Reading Research at Work Foundations of Effective Practice

Name: Reading Research at Work Foundations of Effective Practice
Price: 5.7 USD
Availability: InStock
ISBN: 9781593852993

ISBN-10: 1593852991

ISBN-13: 9781593852993

Edition: 2006

Authors: Katherine A. Dougherty Stahl, Michael C. McKenna, Lesley Mandel Morrow, Qiuyang Wang, Janet Gaffney

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Book details

List price: $54.00
Copyright year: 2006
Publisher: Guilford Publications
Publication date: 4/20/2006
Binding: Paperback
Pages: 450
Size: 7.09" wide x 9.92" long x 1.06" tall
Weight: 1.848
Language: English



Foreword



Instructional Trends



How Shall Research Inform Reading Instruction?: The Legacy of




Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis




Fostering the Scientific Study of Reading Instruction by Example




Understanding Shifts in Reading and Its Instruction




The Shift from Polarization in Reading: Relying on Research Rather Than Compromise




Reading Acquisition



Phonics and Phonemic Awareness




Defining Phonological Awareness and Its Relationship to Early Reading




Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness




Everything You Wanted to Know about Phonics (but Were Afraid to Ask)




More about Phonics: Findings and Reflections




Fluency



Seeking Understanding about Reading Fluency: The Contributions of




Fluency-Oriented Reading Instruction




Fluency-Oriented Reading Instruction: A Merging of Theory and Practice




Vocabulary



The State of Vocabulary Research in the Mid-1980s




The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis




Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis




Comprehension



Comprehension Research over the Past Three Decades




Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text




Improving Students' Reading Comprehension




What Happens When Students Read Multiple Source Documents in History?




Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd Shanahan



Assessment



Connecting Scientific and Practical Approaches to Reading Assessment




An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems




Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings




The "Word Factors": A Problem for Reading Comprehension Assessment




Making the Invisible Visible: The Development of a Comprehension Assessment System



Epilogue