Reading Research at Work: Foundations of Effective Practice (Hardcover)

Foreword, Lesley Mandel Morrow I. Instructional Trends1. How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl, Michael C. McKenna2. Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Steven A. Stahl and Patricia D. Miller3. Fostering the Scientific Study of Reading Instruction by Example, Keith E. Stanovich and Paula J. Stanovich4. Understanding Shifts in Reading and Its Instruction, Steven A. Stahl5. The Shift from Polarization in Reading: Relying on Research Rather Than Compromise, Timothy ShanahanII. Reading Acquisition 6. Phonics and Phonemic Awareness, Marilyn Jager Adams and Jean Osborn 7. Defining Phonological Awareness and Its Relationship to Early Reading, Steven A. Stahl and Bruce A. Murray8. Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness, Bruce A. Murray9. Everything You Wanted to Know about Phonics (but Were Afraid to Ask), Steven A. Stahl, Ann M. Duffy-Hester, and Katherine A. Dougherty Stahl 10. More about Phonics: Findings and Reflections, Linnea C. EhriIII. Fluency11. Seeking Understanding about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski and James Hoffman 12. Fluency-Oriented Reading Instruction, Steven A. Stahl and Kathleen Heubach13. Fluency-Oriented Reading Instruction: A Merging of Theory and Practice, Melanie R. Kuhn and Paula J. SchwanenflugelIV. Vocabulary14. The State of Vocabulary Research in the Mid-1980s, William Nagy and Judith A. Scott15. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Steven A. Stahl and Marilyn M. Fairbanks16. Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis, Margaret G. McKeown and Isabel L. BeckV. Comprehension17. Comprehension Research over the Past Three Decades, Richard C. Anderson, Qiuying Wang, and Janet S. Gaffney18. Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text, Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, and Robin L. Davis19. Improving Students' Reading Comprehension, Barbara M. Taylor, P. David Pearson, Georgia Earnest Garca, Katherine A. Dougherty Stahl, and Eurydice B. Bauer20. What Happens When Students Read Multiple Source Documents in History?, Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet21. Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd ShanahanVI. Assessment22. Connecting Scientific and Practical Approaches to Reading Assessment, Scott G. Paris23. An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl, Melanie R. Kuhn, and J. Michael Pickle24. Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings, Marjorie Y. Lipson25. The Word Factors: A Problem for Reading Comprehension Assessment, Steven A. Stahl and Elfrieda H. Hiebert26. Making the Invisible Visible: The Development of a Comprehension Assessment System, Katherine A. Dougherty Stahl, Georgia Earnest Garca, Eurydice B. Bauer, P. David Pearson, and Barbara M. Taylor Epilogue, Michael C. McKenna