The Voice of Evidence in Reading Research
- ISBN13：9781557666727
- 替代書名：The Voice of Evidence in Reading Research
- 出版社：Paul H Brookes Pub Co
- 作者：Peggy McCardle (EDT); Vinita Chhabra Ph.D. (EDT)
- 裝訂／頁數：精裝／384頁
- 規格：22.9cm*15.2cm*3.2cm (高/寬/厚)
- 出版日：2004/03/01
商品簡介
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 book brings together all the information readers need in a single volume. A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about teaching practices. Readers will
- learn how to read research literature, judge its value, apply it to practice, and recognize common myths about scientific research
- review the essential findings of the National Reading Panel report on Teaching Children to Read and examine up-to-the-minute research information about phonics and phonemic awareness, fluency, vocabulary, and comprehension
- find research-based explorations of practical classroom issues, such as preparing teachers to implement research findings, keeping students motivated, and helping students with reading disabilities
- learn about current brain research and neuroimaging 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.
作者簡介
Associate Research Professor, Psychology Department, University of Houston, and Associate Director, Texas Institutefor Measurement, Evaluation, and, Statistics, 100 TLCC Annex, Houston, TX 77204. Dr. Carlsona€?s research interests include measurement development and psychometric evaluation, advanced statistical methods, program evaluation, and early literacy and language development in English- and Spanish-speaking students.
Vinita Chhabra, M.Ed., has a master's degree in educational psychology and a background in special education, with an emphasis in reading disabilities. She has worked in the public school system, completing cognitive and educational assessments and recommending children for special education programs. She also has worked as an evaluator at the NICHD-Yale Center for the Study of Learning and Attention, conducting assessments of children with possible reading disabilities and attention-deficit/hyperactivity disorder and evaluating reading research data at the Yale University Department of Pediatrics. She has worked with the NRP since its inception and was responsible for researching and conducting searches of literature in reading for the NRP and coordinating and editing materials for the NRP report. She is heading the dissemination activities for the NRP and works as a liaison to joint educational activities with the National Institute for Literacy and the U.S. Department of Education. In addition, Ms. Chhabra assists the NICHD's Child Development and Behavior Branch in adolescent and family literacy initiatives, with a focus in motivation in reading and literacy. She has co-authored articles dealing with reading disabilities and is completing her doctorate in educational psychology at the University of Virginia.
Doctoral Candidate, Educational Administration and Policy Program, University of Michigan School of Education, 610 East University Avenue, Ann Arbor, MI 48109. After graduating with honors from Princeton University, Ms. Coggshall taught middle school mathematics for 3 years in New York City. Her research interests include organizational theory, educational policy making, and teaching improvement and assessment.
Professor of Psychology, Program in Education, Duke University, Box 90739, Durham, NC 27708-0739. Dr. Cooper isProfessor of Psychology and Director of the Program in Education at Duke University. He is also editor of the American Psychological Associationa€?s journal Psychological Bulletin, which publishes research syntheses.
Distinguished Professor of Educational Psychology, Graduate Center of the City University of New York, 365 FifthAvenue, New York, NY 10016. Dr. Ehria€?s research has contributed to the understanding of how beginners learn to read and spell words. Dr. Ehri has received research awards from the American Educational Research Association, the International Reading Association, the National Reading Conference, and the Society for the Scientific Study of Reading (SSSR). She is a past president of SSSR and was a member of the National Reading Panel.
Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention.
Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Heal
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