Handbook of Research on Teaching the English Language Arts Book

	List of Contributors
	Preface
Pt. I	Historical and Theoretical Perspectives for English Language Arts Teaching and Learning	1
1	The History of the Profession	3
2	Historical Considerations: An International Perspective	18
3	Linguistics and Teaching the Language Arts	24
4	A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom	31
5	Child Development	46
6	Anthropology and Research on Teaching the English Language Arts	53
7	Literary Theory	67
8	The Tao of Instructional Models	74
9	Who Has the Power? Policymaking and Politics in the English Language Arts	87
10	Trends and Issues in Research in the Teaching of the English Language Arts	114
Pt. II	Methods of Research on English Language Arts Teaching	131
11	Understanding Research on Teaching the English Language Arts: An Introduction for Teachers	133
12	Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge?	143
13	The Design of Empirical Research	152
14	What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies	171
15	Case Studies: Placing Literacy Phenomena Within Their Actual Context	192
16	Ethnography as a Logic of Inquiry	201
17	Teacher Researcher Projects: From the Elementary School Teacher's Perspective	225
18	Teacher Inquiry into Literacy, Social Justice, and Power	232
19	Synthesis Research in Language Arts Instruction	247
20	Fictive Representation: An Alternative Method for Reporting Research	260
21	Contemporary Methodological Issues and Future Directions in Research on the Teaching of English	273
Pt. III	Research on Language Learners	283
22	Who Really Goes to School? Teaching and Learning for the Students We Really Have	285
23	The Development of the Young Child and the Emergence of Literacy	300
24	Student Achievement and Classroom Case Studies of Phonics in Whole Language First Grades	314
25	Development in the Elementary School Years	339
26	Today's Middle Grades: Different Structures, Students, and Classrooms	357
27	The Learner Develops: The High School Years	393
28	Literacy Learning After High School	405
29	Children with Reading Difficulties	413
30	Teaching Bilingual and ESL Children and Adolescents	421
31	Language Varieties, Culture and Teaching the English Language Arts	435
32	Variation in Language and the Use of Language Across Contexts: Implications for Literacy Learning	446
33	Issues in Teacher Preparation and Staff Development in English Language Arts	459
34	Teacher Evaluation	478
35	Pursuing Diversity	491
Pt. IV	Environments for English Language Arts Teaching	499
36	The Elementary School Classroom	501
37	Secondary English Classroom Environments	512
38	Family Literacy at the Turn of the Millennium: The Costly Future of Maintaining the Status Quo	532
39	Technology and the Language Arts: Implications of an Expanded Definition of Literacy	546
40	Grouping for Instruction in Literacy	566
41	Unifying the Domain of K-12 English Language Arts Curriculum	573
42	Evaluating Language Development	590
43	Informal Methods of Evaluation	600
44	Teacher-Based Assessment of Literacy Learning	608
45	High-Stakes Assessment in the Language Arts: The Piper Plays, the Players Dance, but Who Pays the Price?	619
46	Elementary Language Arts Textbooks: A Decade of Change	631
47	Literature for Literacy: What Research Says About the Benefits of Using Trade Books in the Classroom	640
48	Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression	649
49	The Media Arts	658
50	Reading Matters: How Reading Engagement Influences Cognition	666
51	Balancing the Curriculum in the English Language Arts: Exploring the Components of Effective Teaching and Learning	676
Pt. V	Research on Teaching Specific Aspects of the English Language Arts Curriculum	685
52	Language, the Language Arts, and Thinking	687
53	Teaching the Roots of Modern English: The History of the Language in the Language Arts Class	717
54	Grammars and Literacy Learning	721
55	Spelling	738
56	Research on Vocabulary Instruction: Voltaire Redux	752
57	Rhetoric	786
58	Children's Responses to Literature	799
59	Response to Literature	814
60	Multiculturalism, Literature, and Curriculum Issues	825
61	Reading Preferences	835
62	The School Subject Literature	848
63	Motivating Lifelong Voluntary Readers	857
64	Reflections and Refractions of Meaning: Dialogic Approaches to Classroom Drama and Reading	868
65	Oral Language: Speaking and Listening in Elementary Classrooms	881
66	Reading: Children's Developing Knowledge of Words	914
67	Reading Comprehension Instruction	931
68	Studying: Skills, Strategies, and Systems	942
69	Balanced Literacy Instruction: Implications for Students of Diverse Backgrounds	955
70	Writing	967
71	Children's Writing: Research and Practice	993
72	Imaginative Expression	1008
73	The Language Arts Interact	1026
74	Curriculum Integration to Promote Literate Thinking: Dilemmas and Possibilities	1035
75	The Conventions of Writing	1052
	Author Index	1065
	Subject Index	1098