific Research? The Importance of Evidence in Changing Educational Practice 47
4 Scientifically Based Educational Research: Questions, Designs, and Methods 59
5 The Importance of Longitudinal Research for Early Intervention Practices 81
6 What Is a Meta-Analysis and How Do We Know We Can Trust It? 103
7 Clinical Trials as a Model for Intervention Research Studies in Education 127
III Evidence-Based Practices the Teachers Are Asked to Implement 151
8 Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses 153
9 What Do We Know About Fluency? Findings of the National Reading Panel 187
10 Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings 213
11 Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice 235
IV Reading Research Evidence in the Classroom 267
12 Science, Language, and Imagination in the Professional Development of Reading Teachers 269
13 How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms 289
14 Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement 329
15 Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read 355
V Neuroimaging and Brain Research 383
16 Functional Brain Imaging: An Introduction to Concepts and Applications 385
17 Neurobiologic Basis for Reading and Reading Disability 417
VI Policy and Research: Where Are We Today and Where Are We Going? 443
18 Where Does Policy Usually Come From and Why Should We Care? 445
19 The Accumulation of Evidence: A Continuing Process 463
Closing Comments from G. Reid Lyon 479
Index 482
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