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| About the Editors | ||
| About the Contributors | ||
| Foreword | ||
| A Tribute to G. Reid Lyon | ||
| Acknowledgments | ||
| I | Overview | 1 |
| 1 | Contributions to Evidence-Based Research | 3 |
| 2 | The Big Picture: Where We Are Nationally on the Reading Front and How We Got Here | 13 |
| II | Reading Research that Provides Evidence: The Methods | 45 |
| 3 | Why Scientific Research? The Importance of Evidence in Changing Educational Practice | 47 |
| 4 | Scientifically Based Educational Research: Questions, Designs, and Methods | 59 |
| 5 | The Importance of Longitudinal Research for Early Intervention Practices | 81 |
| 6 | What Is a Meta-Analysis and How Do We Know We Can Trust It? | 103 |
| 7 | Clinical Trials as a Model for Intervention Research Studies in Education | 127 |
| III | Evidence-Based Practices the Teachers Are Asked to Implement | 151 |
| 8 | Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses | 153 |
| 9 | What Do We Know About Fluency? Findings of the National Reading Panel | 187 |
| 10 | Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings | 213 |
| 11 | Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice | 235 |
| IV | Reading Research Evidence in the Classroom | 267 |
| 12 | Science, Language, and Imagination in the Professional Development of Reading Teachers | 269 |
| 13 | How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms | 289 |
| 14 | Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement | 329 |
| 15 | Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read | 355 |
| V | Neuroimaging and Brain Research | 383 |
| 16 | Functional Brain Imaging: An Introduction to Concepts and Applications | 385 |
| 17 | Neurobiologic Basis for Reading and Reading Disability | 417 |
| VI | Policy and Research: Where Are We Today and Where Are We Going? | 443 |
| 18 | Where Does Policy Usually Come From and Why Should We Care? | 445 |
| 19 | The Accumulation of Evidence: A Continuing Process | 463 |
| Closing Comments from G. Reid Lyon | 479 | |
| Index | 482 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Stephen Spence
reviewed The Voice of Evidence in Reading Research on September 30, 2014 The Voice of Evidence in Reading Research
Woo-hoo! About as exciting as you would imagine...but informative and the basis for a good intro course.
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Add The Voice of Evidence in Reading Research, This urgently needed book, an unparalleled collection of reading research information, provides definitive answers to these critical questions. Peggy McCardle and Vinita Chhabra, literacy experts from the National Institute of Child Health and Human Devel, The Voice of Evidence in Reading Research to the inventory that you are selling on WonderClubX
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Add The Voice of Evidence in Reading Research, This urgently needed book, an unparalleled collection of reading research information, provides definitive answers to these critical questions. Peggy McCardle and Vinita Chhabra, literacy experts from the National Institute of Child Health and Human Devel, The Voice of Evidence in Reading Research to your collection on WonderClub |
