Reading Research in Action: A Teacher's Guide for Student Success (McCardle, Chhabra, & Kapinus)

Learn more about this book:

Table of Contents

Read an article on strategies to help your students better grasp writing and comprehension

The Voice of Evidence in Reading Research

Dyslexia Across Languages Orthography and the Brain – Gene – Behavior Link

Developmental Dyslexia: Early Precursors, Neurobehaviorial Markers, and Biological Substrates

Evidence-Based Reading Practices for Response to Intervention

Reading in the Classroom: Systems for the Observation of Teaching and Learning

Teaching Reading to Struggling Learners

Becoming a Professional Reading Teacher

Reading Research in Action
A Teacher's Guide for Student Success
By Peggy McCardle, Ph.D., MPH, Vinita Chhabra, Ph.D., & Barbara Kapinus, Ph.D.

"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."
—Mary P. Abouzeid, Professor, University of Virginia

"Brilliantly show[s] how the most powerful reading research findings can be brought to life in instructional practices."
—Don D. Deshler, Ph.D., Director, Center for Research on Learning, Gene A. Budig Professor of Education, University of Kansas

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.

ORDERING INFO
ISBN 978-1-55766-964-3
Paperback
6 x 9
304 pages
2008
$29.95
Stock# 69643

Table of Contents

About the Authors
Foreword
Barbara R. Foorman
Foreword
Dorothy S. Strickland
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?

3. The Role of Theory and Research in Reading

4. Research Methods

5. Summaries of Key Educational Research

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

6. Vocabulary

7. Alphabetics

8. Fluency

9. Reading Comprehension

10. Spelling

11. Writing

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

12. Motivation and Engagement

13. The Value and Uses of Assessment

14. Teachers: The Most Important Factor in Student Success

15. Response to Intervention: A New Partnership Between General and Special Education

Index