What Research Has to Say About Reading Instruction (Google eBook)

Front Cover
International Reading Assoc., Apr 15, 2002 - Education - 448 pages
3 Reviews

This respected volume delivers solid information on how to teach students to read, based on evidence from a broad spectrum of well-designed research.

Maintaining a balance of theory, research, and effective classroom practice, the 17 chapters discuss early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with “Questions for Discussion” to encourage reflection, and a free study guide available at the International Reading Association website can be downloaded to make the book even more useful for school-based learning communities and other PD settings.

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Review: What Research Has to Say About Reading Instruction

User Review  - Todd - Goodreads

Great overview of research into fluency instruction. Read full review

Review: What Research Has to Say About Reading Instruction

User Review  - Stephanie - Goodreads

loooooooooooooove it. used it for almost all my papers in grad school. you wouldn't think it would be interesting, but really? i promise, there's some good stuff. like, yhow do we even know what words ... Read full review


There Is More to Effective Reading Instruction Than Research
What Reading Research Says The Promises and Limitations of Applying Research to Reading Education
Holistic Integrated Approaches to Reading and Language Arts Instruction The Constructivist Framework of an Instructional Theory
Home and School Together Helping Beginning Readers Succeed
The Importance of Effective Early Intervention
What We Know About How to Teach Phonics
The Role of Phonemic Awareness in Learning to Read
The Place of Word Consciousness in a ResearchBased Vocabulary Program
Reading Comprehension Strategies and Teacher Preparation
Research on ReadingLearning Disability Interventions
Metacognition and SelfRegulated Comprehension
The New Literacies Research on Reading Instruction With the Internet
Standards Assessments and Text Difficulty
Preparing Students for HighStakes Test Taking in Reading
Multicultural Factors and the Effective Instruction of Students of Diverse Backgrounds
Author Index

Reading Fluency Its Development and Assessment
Making a Difference in Adolescents School Lives Visible and Invisible Aspects of Content Area Reading
Effective Practices for Developing Reading Comprehension

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Page 4 - Center at the Center for the Study of Reading at the University of Illinois, Urbana-Champaign, was charged with a United States Congressional mandate to provide guidance on beginning reading programs.

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About the author (2002)

Alan E. Farstrup is Executive Director of the International Reading Association, Newark, Delaware, USA. S. Jay Samuels is Professor of Educational Psychology at the University of Minnesota, Minneapolis, Minnesota, USA.

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