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Reading Research in Action


Reading Research in Action

A Teacher's Guide for Student Success
Authors: Peggy McCardle Ph.D., MPH, Vinita Chhabra, Barbara Kapinus

ISBN: 978-1-55766-964-3
Pages: 304
Copyright: 2008
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Size:  6.0 x 9.0
Stock Number:  69643
Format:  Paperback
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Teachers asked for it: a practical, no-nonsense book that shows them how to use scientifically based reading research (SBRR) in their everyday classroom instruction and improve their students' literacy outcomes. Now the SBRR guide every reading teacher wants is here—straight from the experts behind the bestselling Voice of Evidence in Reading Research.

Peggy McCardle and Vinita Chhabra team with researcher and veteran educator Barbara Kapinus of the National Education Association. Inspired by questions from real teachers, the authors give K–8 educators clear and immediately useful answers about reading research and what it says about the elements of effective instruction:

  • What is SBRR, and why should I use it in my classroom?
  • What does research say about teaching each component of reading—vocabulary, alphabetics, fluency, comprehension, spelling, and writing?
  • Why is Response to Intervention so important, and how can I put it to work?
  • How can I get students engaged and motivated to read?
  • What are the best classroom assessment methods?
  • What does good professional development look like?

Answers to these critical questions come complete with simple, straightforward explanations of research and brief, applicable vignettes that demonstrate how to work research-based practices into classroom reading instruction. A user-friendly guide that's truly responsive to teachers' needs, this must-have book will help educators see all the benefits of instruction based on research—and use it skillfully in today's classrooms to make all their students better readers.

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Reviews

Review: CHOICE
"Presents information in a scholarly but readable manner."
Review: Scholastic Inc. Read Up! blog
"First book recommendation of the school year…. Anyone who wants to be up on the latest research on reading will appreciate [this] book."
Review by: Elizabeth Birr Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan
"An extremely important contribution to the teacher education field."
Review by: Don Deshler, Director, Center for Research on Learning, Gene A. Budig Professor of Education, University of Kansas
"Brilliantly show[s] how the most powerful reading research findings can be brought to life in instructional practices."
Review by: Mary Abouzeid, Professor, University of Virginia
"Exactly what we need in the field today . . . supremely readable, well organized, and uses wonderful application-level examples. It's time [educators] learned how to discern the truth about teaching children how to read."
Review by: Sharon Walpole, Associate Professor, University of Delaware
"This impressive team of authors is predictably successful; [this book] is a fresh look at real issues not often treated in one volume."
About the Authors
Acknowledgments

I. How Does Research Inform Teaching

  1. Introduction
  2. The Cycle of Research and Instruction

II. What Is This Evidence Base and Where Did It Come From?

  1. The Role of Theory and Research in Reading
  2. Research Methods
  3. Summaries of Key Educational Research

III. What Does Research Say About the Major Components of Reading?

  1. Vocabulary
  2. Alphabetics
  3. Fluency
  4. Reading Comprehension
  5. Spelling
  6. Writing

IV. How Can Evidence-Based Research Support Classroom Teaching?

  1. Motivation and Engagement
  2. The Value and Uses of Assessment
  3. Teachers: The Most Important Factor in Student Success
  4. Response to Intervention: A New Partnership Between General and Special Education

Index

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