Reading Research at Work Foundations of Effective Practice

by Stahl, Katherine A. Dougherty; McKenna, Michael C.; Morrow, Lesley Mandel

• ISBN13: 9781593852993
• ISBN10: 1593852991
• Format: Paperback
• Copyright: 2006-04-20
• Publisher: The Guilford Press

Summary

This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.

Author Biography

Katherine A. Dougherty Stahl, EdD, is Assistant Professor in the Language and Literacy Division of the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research interests focus on reading acquisition, including reading fluency and reading comprehension of novice readers. Dr. Stahl has taught in public elementary and middle school classrooms for over 25 years.

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 80 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He also serves on the editorial board of Reading Research Quarterly. Dr. McKenna's research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.

Table of Contents

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

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