Handbook of Research on Teaching the English Language Arts, Second Edition: Sponsored By the International Reading Association and the National Council of Teachers of English

by Flood, James; Lapp, Diane; Squire, James R.; Jensen, Julie

• ISBN13: 9780805845181
• ISBN10: 0805845186
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-08-01
• Publisher: Lawrence Erlbau

Summary

TheHandbook of Research on Teaching the English Language Arts, Second Edition--co-sponsored by the International Reading Association and the National Council of Teachers of English--offers a comprehensive overview of research in the field. This thoroughly updated second edition reflects developments in educational research and new information within the areas of language learning and instruction since the publication of the first edition in 1991. It assesses the significance of research, evaluates new developments, and examines current conflicts, controversies, and issues, while linking the work in one area to related work in others. Coverage includes the theoretical bases for English language arts teaching; different methodological perspectives; the early years of language acquisition; the multiple aspects of the language arts; teaching specific aspects of the English language arts curriculum; oral and written discourse; computer applications to language learning; and current approaches to studying the many ways and contexts in which people learn language. ThisHandbookis an essential resource for all professional educators, particularly curriculum designers at all school levels, researchers, policy planners, and practicing teachers of the English language arts.

Table of Contents

List of Contributors	p. xi
Preface	p. xiii
Historical and Theoretical Perspectives for English Language Arts Teaching and Learning	p. 1
The History of the Profession	p. 3
Historical Considerations: An International Perspective	p. 18
Linguistics and Teaching the Language Arts	p. 24
A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom	p. 31
Child Development	p. 46
Anthropology and Research on Teaching the English Language Arts	p. 53
Literary Theory	p. 67
The Tao of Instructional Models	p. 74
Who Has the Power? Policymaking and Politics in the English Language Arts	p. 87
Trends and Issues in Research in the Teaching of the English Language Arts	p. 114
Methods of Research on English Language Arts Teaching	p. 131
Understanding Research on Teaching the English Language Arts: An Introduction for Teachers	p. 133
Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge?	p. 143
The Design of Empirical Research	p. 152
What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies	p. 171
Case Studies: Placing Literacy Phenomena Within Their Actual Context	p. 192
Ethnography as a Logic of Inquiry	p. 201
Teacher Researcher Projects: From the Elementary School Teacher's Perspective	p. 225
Teacher Inquiry Into Literacy, Social Justice, and Power	p. 232
Synthesis Research in Language Arts Instruction	p. 247
Fictive Representation: An Alternative Method for Reporting Research	p. 260
Contemporary Methodological Issues and Future Directions in Research on the Teaching of English	p. 273
Research on Language Learners	p. 283
Who Really Goes to School? Teaching and Learning for the Students We Really Have	p. 285
The Development of the Young Child and the Emergence of Literacy	p. 300
Student Achievement and Classroom Case Studies of Phonics in Whole Language First Grades	p. 314
Development in the Elementary School Years	p. 339
Today's Middle Grades: Different Structures, Students, and Classrooms	p. 357
The Learner Develops: The High School Years	p. 393
Literacy Learning After High School	p. 405
Children with Reading Difficulties	p. 413
Teaching Bilingual and ESL Children and Adolescents	p. 421
Language Varieties, Culture and Teaching the English Language Arts	p. 435
Variation in Language and the Use of Language Across Contexts: Implications for Literacy Learning	p. 446
Issues in Teacher Preparation and Staff Development in English Language Arts	p. 459
Teacher Evaluation	p. 478
Pursuing Diversity	p. 491
Environments for English Language Arts Teaching	p. 499
The Elementary School Classroom	p. 501
Secondary English Classroom Environments	p. 512
Family Literacy at the Turn of the Millennium: The Costly Future of Maintaining the Status Quo	p. 532
Technology and the Language Arts: Implications of an Expanded Definition of Literacy	p. 546
Grouping for Instruction in Literacy	p. 566
Unifying the Domain of K-12 English Language Arts Curriculum	p. 573
Evaluating Language Development	p. 590
Informal Methods of Evaluation	p. 600
Teacher-Based Assessment of Literacy Learning	p. 608
High-Stakes Assessment in the Language Arts: The Piper Plays, the Players Dance, but Who Pays the Price?	p. 619
Elementary Language Arts Textbooks: A Decade of Change	p. 631
Literature for Literacy: What Research Says About the Benefits of Using Trade Books in the Classroom	p. 640
Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression	p. 649
The Media Arts	p. 658
Reading Matters: How Reading Engagement Influences Cognition	p. 666
Balancing the Curriculum in the English Language Arts: Exploring the Components of Effective Teaching and Learning	p. 676
Research on Teaching Specific Aspects of the English Language Arts Curriculum	p. 685
Language, the Language Arts, and Thinking	p. 687
Teaching the Roots of Modern English: The History of the Language in the Language Arts Class	p. 717
Grammars and Literacy Learning	p. 721
Spelling	p. 738
Research on Vocabulary Instruction: Voltaire Redux	p. 752
Rhetoric	p. 786
Children's Responses to Literature	p. 799
Response to Literature	p. 814
Multiculturalism, Literature, and Curriculum Issues	p. 825
Reading Preferences	p. 835
The School Subject Literature	p. 848
Motivating Lifelong Voluntary Readers	p. 857
Reflections and Refractions of Meaning: Dialogic Approaches to Classroom Drama and Reading	p. 868
Oral Language: Speaking and Listening in Elementary Classrooms	p. 881
Reading: Children's Developing Knowledge of Words	p. 914
Reading Comprehension Instruction	p. 931
Studying: Skills, Strategies, and Systems	p. 942
Balanced Literacy Instruction: Implications for Students of Diverse Backgrounds	p. 955
Writing	p. 967
Children's Writing: Research and Practice	p. 993
Imaginative Expression	p. 1008
The Language Arts Interact	p. 1026
Curriculum Integration to Promote Literate Thinking: Dilemmas and Possibilities	p. 1035
The Conventions of Writing	p. 1052
Indexes
Author Index	p. 1065
Subject Index	p. 1098
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