Full Description
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.
Contents
Foreword, Lesley Mandel Morrow
I. Instructional Trends
1. How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl, Michael C. McKenna
2. Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Steven A. Stahl and Patricia D. Miller
3. Fostering the Scientific Study of Reading Instruction by Example, Keith E. Stanovich and Paula J. Stanovich
4. Understanding Shifts in Reading and Its Instruction, Steven A. Stahl
5. The Shift from Polarization in Reading: Relying on Research Rather Than Compromise, Timothy Shanahan
II. 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. Murray
8. Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness, Bruce A. Murray
9. 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. Ehri
III. Fluency
11. 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 Heubach
13. Fluency-Oriented Reading Instruction: A Merging of Theory and Practice, Melanie R. Kuhn and Paula J. Schwanenflugel
IV. Vocabulary
14. The State of Vocabulary Research in the Mid-1980s, William Nagy and Judith A. Scott
15. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Steven A. Stahl and Marilyn M. Fairbanks
16. Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis, Margaret G. McKeown and Isabel L. Beck
V. Comprehension
17. Comprehension Research over the Past Three Decades, Richard C. Anderson, Qiuying Wang, and Janet S. Gaffney
18. Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text, Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, and Robin L. Davis
19. Improving Students' Reading Comprehension, Barbara M. Taylor, P. David Pearson, Georgia Earnest García, Katherine A. Dougherty Stahl, and Eurydice B. Bauer
20. What Happens When Students Read Multiple Source Documents in History?, Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet
21. Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd Shanahan
VI. Assessment
22. Connecting Scientific and Practical Approaches to Reading Assessment, Scott G. Paris
23. An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl, Melanie R. Kuhn, and J. Michael Pickle
24. Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings, Marjorie Y. Lipson
25. The Word Factors: A Problem for Reading Comprehension Assessment, Steven A. Stahl and Elfrieda H. Hiebert
26. Making the Invisible Visible: The Development of a Comprehension Assessment System, Katherine A. Dougherty Stahl, Georgia Earnest García, Eurydice B. Bauer, P. David Pearson, and Barbara M. Taylor
Epilogue, Michael C. McKenna
