ERIC Number: ED489492
Record Type: Non-Journal
Publication Date: 2006-May
Reference Count: N/A
Reading Research at Work: Foundations of Effective Practice
Stahl, Katherine A. Dougherty, Ed.; McKenna, Michael C., Ed.
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. This book begins with a foreword (Lesley Mandel Morrow). This book is divided into six parts. Part I, Instructional Trends, includes the following chapters: (1) How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl (Michael C. McKenna); (2) Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis (Steven A. Stahl and Patricia D. Miller); (3) Fostering the Scientific Study of Reading Instruction by Example (Keith E. Stanovich and Paula J. Stanovich); (4) Understanding Shifts in Reading and Its Instruction (Steven A. Stahl); and (5) The Shift from Polarization in Reading: Relying on Research Rather Than Compromise (Timothy Shanahan). Part II, Reading Acquisition, includes the following chapters: (6) Phonics and Phonemic Awareness (Marilyn Jager Adams and Jean Osborn); (7) Defining Phonological Awareness and Its Relationship to Early Reading (Steven A. Stahl and Bruce A. Murray); (8) Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness (Bruce A. Murray); (9) Everything You Wanted to Know about Phonics (but Were Afraid to Ask) (Steven A. Stahl, Ann M. Duffy-Hester, and Katherine A. Dougherty Stahl); and (10) More about Phonics: Findings and Reflections (Linnea C. Ehri). Part III, Fluency about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski and James Hoffman, includes the following chapters: (12) Fluency-Oriented Reading Instruction (Steven A. Stahl and Kathleen Heubach); (13) Fluency-Oriented Reading Instruction: A Merging of Theory and Practice (Melanie R. Kuhn and Paula J. Schwanenflugel). Part IV, Vocabulary, includes the following chapters: (14) The State of Vocabulary Research in the Mid-1980s (William Nagy and Judith A. Scott); (15) The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis (Steven A. Stahl and Marilyn M. Fairbanks); and (16) Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis (Margaret McKeown and Isabel L. Beck). Part V, Comprehension, includes the following chapters: (17) Comprehension Research over the Past Three Decades, (Richard C. Anderson, Qiuying Wang, and Janet S. Gaffney); (18) Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text (Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, and Robin L. Davis); (19) Improving Students' Reading Comprehension (Barbara M. Taylor, P. David Pearson, Georgia Earnest Garcia, Katherine A. Dougherty Stahl, and Eurydice B. Bauer); (20) What Happens When Students Read Multiple Source Documents in History? (Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet); and (21) Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians (Cynthia Hynd Shanahan). The final part, Part VI, Assessment, includes the final chapters: (22) Connecting Scientific and Practical Approaches to Reading Assessment (Scott G. Paris); (23) An Educational Model of AA. Stahl (Melanie R. Kuhn, and J. Michael Pickle); (24) Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings (Marjorie Y. Lipson); (25) The "Word Factors": A Problem for Reading Comprehension Assessment (Steven A. Stahl and Elfriedert) and (26) Making the Invisible Visible: The Development of a Comprehension Assessment System (Katherine A. Dougherty Stahl, Georgia Earnest Garcia, Eurydice B. Bauer, P. David Pearson, and Barbara M. Taylor). This book also contains an epilogue written by Michael C. McKenna.
Descriptors: Reading Instruction, Educational Research, Educational Trends, Teaching Methods, Beginning Reading, Whole Language Approach, Language Experience Approach, Research and Development, Phonics, Phonological Awareness, Early Reading, Phonemes, Reading Fluency, Theory Practice Relationship, Vocabulary, Meta Analysis, Reading Comprehension, Prior Learning, Difficulty Level, Content Area Reading, History, Evaluation Methods, Evaluation Problems
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Publication Type: Books; Collected Works - General; Information Analyses
Education Level: Elementary Education
Audience: Students; Teachers
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G030140