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Handbook of Reading Research V3 / Edition 1

Handbook of Reading Research V3 / Edition 1

by Michael L. Kamil

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ISBN-10: 0805823999

ISBN-13: 2900805823997

Pub. Date: 03/28/2000

Publisher: Taylor & Francis

In designing the third Handbook of Reading Research, the editors drew on Daniel Boorstin's concept of a verge—"a place of encounter between something and something else." They were mindful of the need to preserve the continuity of the past, the obligation of all handbook editors to maintain the traditions of the discipline it represents. In Volume III, as


In designing the third Handbook of Reading Research, the editors drew on Daniel Boorstin's concept of a verge—"a place of encounter between something and something else." They were mindful of the need to preserve the continuity of the past, the obligation of all handbook editors to maintain the traditions of the discipline it represents. In Volume III, as in Volumes I and II, the classic topics of reading are included—from vocabulary and comprehension to reading instruction in the classroom—and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time chapters were written for Volume II in 1989 and the research conducted after this date. During this decade, reading researchers have established a new self-awareness of who they are as individuals, how they think, and what they value. They have become more receptive to novelty and change and, perhaps most important, they have become more community conscious. These three prevailing characteristics of the reading research community over the past decade have created a bounty of new verges. In conceptualizing this volume, the editors contemplated long and hard how to best address these minglings of the margins. Some contributors were invited to address these verges using the lens of a telescope, tracing the trends of reading research across entire countries and continents. Others were asked to use the lens of a microscope, focusing on the complexities and patterns inherent within a single topic. In the process, the intent was to span the verge between the breadth and depth of new developments in the field. In addition, knowing that they had to do more than simply pass the responsibility of discerning new verges on to the book's contributors—that new verges suggest the need to rethink what topics should be included in this book that ushers in a new millennium—the editors extensively reviewed the reading research literature from 1989 to 1995 as portrayed in a wide array of research and practitioner-based journals and books. They identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are identified. Finally, Volume III represents a different kind of verge.
The editors and chapter authors have elected to donate their individual royalties to a fund to promote reading research, established in conjunction with the National Reading Conference. This fund will operate on the royalty and fee income from this and subsequent volumes of the Handbook.

Product Details

Taylor & Francis
Publication date:
Edition description:
Volume 3

Table of Contents


Part I: Literacy Research Around the World.
I.A.G. Wilkinson, P. Freebody, J. Elkins, Reading Research in Australia and Aotearoa/New Zealand.
C. Harrison, Reading Research in the United Kingdom.
K.S. Meredith, J.L. Steele, Education in Transition: Trends in Central and Eastern Europe.
I.S. Santana, Literacy Research in Latin America.
J.S. Gaffney, R.C. Anderson, Trends in Reading Research in the United States: Changing Intellectual Currents Over Three Decades.

Part II: Methods of Literacy Research.
J.F. Baumann, A.M. Duffy-Hester, Making Sense of Classroom Worlds: Methodology in Teacher Research.
T.D. Piggot, R. Barr, Designing Programmatic Interventions.
E.J. Monaghan, D.K. Hartman, Undertaking Historical Research in Literacy.
D.E. Alvermann, Narrative Approaches.
M. Siegel, S.L. Fernandez, Critical Approaches.
S. Florio-Ruane, M. McVee, Ethnographic Approaches to Literacy Research.
P. Afflerbach, Verbal Reports and Protocol Analysis.
S.B. Neuman, S. McCormick, A Case for Single-Subject Experiments in Literacy Research.
J.P. Gee, Discourse and Sociocultural Studies in Reading.
T. Shanahan, Research Synthesis: Making Sense of the Accumulation of Knowledge in Reading.

Part III: Literacy Processes.
B.A. Shaywitz, K.R. Pugh, A.R. Jenner, R.K. Fulbright, J.M. Fletcher, J.C. Gore, S. E. Shaywitz, The Neurobiology of Reading and Reading Disability (Dyslexia).
U. Goswami, Phonological and Lexical Processes.
W.E. Nagy, J.A. Scott, Vocabulary Processes.
P.A. Alexander, T.L. Jetton, Learning From Text: A Multidimensional and Developmental Perspective.
S.R. Goldman, J.A. Rakestraw, Jr., Structural Aspects of Constructing Meaning From Text.
Classroom Language and Literacy Learning.
Children's Literature.
J. Marshall,Research on Response to Literature.
J.T. Guthrie, A. Wigfield, Engagement and Motivation in Reading.

Part IV: Literacy Practices.
D.B. Yaden, Jr., D.W. Rowe, L. MacGillivray, Emergent Literacy: A Matter (Polyphony) of Perspectives.
E.H. Hiebert, B.M. Taylor, Beginning Reading Instruction: Research on Early Interventions.
B.A. Blachman, Phonological Awareness.
C.L.Z. Blachowicz, P. Fisher, Vocabulary Instruction.
S. Templeton, D. Morris, Spelling.
M. Pressley, What Should Comprehension Instruction Be the Instruction of?
L.M. Morrow, L.B. Gambrell, Literature-Based Reading Instruction.
J.R. Gavelek, T.E. Raphael, S.M. Biondo, D. Wang, Integrated Literacy Instruction.
S.E. Wade, E.B. Moje, The Role of Text in Classroom Learning.
T.W. Bean,Reading in the Content Areas: Social Constructivist Dimensions.
S.L. Nist, M.L. Simpson, College Studying.
L. Klenk, M.W. Kibby, Re-Mediating Reading Difficulties: Appraising the Past, Reconciling the Present, Constructing the Future.
S.L. Lytle, Teacher Research in the Contact Zone.
P.L. Anders, J.V. Hoffman, G.G. Duffy, Teaching Teachers to Teach Reading: Paradigm Shifts, Persistent Problems, and Challenges.
D.J. Leu, Jr., Literacy and Technology: Deictic Consequences for Literacy Education in an Information Age.
M.L. Kamil, S.M. Intrator, H.S. Kim, The Effects of Other Technologies on Literacy and Literacy Learning.

Part V: Literacy Policies.
E.B. Bernhardt, Second-Language Reading as a Case Study of Reading Scholarship in the 20th Century.
G.E. García, Bilingual Children's Reading.
K.H. Au, A Multicultural Perspective on Policies for Improving Literacy Achievement: Equity and Excellence.
V. Purcell-Gates, Family Literacy.
V.L. Gadsden, Intergenerational Literacy Within Families.
A. McGill-Franzen, Policy and Instruction: What Is the Relationship?
S.W. Valencia, K.K. Wixson, Policy-Oriented Research on Literacy Standards and Assessment.

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