Handbook of Research on Teaching the English Language Arts

Front Cover
James Flood
L. Erlbaum Associates, 2003 - Education - 1110 pages
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The Handbook 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. This Handbookis 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.

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Handbook of Research on Teaching the English Language Arts. Second ...
ED471068 - Handbook of Research on Teaching the English Language Arts. Second Edition.
eric.ed.gov/ ERICWebPortal/ recordDetail?accno=ED471068

Integrating Lang Arts - Research References
In J. Flood, jm Jensen, D. Lapp, & jr Squire (Eds.), Handbook of research on teaching the English language arts (356-364). New York: Macmillan Publishing ...
www.eduplace.com/ rdg/ res/ literacy/ in_langr.html

Handbook of Research on Teaching the English Language Arts, Second ...
Handbook of Research on Teaching the English Language Arts, Second Edition: Sponsored By the International Reading Association and the National Council of ...
www.routledgeeducation.com/ books/ Handbook-of-Research-on-Teaching-the-English-Language-Arts-Second-Edition-isbn97808...

Supporting References
In J. Flood, J. Jensen, D. Lapp, and rj Squire (Eds.), Handbook of research on teaching the English language arts. Urbana, IL: National Council of Teachers ...
www.nde.state.ne.us/ READ/ FRAMEWORK/ references.html

TESL-EJ 9.2 -- Methods of Research on Teaching the English ...
The methodology chapters from the Handbook of Research on Teaching the English Language Arts, Second. Edition. Author:. J. Flood, D. Lapp, jr Squire, ...
tesl-ej.org/ ej34/ r7.pdf

Theoretical Models and Processes of Reading by Robert B. Ruddell ...
Handbook of research on teaching the English language arts. New York: Macmillan. Halliday, mak (1975). Learning how to mean. New York: Elsevier. ...
www.reading.org/ Library/ Retrieve.cfm?D=10.1598/ 0872075028.48& F=bk502-48-Rosenblatt_lastpage.html

8 THE TEACHING OF ENGLISH LANGUAGE ARTS AS POETIC LANGUAGE: AN ...
Handbook of research on teaching the English language arts (2nd ed.) (pp. 317). Mahwah, NJ: Erlbaum. Tyack, D., & Cuban, L. (1995). ...
www.springerlink.com/ index/ l57412j837053144.pdf

Handbooks
Handbook of research on teaching the English language arts / edited by James Flood ... [et al.]. 2nd ed. Mahwah, nj : L. Erlbaum Associates, 2003. ...
www.lib.uchicago.edu/ e/ su/ edu/ handbks.html

Teaching of Language Arts - Models of Language Arts Instruction ...
"Instructional Models for English Language Arts." In Handbook of Research on Teaching the English Language Arts, ed. James Flood, Julie M. Jensen, ...
education.stateuniversity.com/ pages/ 2155/ Language-Arts-Teaching.html

Chapter 2: In Search of the School Curriculum -- Gehrke et al. 18 ...
Handbook of research on teaching the English language arts. New York: Macmillan. Florio, S, & Clark, CM. (1982). The functions of writing in an elementary ...
rre.sagepub.com/ cgi/ content/ refs/ 18/ 1/ 51

About the author (2003)

Diane Lapp, EdD, is Distinguished Research Professor of Language and Literacy in the Department of Teacher Education at San Diego State University, and has taught in elementary and middle schools. Her major areas of research and instruction have been issues related to urban struggling readers and their families. Dr. Lapp directs and teaches in field-based preservice and graduate programs and continues to team-teach in public school classrooms. She has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts, and has chaired or cochaired several International Reading Association (IRA) and National Reading Conference committees. The recipient of many awards for her teaching and research, Dr. Lapp is the coeditor of the literacy journal "The California Reader.
James Flood, PhD, is Distinguished Research Professor of Language and Literacy at San Diego State University (SDSU); has taught in preschool, elementary, and secondary schools; and has been a language arts supervisor and vice principal. He was a Fulbright scholar at the University of Lisbon in Portugal and the President of the National Reading Conference. Dr. Flood has chaired and cochaired many committees of the International Reading Association (IRA), National Council of Teachers of English, National Council of Researchers in English, and National Reading Conference. Currently Dr. Flood teaches graduate courses at SDSU. He has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts. The recipient of many awards for his teaching and research, Dr. Flood is the coeditor of "The California Reader and a member of the board ofdirectors of the IRA.
Kelly Moore, PhD, is a literacy resource teacher in the San Diego Unified School District, where she teaches at a large urban elementary school that has formed a unique collaboration with a middle school, high school, and San Diego State University. Within this partnership, Dr. Moore collaborates with teachers from all grade levels on literacy staff development, preservice education, and beginning teacher support. Her primary interest is the assessment/n-/instruction connection in early literacy classrooms. Her recently completed dissertation focused on teachers' effectiveness at planning diagnostic instruction. She was awarded the Constance McCullough Research Award by the California Reading Association for this study. Through her continued research, writing, and teaching, Dr. Moore hopes to promote teacher education and future research in the area of early literacy.
Maria Nichols, MA, is a literacy staff developer in the San Diego Unified School District. An elementary school teacher for 16 years and a National Board Certified teacher, Ms. Nichols now supports teachers at all grade levels in urban elementary schools as they strengthen their content knowledge and instructional practice. She has worked as a demonstration and resource teacher in an elementary professional development site and has led workshops nationwide on literacy content and instruction. Ms. Nichols received the Outstanding Achievement in Literacy Award from the Greater San Diego Reading Council of the California Reading Association in 1998 and the Distinguished Elementary Educator of 2002 Award from the San Diego Chapter of Phi Delta Kappa. Her current focus is on classroom environmentsand instructional design that encourage students of all ages to use talk as a tool for developing comprehension.

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