Research to Practice to Research
Advances in Reading Intervention
Special Education

Part of the respected Extraordinary Brain series, this book brings together more than 35 researchers and practitioners to examine what we know—and what we need to know—about reading intervention.

79680 978-1-59857-968-0
2015 312
Available Stock
Effective early reading intervention depends on research and practice that leads to positive changes in classroom practice and better student reading outcomes. This important volume promotes the valuable “research to practice to research” loop, bringing top experts and practitioners together to examine what we know—and what we need to know—about effective reading and writing intervention.

Part of the respected Extraordinary Brain series, this book compiles and expands on critical findings presented at The Dyslexia Foundation's biannual symposium. More than 35 researchers and practitioners explore the latest on topics relevant to effective reading and writing education, from neurobiology and genetics to specific strategies for translating research into intervention—and learning from the results of these interventions to inform new research. The concluding chapters map out key priorities for future research and innovation.

An essential text for teachers, reading specialists, reading researchers, administrators, and students in graduate courses, this volume marks a significant step toward resolving the literacy challenges of young learners. It will also help move the field toward a firmly established “research to practice to research” collaboration among researchers and practitioners.

  • neurobiological bases of word recognition and comprehension
  • how behavioral genetics can inform education
  • translating and applying research to the classroom
  • designing and interpreting the results of randomized controlled trials (RCTs)
  • the correlation between rapid automatized naming (RAN) speed and reading development
  • the impact of eye movement research on our understanding of skilled reading
  • reading development and difficulties among English Language Learners
  • dialect variation in African American children
  • the writing challenges of children with dyslexia and Language Learning Difficulty (LLD)
  • developing research ideas from classroom and school experiences
  • specific considerations for the field as it progresses and develops
  • and more
About the Editors
About the Contributors
The Dyslexia Foundation and the Extraordinary Brain Series

    I. Introduction

  1. Research to Practice to Research: The Importance of Reciprocity to Building Better Interventions
  2. Carol McDonald Connor and Peggy McCardle

  3. An Overview of Reading Intervention Research: Perspectives on Past Findings, Present Questions, and Future Needs
  4. Maureen W. Lovett

    II. Basic Considerations for Reading Intervention: Behavior, Neurobiology, and Genetics

  5. The Growth of Self-Regulation in the Transition to School
  6. Frederick J. Morrison

  7. Innovative Data Summary Measures Provide Novel Insights on Reading Performance
  8. Christopher W. Bartlett, Andrew Yates, Judy F. Flax, and Linda M. Brzustowicz

  9. The Role of Rapid Automatized Naming (RAN) in Reading Disruption: An Application of the Cusp Catastrophe
  10. Georgios Sideridis, George K. Georgiou, Panagiotis G. Simos, Angeliki Mouzaki, and Dimitrios Stamovlasis

  11. Eye Movement Research in Reading: Enhancing Focus on the Development of Reading and Reading Disabilities
  12. Brett Miller

  13. Neurobiological Bases of Word Recognition and Reading Comprehension: Distinctions, Overlaps, and Implications for Instruction and Intervention
  14. Laurie E. Cutting, Stephen Kent Bailey, Laura A. Barquero, and Katherine Aboud

  15. Integrating Neurobiological Findings in Search of a Neurochemical "Signature" of Dyslexia
  16. Stephanie N. Del Tufo and Kenneth R. Pugh

  17. The Genetic Classroom: How Behavioral Genetics Can Inform Education
  18. Sara A. Hart

    Integrative Summary 1 The Future of Reading Research: New Concepts and Tools and the Need for Detailed Genetic and Neurobiological Contexts
    Nadine Gaab

    III: Reading and Writing Interventions: Research to Inform Practice

  19. What Practitioners Think and Want to Know
  20. Joan A. Mele-McCarthy

  21. Literacy in the Early Grades: Research to Practice to Research
  22. Carol McDonald Connor

  23. Addressing Dialect Variation in Early Reading Instruction for African American Children
  24. Nicole Patton Terry

  25. Reading Development among English Language Learners
  26. Nonie K. Lesaux

  27. Students with Reading Difficulties Who Are English Language Learners
  28. Melodee A. Walker, Philip Capin, and Sharon Vaughn

  29. The Letra Program: A Web-Based Tutorial Model for Preparing Teachers to Improve Reading in Early Grades
  30. Juan E. Jiménez

  31. Struggling with Writing: The Challenges for Children with Dyslexia and Language Learning Difficulty when Learning to Write
  32. Vincent Connelly and Julie E. Dockrell

  33. Fostering the Capabilities that Build Writing Achievement
  34. Rui A. Alves and Teresa Limpo

  35. Effectiveness of a Beginning Reading Intervention: Compared to What? Examining the Counterfactual in Experimental Research
  36. Michael D. Coyne

    Integrative Summary 2 Translating Reading Research into Effective Interventions for All Children Who Struggle with Reading Julie A. Washington

    IV. FINALE - Looking to the Future

  37. Innovation and Technology That Can Inform Reading Interventions
  38. David J. Jodoin

  39. Reading Intervention in Perspective: A Thoughtful Analysis
  40. Donald L. Compton and Laura M. Steacy

  41. Moving Forward in Reading Intervention Research and Practice
  42. Peggy McCardle and Carol McDonald Connor



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April Benasich, Rutgers University - Newark - June 3, 2015
“Fielding a stellar set of dyslexia researchers and educators, Connor and McCardle have produced an important volume that sheds new light on how to best move effective reading interventions from the laboratory to the classroom.”
Elena Grigorenko, Yale University - June 1, 2015
“Presents current frontiers of research on typical and atypical reading and outlines both directions and destinations for future research.”
Mark Seidenberg, Vilas Professor, University of Wisconsin-Madison - May 27, 2015
“The authors are outstanding researchers who are closely attuned to the realities of the home, school, and community. I hope the book is read by everyone committed to addressing the hardest cases, children for whom reading and writing are especially difficult.”
Linda Siegel, Professor Emerita, University of British Columbia - May 27, 2015
“An excellent book … The chapters are comprehensive, well written, and contain the most up-to- date references. It is essential reading for all investigators in the areas of reading and reading disabilities.”
Glenn Rosen, Department of Neurology, Beth Israel Deaconess Medical Center - May 26, 2015
“An absorbing book that covers the difficult issues surrounding reading intervention. This volume would provide compelling and novel information for parents, teachers, school administrators, and scientific researchers from a wide variety of disciplines.”