In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
... Teacher learning for new times: Repurposing new multimodal literacies and digitalvideo composing for schools. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts: ...
However , the dynamic and interactive nature of scaffolding is a critical feature . A static view of scaffolding sees the parents as adults helping children to perform conventionally . With storybook reading as with much of oral ...
Pearson, B. Z., Fernández, S. C., & Oller, D. K. (1995). Cross-language synonyms in the lexicons of bilingual infants: One language or two?. Journal of Child Language, 22, 345. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007).
Research into extending reading development first received funding at national level in 1973, when the Schools Council ... Secretary of State for Education) launched two research projects, Extending Beginning Reading (Southgate, Arnold, ...
Another compelling reason to promote early intervention is the realization that supplementary remedial programs such as Title 1 and “replacement” programs that substitute for regular, in-class instruction have had mixed results over the ...
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective.
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic.
In this volume, 10 reviews of significant reading research methodologies are reprinted from the Handbook of Reading Research, Volume III.
'Handbook of Reading Research' provides an extensive overview of reading research literature in recent years.
The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years.