The Voice of Evidence in Reading Research / Edition 1

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Overview

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: 551,679
  • Product dimensions: 6.30 (w) x 9.30 (h) x 1.40 (d)

Meet the Author

Associate Research Professor, Psychology Department, University of Houston, and Associate Director, Texas Institute for Measurement, Evaluation, and, Statistics, 100 TLCC Annex, Houston, TX 77204. Dr. Carlson’s research interests include measurement development and psychometric evaluation, advanced statistical methods, program evaluation, and early literacy and language development in English- and Spanish-speaking students.

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.

Doctoral Candidate, Educational Administration and Policy Program, University of Michigan School of Education, 610 East University Avenue, Ann Arbor, MI 48109. After graduating with honors from Princeton University, Ms. Coggshall taught middle school mathematics for 3 years in New York City. Her research interests include organizational theory, educational policy making, and teaching improvement and assessment.

Professor of Psychology, Program in Education, Duke University, Box 90739, Durham, NC 27708-0739. Dr. Cooper is Professor of Psychology and Director of the Program in Education at Duke University. He is also editor of the American Psychological Association’s journal Psychological Bulletin, which publishes research syntheses.

Distinguished Professor of Educational Psychology, Graduate Center of the City University of New York, 365 Fifth Avenue, New York, NY 10016. Dr. Ehri’s research has contributed to the understanding of how beginners learn to read and spell words. Dr. Ehri has received research awards from the American Educational Research Association, the International Reading Association, the National Reading Conference, and the Society for the Scientific Study of Reading (SSSR). She is a past president of SSSR and was a member of the National Reading Panel.

Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention.

Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Heal

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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

  1. Contributions to Evidence-Based Research
    Vinita Chhabra and Peggy McCardle
  2. The Big Picture: Where We Are Nationally on the Reading Front and How We Got Here
    Robert W. Sweet, Jr.
II. Reading Research that Provides Evidence: The Methods
  1. Why Scientific Research? The Importance of Evidence in Changing Educational Practice
    Valerie F. Reyna
  2. Scientifically Based Educational Research: Questions, Designs, and Methods
    Jack M. Fletcher and David J. Francis
  3. The Importance of Longitudinal Research for Early Intervention Practices
    Barbara K. Keogh
  4. What is a Meta-Analysis and How Do We Know We Can Trust It?
    Harris Cooper and Kelle Reach
  5. Clinical Trials as a Model for Intervention Research Studies in Education
    Robin D. Morris
III. Evidence-Based Practices that Teachers Are Asked to Implement
  1. Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses
    Linnea C. Ehri
  2. What Do We Know About Fluency?: Findings of the National Reading Panel
    Steven A. Stahl
  3. Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings
    Michael L. Kamil
  4. Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice
    Timothy Shanahan
IV. Reading Research Evidence in the Classroom
  1. Science, Language, and Imagination in the Professional Development of Reading Teachers
    Louisa C. Moats
  2. 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
  3. Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement
    John T. Guthrie and Nicole M. Humenick
  4. Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read
    Joseph K. Torgesen
V. Neuroimaging and Brain Research
  1. Functional Brain Imaging: An Introduction to Concepts and Applications
    Andrew C. Papanicolaou, Kenneth R. Pugh, Panagiotis G. Simos, and W. Einar Mencl
  2. 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?
  1. Where Does Policy Usually Come From and Why Should We Care?
    Mengli Song, Jane Gordon Coggshall, and Cecil G. Miskel
  2. The Accumulation of Evidence: A Continuing Process
    Peggy McCardle and Vinita Chhabra
Closing Comment from G. Reid Lyon

Index

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