What research has to say about reading instruction / [print]
Alan E. Farstrup, S. Jay Samuels, editors.
- third edition.
- Newark, Delaware : International Reading Association, (c)2002.
- viii, 440 pages : illustrations ; 23 cm.
There is more to effective reading instruction than research What reading research says : the promises and limitations of applying research to reading education Holistic, integrated approaches to reading and language arts instruction : the constructivist framework of an instructional theory Home and school together : helping beginning readers succeed The importance of effective early intervention What we know about how to teach phonics The role of phonemic awareness in learning to read The place of word consciousness in a research-based vocabulary program Reading fluency : its development and assessment Making a difference in adolescents' school lives : visible and invisible aspects of content area reading Effective practices for developing reading comprehension Reading comprehension strategies and teacher preparation Research on reading/learning disability interventions Metacognition and self-regulated comprehension The new literacies : research on reading instruction with the Internet Standards, assessments, and text difficulty Preparing students for high-stakes test taking in reading Multicultural factors and the effective instruction of students of diverse backgrounds Alan E. Farstrup -- Timothy Shanahan -- Brian Cambourne -- Jeanne R. Paratore -- Dorothy S. Strickland -- Patricia M. Cunningham and James W. Cunningham -- Linnea C. Ehri and Simone Nunes -- Michael F. Graves and Susan M. Watts-Taffe -- S. Jay Samuels -- Richard T. Vacca -- Nell K. Duke and P. David Pearson -- Joanna P. Williams -- Richard L. Allington -- Michael Pressley -- Donald J. Leu, Jr. -- Elfrieda H. Hiebert -- John T. Guthrie -- Kathryn H. Au.