Reading Research at Work: Foundations of Effective Practice

Reading Research at Work: Foundations of Effective Practice




This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.

Product Details

ISBN-13: 9781593853006
Publisher: Guilford Publications, Inc.
Publication date: 05/03/2006
Pages: 450
Product dimensions: 7.00(w) x 10.00(h) x (d)
Age Range: 5 - 13 Years

About the Author

Katherine A. Dougherty Stahl, EdD, is Assistant Professor in the Language and Literacy Division of the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research interests focus on reading acquisition, including reading fluency and reading comprehension of novice readers. Dr. Stahl has taught in public elementary and middle school classrooms for over 25 years.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK–2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

Table of Contents

Foreword, Lesley Mandel Morrow
I. Instructional Trends
1. How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl, Michael C. McKenna
2. Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Steven A. Stahl and Patricia D. Miller
3. Fostering the Scientific Study of Reading Instruction by Example, Keith E. Stanovich and Paula J. Stanovich
4. Understanding Shifts in Reading and Its Instruction, Steven A. Stahl
5. The Shift from Polarization in Reading: Relying on Research Rather Than Compromise, Timothy Shanahan
II. Reading Acquisition
6. Phonics and Phonemic Awareness, Marilyn Jager Adams and Jean Osborn
7. Defining Phonological Awareness and Its Relationship to Early Reading, Steven A. Stahl and Bruce A. Murray
8. Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness, Bruce A. Murray
9. Everything You Wanted to Know about Phonics (but Were Afraid to Ask), Steven A. Stahl, Ann M. Duffy-Hester, and Katherine A. Dougherty Stahl
10. More about Phonics: Findings and Reflections, Linnea C. Ehri
III. Fluency
11. Seeking Understanding about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski and James Hoffman
12. Fluency-Oriented Reading Instruction, Steven A. Stahl and Kathleen Heubach
13. Fluency-Oriented Reading Instruction: A Merging of Theory and Practice, Melanie R. Kuhn and Paula J. Schwanenflugel
IV. Vocabulary
14. The State of Vocabulary Research in the Mid-1980s, William Nagy and Judith A. Scott
15. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Steven A. Stahl and Marilyn M. Fairbanks
16. Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis, Margaret G. McKeown and Isabel L. Beck
V. Comprehension
17. Comprehension Research over the Past Three Decades, Richard C. Anderson, Qiuying Wang, and Janet S. Gaffney
18. Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text, Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, and Robin L. Davis
19. Improving Students' Reading Comprehension, Barbara M. Taylor, P. David Pearson, Georgia Earnest García, Katherine A. Dougherty Stahl, and Eurydice B. Bauer
20. What Happens When Students Read Multiple Source Documents in History?, Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet
21. Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd Shanahan
VI. Assessment
22. Connecting Scientific and Practical Approaches to Reading Assessment, Scott G. Paris
23. An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl, Melanie R. Kuhn, and J. Michael Pickle
24. Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings, Marjorie Y. Lipson
25. The "Word Factors": A Problem for Reading Comprehension Assessment, Steven A. Stahl and Elfrieda H. Hiebert
26. Making the Invisible Visible: The Development of a Comprehension Assessment System, Katherine A. Dougherty Stahl, Georgia Earnest García, Eurydice B. Bauer, P. David Pearson, and Barbara M. Taylor
Epilogue, Michael C. McKenna


Graduate students in literacy, teacher educators, reading specialists, and staff developers. Serves as a text in such courses as Foundations of Reading Instruction, Reading Diagnosis and Instruction, and Reading/Literacy Methods.

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