What research has to say about reading instruction / Alan E. Farstrup, S. Jay Samuels, editors. [print]

Contributor(s): Material type: TextTextPublication details: Newark, Delaware : International Reading Association, (c)2002.Edition: third editionDescription: viii, 440 pages : illustrations ; 23 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • LB1050.S193.W438 2002
  • LB1050
Available additional physical forms:
  • COPYRIGHT NOT covered - Click this link to request copyright permission:
Contents:
There is more to effective reading instruction than research Alan E. Farstrup -- What reading research says : the promises and limitations of applying research to reading education Timothy Shanahan -- Holistic, integrated approaches to reading and language arts instruction : the constructivist framework of an instructional theory Brian Cambourne -- Home and school together : helping beginning readers succeed Jeanne R. Paratore -- The importance of effective early intervention Dorothy S. Strickland -- What we know about how to teach phonics Patricia M. Cunningham and James W. Cunningham -- The role of phonemic awareness in learning to read Linnea C. Ehri and Simone Nunes -- The place of word consciousness in a research-based vocabulary program Michael F. Graves and Susan M. Watts-Taffe -- Reading fluency : its development and assessment S. Jay Samuels -- Making a difference in adolescents' school lives : visible and invisible aspects of content area reading Richard T. Vacca -- Effective practices for developing reading comprehension Nell K. Duke and P. David Pearson -- Reading comprehension strategies and teacher preparation Joanna P. Williams -- Research on reading/learning disability interventions Richard L. Allington -- Metacognition and self-regulated comprehension Michael Pressley -- The new literacies : research on reading instruction with the Internet Donald J. Leu, Jr. -- Standards, assessments, and text difficulty Elfrieda H. Hiebert -- Preparing students for high-stakes test taking in reading John T. Guthrie -- Multicultural factors and the effective instruction of students of diverse backgrounds Kathryn H. Au.
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Item type Current library Collection Call number Status Date due Barcode
Circulating Book (checkout times vary with patron status) Circulating Book (checkout times vary with patron status) G. Allen Fleece Library CIRCULATING COLLECTION Non-fiction LB1050.W435 2002 (Browse shelf(Opens below)) Available 31923001077193

There is more to effective reading instruction than research Alan E. Farstrup -- What reading research says : the promises and limitations of applying research to reading education Timothy Shanahan -- Holistic, integrated approaches to reading and language arts instruction : the constructivist framework of an instructional theory Brian Cambourne -- Home and school together : helping beginning readers succeed Jeanne R. Paratore -- The importance of effective early intervention Dorothy S. Strickland -- What we know about how to teach phonics Patricia M. Cunningham and James W. Cunningham -- The role of phonemic awareness in learning to read Linnea C. Ehri and Simone Nunes -- The place of word consciousness in a research-based vocabulary program Michael F. Graves and Susan M. Watts-Taffe -- Reading fluency : its development and assessment S. Jay Samuels -- Making a difference in adolescents' school lives : visible and invisible aspects of content area reading Richard T. Vacca -- Effective practices for developing reading comprehension Nell K. Duke and P. David Pearson -- Reading comprehension strategies and teacher preparation Joanna P. Williams -- Research on reading/learning disability interventions Richard L. Allington -- Metacognition and self-regulated comprehension Michael Pressley -- The new literacies : research on reading instruction with the Internet Donald J. Leu, Jr. -- Standards, assessments, and text difficulty Elfrieda H. Hiebert -- Preparing students for high-stakes test taking in reading John T. Guthrie -- Multicultural factors and the effective instruction of students of diverse backgrounds Kathryn H. Au.

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