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Grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know, and what we know that matters for students, teachers, school leaders, and those who influence reading policies in schools and school systems, the Handbook of Reading Research, Volume V synthesizes current research and reveals important new directions.
Grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know, and what we know that matters for students, teachers, school leaders, and those who influence reading policies in schools and school systems, the Handbook of Reading Research, Volume V synthesizes current research and reveals important new directions.
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Elizabeth Birr Moje is Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, an Arthur F. Thurnau Professor, and a Faculty Associate in the Institute for Social Research and Latina/o Studies at the University of Michigan, USA.
Peter P. Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.
Patricia Enciso is Professor of Literacy, Literature, and Equity Studies in the Department of Teaching and Learning at the College of Education and Human Ecology, and Faculty Associate in Latinx Studies, at The Ohio State University, USA.
Nonie K. Lesaux is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.
Inhaltsangabe
Part One: Game Changers in Reading Research: Setting the Stage Chapter 1: Game Changers in Reading Research Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers? Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Bråten, Jason L. G. Braasch, Ladislao Salmerón Chapter 6: Who reads what, in which formats, and why by Margaret Mackey Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player Part Four: How Do Expanding Conceptualizations of Readers Change the Game for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers? Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gámez Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Noguerón-Liu, Jayne C. Lammers Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martínez-Roldán Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing Chapter 28: Concluding Thoughts from the Editors Contributor Biographies
Part One: Game Changers in Reading Research: Setting the Stage Chapter 1: Game Changers in Reading Research Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers? Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Bråten, Jason L. G. Braasch, Ladislao Salmerón Chapter 6: Who reads what, in which formats, and why by Margaret Mackey Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player Part Four: How Do Expanding Conceptualizations of Readers Change the Game for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers? Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gámez Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Noguerón-Liu, Jayne C. Lammers Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martínez-Roldán Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing Chapter 28: Concluding Thoughts from the Editors Contributor Biographies
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