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Foreword | |
Foreword | |
How Does Research Inform Teaching? | p. 1 |
Introduction | p. 3 |
The Cycle of Research and Instruction | p. 7 |
What Is This Evidence Base, and Where Did It Come From? | p. 19 |
The Role of Theory and Research in Reading | p. 23 |
Research Methods | p. 35 |
Summaries of Key Educational Research | p. 59 |
What Does Research Say About the Major Components of Reading? | p. 81 |
Vocabulary | p. 85 |
Alphabetics | p. 101 |
Fluency | p. 123 |
Reading Comprehension | p. 139 |
Spelling | p. 157 |
Writing | p. 179 |
How Can Evidence-Based Research Support Classroom Teaching? | p. 205 |
Motivation and Engagement | p. 207 |
The Value and Uses of Assessment | p. 223 |
Teachers: The Most Important Factor in Student Success | p. 239 |
Response to Intervention: A New Partnership Between General and Special Education | p. 253 |
Index | p. 273 |
Table of Contents provided by Blackwell. All Rights Reserved. |
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