This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.
Reading Research at Work: Foundations of Effective Practice
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Editorial Reviews
Review
"It is truly rare that research is grouped and explained in this way. Researchers, graduate students, professors, and teachers will appreciate this volume's common sense and personal explanations of such important topics as instructional trends, reading acquisition, fluency, comprehension, and assessment. The contributors do an excellent job of unifying Steven Stahl's diverse insights and drawing connections to many current educational dilemmas and opportunities. A 'must read' for literacy professionals."--Mark Conley, PhD, Department of Teacher Education and Literacy Achievement Research Center, Michigan State University
"Reading Research at Work is an important book in several regards. First, it is a model for how to situate seminal research studies within a historical context. Second, it is a model for how to trace the impact these studies have on subsequent lines of inquiry. Finally, the book is a fitting tribute to Steven Stahl's many insightful contributions to the literacy field."--Linda D. Labbo, PhD, Department of Language and Literacy Education, University of Georgia
"This book has been organized into sections on literacy instruction trends, reading acquisition, fluency, vocabulary, comprehension, and assessment, with each section featuring a selected published article by Steven Stahl matched with closely related scholarly articles. Literacy researchers and graduate students will find this text to be an invaluable resource for information on all of these topics. It will also be a superb text for graduate literacy courses."--Mary Alice Barksdale, EdD, Department of Teaching and Learning, Virginia Tech
"This volume will compete with other research handbooks and texts as one of the finest collections of classic and contemporary scholarship on the most crucial and controversial issues in reading. It is one of the foundational texts that I will keep handy above my desk for teaching my reading graduate courses and seminars."--David O’Brien, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Twin Cities
"Reading Research at Work is an important book in several regards. First, it is a model for how to situate seminal research studies within a historical context. Second, it is a model for how to trace the impact these studies have on subsequent lines of inquiry. Finally, the book is a fitting tribute to Steven Stahl's many insightful contributions to the literacy field."--Linda D. Labbo, PhD, Department of Language and Literacy Education, University of Georgia
"This book has been organized into sections on literacy instruction trends, reading acquisition, fluency, vocabulary, comprehension, and assessment, with each section featuring a selected published article by Steven Stahl matched with closely related scholarly articles. Literacy researchers and graduate students will find this text to be an invaluable resource for information on all of these topics. It will also be a superb text for graduate literacy courses."--Mary Alice Barksdale, EdD, Department of Teaching and Learning, Virginia Tech
"This volume will compete with other research handbooks and texts as one of the finest collections of classic and contemporary scholarship on the most crucial and controversial issues in reading. It is one of the foundational texts that I will keep handy above my desk for teaching my reading graduate courses and seminars."--David O’Brien, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Twin Cities
About the Author
Katherine A. Dougherty Stahl, EdD, is Assistant Professor in the Language and Literacy Division of the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research interests focus on reading acquisition, including reading fluency and reading comprehension of novice readers. Dr. Stahl has taught in public elementary and middle school classrooms for over 25 years.
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 80 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He also serves on the editorial board of Reading Research Quarterly. Dr. McKenna's research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 80 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He also serves on the editorial board of Reading Research Quarterly. Dr. McKenna's research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.
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0 of 16 people found the following review helpful:
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This review is from: Reading Research at Work: Foundations of Effective Practice (Paperback)
It's enough to make me weep, to read the born-yesterday review of reading instruction history in this well-meant book. Based on my 40 years of experience teaching, researching and writing, I finally wrote my last(2004) very short book, The Born Yesterday World of the Reading Experts which includes a very brief(but still totally ignored) picture of the real history. The true history is discussed at length in my (still totally ignored) 2001 three-volume The History of Beginning Reading, from Teaching by Sound to Teaching by Meaning. I continue to be astonished that the real facts of reading instruction history which I have recorded in great detail, after massive library research, are treated as "anathema".
Geraldine E. Rodgers
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Inside This Book
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First Sentence:
The contributions of Steven Stahl to reading research are largely inestimable at this writing, less than a year after his death on May 6, 2004. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
passage comprehension measures, rich vocabulary instruction, basal reading lesson, embedded phonics approaches, phonetic cue reading, good phonics instruction, instrumentalist hypothesis, neme awareness, guage experience approaches, reading multiple texts, fluency instruction, effective vocabulary instruction, automatic word recognition, whole language classes, engagement instruction, defining phonological awareness, basal reading programs, vocabulary difficulty, definitional emphasis, oral reading accuracy, instructional trends, whole language advocates, structional level, reading connected text, vocabulary version Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, Journal of Educational Psychology, National Reading Conference, National Reading Panel, Reading Recovery, International Reading Association, Guilford Press, North Vietnamese, United States, Department of Education, Review of Educational Research, University of Illinois, Vietnam War, Steven Stahl, American Educational Research Association, Steve Stahl, Journal of Educational Research, Educational Researcher, Opinion Incident, South Vietnamese, Houghton Mifflin, National Reading Research Center, Reading Psychology, Ann Arbor New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
The contributions of Steven Stahl to reading research are largely inestimable at this writing, less than a year after his death on May 6, 2004. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
passage comprehension measures, rich vocabulary instruction, basal reading lesson, embedded phonics approaches, phonetic cue reading, good phonics instruction, instrumentalist hypothesis, neme awareness, guage experience approaches, reading multiple texts, fluency instruction, effective vocabulary instruction, automatic word recognition, whole language classes, engagement instruction, defining phonological awareness, basal reading programs, vocabulary difficulty, definitional emphasis, oral reading accuracy, instructional trends, whole language advocates, structional level, reading connected text, vocabulary version Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, Journal of Educational Psychology, National Reading Conference, National Reading Panel, Reading Recovery, International Reading Association, Guilford Press, North Vietnamese, United States, Department of Education, Review of Educational Research, University of Illinois, Vietnam War, Steven Stahl, American Educational Research Association, Steve Stahl, Journal of Educational Research, Educational Researcher, Opinion Incident, South Vietnamese, Houghton Mifflin, National Reading Research Center, Reading Psychology, Ann Arbor New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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