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The voice of evidence in reading research

Author: Peggy D McCardle; Vinita Chhabra
Publisher: Baltimore, Md. : P.H. Brookes Pub., ©2004.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
This urgently needed book, an unparalleled collection of reading research information, provides definitive answers to these critical questions. Peggy McCardle and Vinita Chhabra, literacy experts from the National Institute of Child Health and Human Development, have partnered with 30 other well-respected figures in the field for a clear, comprehensive exploration of reading research-and the methods used to obtain  Read more...
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Additional Physical Format: Online version:
Voice of evidence in reading research.
Baltimore, Md. : P.H. Brookes Pub., c2004
(OCoLC)622135014
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Peggy D McCardle; Vinita Chhabra
ISBN: 1557666725 9781557666727
OCLC Number: 53880243
Description: xxix, 496 p. : ill. ; 25 cm.
Contents: Contributions to evidence-based research / Vinita Chhabra, Peggy McCardle --
The big picture : where we are nationally on the reading front and how we got here / Robert W. Sweet, Jr. --
Why scientific research? : the importance of evidence in changing educational practice / Valerie F. Reyna --
Scientifically based educational research : questions, designs, and methods / Jack M. Fletcher, David J. Francis --
The importance of longitudinal research for early intervention practices / Barbara K. Keogh --
What is a meta-analysis and how do we know we can trust it? / Harris Cooper, Kelle Reach --
Clinical trials as a model for intervention research studies in education / Robin D. Morris --
Teaching phonemic awareness and phonics : an explanation of the National Reading Panel meta-analyses / Linnea C. Ehri --
What do we know about fluency? : findings of the National Reading Panel / Steven A. Stahl --
Vocabulary and comprehension instruction : summary and implications of the National Reading Panel findings / Michael L. Kamil --
Critiques of the National Reading Panel report : their implications for research, policy, and practice / Timothy Shanahan --
Science, language, and imagination in the professional development of reading teachers / Louisa C. Moats --
How teachers allocate time during literacy instruction in primary-grade English language learner classrooms / Barbara R. Foorman ... [et al.] --
Motivating students to read : evidence for classroom practices that increase reading motivation and achievement / John T. Guthrie, Nicole M. Humenick --
Lessons learned from research on interventions for students who have difficulty learning to read / Joseph K. Torgesen --
Functional brain imaging : an introduction to concepts and applications / Andrew C. Papanicolaou ... [et al.] --
Neurobiologic basis for reading and reading disability / Sally E. Shaywitz, Bennett A. Shaywitz --
Where does policy usually come from and why should we care? / Mengli Song, Jane G. Coggshall, Cecil G. Miskel --
The accumulation of evidence : a continuing process / Peggy McCardle, Vinita Chhabra --
Closing comments from G. Reid Lyon.
Responsibility: edited by Peggy McCardle and Vinita Chhabra.
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This resource helps school administrators, educators, and specialists answer complex questions about scientifically-based reading research and make informed choices about teaching practices. It  Read more...

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"G.Reid Lyon's vision about building an infrastructure of scientifically based knowledge to address the basic questions about learning to read and the conditions necessary for improving reading Read more...

 
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schema:description"This urgently needed book, an unparalleled collection of reading research information, provides definitive answers to these critical questions. Peggy McCardle and Vinita Chhabra, literacy experts from the National Institute of Child Health and Human Development, have partnered with 30 other well-respected figures in the field for a clear, comprehensive exploration of reading research-and the methods used to obtain it. The result is a one-of-a-kind resource that helps teachers and school administrators make sense of the controversy over evidence-based reading instruction, assess the quality of reading research, and make their own sound decisions about using research to shape instruction. The book's first section sets the stage for the rest of the book by outlining the importance of using research evidence to guide practice. Section II clarifies the definition of scientific research, examines three types of research studies (longitudinal research, meta-analysis, and clinical trials), and provides simple guidelines for determining the quality of a study. Section III takes a fresh look at the milestone National Reading Panel report on teaching children to read (April 2000) and introduces important additional findings on phonemic awareness and phonics, fluency, vocabulary, and comprehension. In Section IV, the focus is on classroom issues educators face every day, such as professional development, student motivation, time allocation during literacy instruction, and interventions for students who struggle with reading. Section V explores neuro-imaging's role in revealing the relationship between brain function and reading ability. The final section turns the spotlight on educational policy-how it develops, how reading research has affected it, and where reading research is headed. Required reading for any educator, administrator, or parent committed to nurturing students' literacy, this landmark resource will help readers understand the value of scientifically based reading research, form educated answers to their complex questions, and shape reading instruction that leaves no child behind. As education professionals work to incorporate scientific, evidence-based practices into reading instruction, one thing is clear: sound decisions depend on a solid understanding of what the research says. This important new book brings together all the information readers need in a single volume. A masterful synthesis of information from the leading experts in the field, this volume addresses the substantive issues in the current controversy over reading instruction and the call for implementation of evidence-based reading instruction and accountability. Readers will learn how to apply research literature to practice and recognize common myths about scientific research; review the essential findings of the National Reading Panel report on Teaching Children to Read; examine the latest research on phonics and phonemic awareness, fluency, vocabulary, and comprehension; find research-based explorations of practical classroom issues; learn about current brain research and neuro-imaging and its influence on reading; discover how reading research informs educational policy; and get reliable information on current legislation. Required reading for all professionals whose work deals with reading instruction, this book gives readers the clear, detailed information they need about one of today's most critical topics in early education."@en
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