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.
Table of Contents:
Dedication
Preface
Reading Research in a Changing Era: An Introduction to the Handbook of Reading Research, Volume IV Michael L. Kamil, Peter Afflerbach, P. David Pearson, and Elizabeth Birr Moje
PART 1: CONDUCT OF READING RESEARCH
1 Researching the Teaching of Reading through Direct Observation: Tools, Methodologies & Guidelines for the Future James Hoffman, Beth Maloch, Misty Sailors
2 Methods of Automated Text Analysis Arthur C. Graesser, Danielle S. McNamara, Max M. Louwerse
3 Statistical Modeling in Literacy Research Christopher Schatschneider, Yaacov Petscher
4 Designing and Conducting Literacy Intervention Research Donald D. Deshler, Michael F. Hock, Frances M. Ihle, Caroline A. Mark
5 Cultural Perspectives in Reading: Theory and Research Robert Rueda
PART 2: DEVELOPMENT OF READING
6 Supporting Early (and Later) Literacy Development at Home and at School: The Long View Jeanne R. Paratore, Christina Cassano, Judith A. Schickendanz
7 Primary Grade Reading Barbara R. Foorman, Carol M. Connor
8 Adolescents and Readers Patricia A. Alexander, Emily Fox
9 Adult Literacy (age 18 and Beyond) Greg Brooks
PART 3: PROCESS OF READING
10 The Development of Comprehension Nell K. Duke, Joanne Carlisle
11 Word Recognition Theresa A. Roberts, Catherine Christo, John A. Shefelbine
12 Orthographic Processing in Models of Word Recognition Anne E. Cunningham, Ruth G. Nathan, Katie Schmidt Raher
13 Reading Fluency Timothy V. Rasinski, D. Ray Reutzel, David Chard, Sylvia Linan-Thompson
14 Oral Discourse and Reading Joshua Lawerence, Catherine E. Snow
PART 4: TEACHING AND LEARNING OF READING
15 Locating Struggling Readers in a Reconfigured Landscape: A Conceptual Review Linda Kucan, Annemarie Sullivan Palincsar
16 A Dialogic Turn in Research on Learning and Teaching to Comprehend Ian A. G. Wilkinson, Eun Hye Son
17 Toward a Theory of Word Selection William Nagy, Elfrieda M. Hiebert
18 The Development and Teaching of Word Recognition Skill William Tunmer, Tom Nicholson, Peter Freebody
19 The Teaching and Learning of Critical Literacy: Beyond the ‘Show of Wisdom’ Peter Freebody, Jill M. Freiberg
20 The Role of Text in Disciplinary Learning Elizabeth Birr Moje, Darin Stockdill, Katherine Kim, Hyun-ju Kim
21 The Classroom Assessment of Reading Peter P. Afflerbach, Beong-Young Cho
22 The Role of Culture in Literacy, Learning, and Teaching Guofang Li
PART 5: CONTEXTS OF READING
23 Popular Culture and Literacy Practices Donna E. Alvermann
24 Reading Policy in the Era of Accountability Cynthia Coburn, P. David Pearson, Sarah Woulfin
25 Reading and School Reform Barbara Taylor, Taffy E. Raphael, Kathryn H. Au
26 Professional Development and Teacher Education for Reading Instruction Deborah R. Dillon, David G. O’Brien, Mistilina Sato, Catherine M. Kelly
27 Second Language Reading Acquisition Ludo Verhoeven
28 Reading Instruction for English Language Learners Claude Goldenberg
29 Literacy Out Of School: A Review of Research on Programs and Practices David E. Kirkland, Glynda Hull
30 Family Literacy: A Current View of Research on Parents and Children Learning Together Flora V. Rodriguez-Brown
About the Author :
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 University's Institute for Social Research--Research 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.
