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E-raamat: Handbook of Reading Research, Volume IV [Taylor & Francis e-raamat]

Edited by (University of California at Berkeley, USA), Edited by (University of Michigan, USA), Edited by (University of Maryland, USA), Edited by (Stanford University, USA)
  • Formaat: 798 pages, 18 Tables, black and white; 8 Line drawings, black and white; 1 Halftones, black and white
  • Ilmumisaeg: 19-Oct-2010
  • Kirjastus: Routledge
  • ISBN-13: 9780203840412
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Handbook of Reading Research, Volume IVSuurem pilt
  • Formaat: 798 pages, 18 Tables, black and white; 8 Line drawings, black and white; 1 Halftones, black and white
  • Ilmumisaeg: 19-Oct-2010
  • Kirjastus: Routledge
  • ISBN-13: 9780203840412
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9780203840412

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

Dedication ix
Michael L. Kamil
P. David Pearson
Transitions: Looking Back and Looking Ahead xi
P. David Pearson
Michael L. Kamil
Preface: Reading Research in a Changing Era: An Introduction to the Handbook of Reading Research, Volume IV xiii
Michael L. Kamil
Peter P. Afflerbach
P. David Pearson
Elizabeth Birr Moje
PART 1 Conduct of Reading Research
1(104)
1 Researching the Teaching of Reading through Direct Observation: Tools, Methodologies, and Guidelines for the Future
3(31)
James V. Hoffman
Beth Maloch
Misty Sailors
2 Methods of Automated Text Analysis
34(20)
Arthur C. Graesser
Danielle S. Mcnamara
Max M. Louwerse
3 Statistical Modeling in Literacy Research
54(12)
Christopher Schatschneider
Ya Acov Petscher
4 Designing and Conducting Literacy Intervention Research
66(18)
Donald D. Deshler
Michael F. Hock
Frances M. Ihle
Caroline A. Mark
5 Cultural Perspectives in Reading: Theory and Research
84(21)
Robert Rueda
PART 2 Development of Reading
105(92)
6 Supporting Early (and Later) Literacy Development at Home and at School: The Long View
107(29)
Jeanne R. Paratore
Christina M. Cassano
Judith A. Schickedanz
7 Primary Grade Reading
136(21)
Barbara R. Foorman
Carol M. Connor
8 Adolescents as Readers
157(20)
Patricia A. Alexander
Emily Fox
9 Adult Literacy (Age 18 and Beyond)
177(20)
Greg Brooks
PART 3 Process of Reading
197(142)
10 The Development of Comprehension
199(30)
Nell K. Duke
Joanne Carlisle
11 Word Recognition
229(30)
Theresa A. Roberts
Catherine Christo
John A. Shefelbine
12 Orthographic Processing in Models of Word Recognition
259(27)
Anne E. Cunningham
Ruth G. Nathan
Katie Schmidt Raher
13 Reading Fluency
286(34)
Timothy V. Rasinski
D. Ray Reutzel
David Chard
Sylvia Linan-Thompson
14 Oral Discourse and Reading
320(19)
Joshua F. Lawrence
Catherine E. Snow
PART 4 Teaching and Learning of Reading
339(200)
15 Locating Struggling Readers in a Reconfigured Landscape: A Conceptual Review
341(18)
Linda Kucan
Annemarie Sullivan Palincsar
16 A Dialogic Turn in Research on Learning and Teaching to Comprehend
359(29)
Ian A. G. Wilkinson
Eun Hye Son
17 Toward a Theory of Word Selection
388(17)
William E. Nagy
Elfrieda H. Hiebert
18 The Development and Teaching of Word Recognition Skill
405(27)
William E. Tunmer
Tom Nicholson
19 The Teaching and Learning of Critical Literacy: Beyond the "Show of Wisdom"
432(21)
Peter Freebody
Jill M. Freiberg
20 The Role of Text in Disciplinary Learning
453(34)
Elizabeth Birr Moje
Darin Stockdill
Katherine Kim
Hyun-Ju Kim
21 The Classroom Assessment of Reading
487(28)
Peter P. Afflerbach
Byeong-Young Cho
22 The Role of Culture in Literacy, Learning, and Teaching
515(24)
Guofang Li
PART 5 Contexts of Reading
539(216)
23 Popular Culture and Literacy Practices
541(20)
Donna E. Alvermann
24 Reading Policy in the Era of Accountability
561(33)
Cynthia E. Coburn
P. David Pearson
Sarah Woulfin
25 Reading and School Reform
594(35)
Barbara M. Taylor
Taffy E. Raphael
Kathryn H. Au
26 Professional Development and Teacher Education for Reading Instruction
629(32)
Deborah R. Dillon
David G. O'Brien
Mistilina Sato
Catherine M. Kelly
27 Second Language Reading Acquisition
661(23)
Ludo Verhoeven
28 Reading Instruction for English Language Learners
684(27)
Claude Goldenberg
29 Literacy Out of School: A Review of Research on Programs and Practices
711(15)
David E. Kirkland
Glynda A. Hull
30 Family Literacy: A Current View of Research on Parents and Children Learning Together
726(29)
Flora V. Rodriguez-Brown
Index 755
Michael L. Kamil is Professor Emeritus of Education at Stanford University. He is a member of the Psychological Studies in Education Committee and on the faculty of the Learning, Design, and Technology Program.



P. David Pearson is a faculty member in the Language and Literacy program and the Cognition and Development program at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010.

Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Affiliate in Latina/o Studies, and Faculty Associate in the Universitys Institute for Social ResearchResearch Center for Group Dynamics at the University of Michigan, Ann Arbor, MI.

Peter P. Afflerbach is a Professor of Curriculum and Instruction and Director of the Reading Center at the University of Maryland at College Park.
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