Handbook of research on teaching the English language arts /
Credo Reference (Firm)
Fisher, Douglas,1965-
Lapp, Diane.
Now in its third edition, the Handbook of Research on Teaching the English Language Arts sponsored by the International Reading Association and the National Council of Teachers of English offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts, focus on bodies of research that influence decision making within the teaching of the language arts, explore the environments for language arts teaching, reflect on the methods and materials for instruction. Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, includes among other features:n interactive tools, such as organizing questions and essay prompts, that connect chapters with one another; PowerPoint slides for highlighting the main points of each chapter; several videos that readers can use to analyze chapters from the multiple perspectives provided in the book. The Handbook of Research on Teaching the English Language Arts, Third Edition is an essential resource for all professional educators, researchers, curriculum designers, students, and prospective and practicing teachers across the field of the English language arts.
Mode of access: World Wide Web.
Includes bibliographical references and index.
Section I. The language learner -- 1. Who is learning language(s) in today's schools? / Ver�onica E. Valdez and Rebecca M. Callahan -- 2. As learners acquire language / Courtney B. Cazden -- 3. When learners speak two or more languages / Kathy Escamilla and Susan Hopewell -- 4. Research on diverse students in culturally and linguistically complex language arts classrooms / Arnetha F. Ball, Allison Skerrett, and Ram�on Antonio Mart�inez -- 5. Crossing borders with language: teachers and the transformative potential of professional development opportunities / Mar�ia E. Fr�anquiz and Ellen Pratt --
Section II. Context for language learning -- 6. Early literacy development: merging perspectives that influence practice / Lesley Mandel Morrow and Susan Dougherty -- 7. The development of literacy in the elementary school / Dorothy Strickland and Dianna Townsend -- 8. Language arts learning in the middle grades / Joyce E. Many, Mary Ariail, and Dana L. Fox -- 9. The context of English language arts learning: the high school years / Thomas W. Bean and Helen Harper -- 10. Context specific literacy instruction / Ernest Morrell -- 11. Adult literacy: a review from two perspectives / Bill Muth and Kristen H. Perry -- 12. Variation in language and the use of language across contexts: implications for literacy teaching and learning / Cynthia H. Brock, Fenice B. Boyd, and Julie L. Pennington -- 13. Family literacy on the defensive: the defunding of Even Start: omen or opportunity? / Jeanne R. Paratore and David B. Yaden Jr. -- 14. Out-of-school literacy contexts / Lalitha Vasudevan and Kelly Wissman -- 15. Literacy education in the context of globalisation / Allan Luke, Radha Iyer, and Catherine Doherty --
Section III. History and theoretical perspectives -- 16. Integrating the elementary language arts: an historical perspective / E. Jennifer Monaghan and Douglas K. Hartman -- 17. The consideration of costs in improving literacy / Henry M. Levin -- 18. Alignment of cognitive processes in reading with motivations for reading / John T. Guthrie, Ana Taboada, and Allan Wigfield -- 19. Sociocultural theory: expanding the aims and practices of language arts education / Patricia Enciso and Caitlin Ryan -- 20. English language learners: language and relationships / Robert T. Jim�enez ... [et al.] -- 21. Literary theories and teaching of English language arts / Richard Beach and Thomas Swiss -- 22. Education policy and the language arts / Timothy Shanahan --
Section IV. The many faces of texts -- 23. Transforming English language arts in a web 2.0 world / Richard Beach, Glynda Hull, and David O'Brien -- 24. Literacy and ICT in the early years / Rachael Levy and Jackie Marsh -- 25. The material and the situated: what multimodality and new literacy studies do for literacy research / Jennifer Roswell and Kate Pahl -- 26. Media literacy / Stacie L. Tate -- 27. Critical literacy, critical engagement, and digital technology: convergence and embodiment in global spheres / Karen E. Wohlwend and Cynthia Lewis -- 28. Making visual analysis critical / Paggy Albers, Vivian Vasquez, and Jerome C. Harste -- 29. Webs of significance: semiotic perspectives on text / Marjorie Siegel and Deborah Wells Rowe --
Section V. Teaching the English language arts -- 30. Tracing instructional tensions in the teaching of the English language arts: a primer / George G. Hruby, Sylvia Read, and Melanie Landon-Hays -- 31. I know I can!: teacher self-efficacy in the English language arts classroom / Megan Tschannen-Moran and Bronwyn MacFarlane -- 32. Teaching for transformation: drama and language arts education / Brian Edmiston -- 33. Teaching phonetic awareness and phonics in the language arts classroom: a developmental approach / Linnea C. Ehri -- 34. The art and science of teaching reading fluency / Timothy Rasinski -- 35. Teaching spelling in the English/language arts classroom / Shane Templeton -- 36. Vocabulary instruction: three contemporary issues / Peter J. Fisher, Camille L.Z. Blachowicz, and Susan Watts-Taffe -- 37. Comprehension: the cooperation of many forces / Douglas Fisher, Diane Lapp, and Nancy Frey -- 38. Students' literary responses / Nancy Roser, Miriam Mart�inez, and Karen Wood -- 39. K-12 students as writers: research and practice / Jane Hansen and Brian Kissel -- 40. Critical literacy as comprehension: understanding at deeper levels / Maureen McLaughlin and Glenn DeVoogd -- 41. Passive dupes, code breakers, or savvy users: theorizing media literacy education in English language arts / Renee Hobbs and Michael RobbGrieco -- 42. The relevance of rhetoric / Nancy Nelson -- 43. Grammar and literacy learning / Meg Gebhard and J.R. Martin --
Section VI. Assessment of English language arts teaching and learning -- 44. Diversity and English language arts assessment / Peter Afflerbach and Summer Clark -- 45. Assessment frameworks for teaching and learning English language arts in a digital age / Julie Coiro and Jill Castek -- 46. Authentic professional development and assessment for language arts teachers in capacity for change / Patricia Ruggiano Schmidt and Sunita Singh -- 47. Assessing every child: using purposeful language arts assessments in diverse classrooms / Jennifer D. Turner and Chrystine C. Hoeltzel -- 48. Issues in the assessment of culturally and linguistically diverse students with special needs / Janette K. Klingner, KaiLonnie Dunsmore, and Patricia Edwards -- 49. Assessing the English language learner (ELL) / Lee Gunderson, Dennis Murphy Odo, and Reginald D'Silva --
Section VII. Methods of research on teaching the English language arts -- 50. Complexity, multiplicity, timeliness, and substantive engagement: methodologies for researching the teaching of the English language arts / David Bloome, Thandeka Chapman, and Peter Freebody -- 51. Research as praxis: documenting the dialectical relationship between theory and practice / Steven Z. Athanses -- 52. Policy and research in the English language arts: massive, inclusive, and artful design choices / Peter Freebody -- 53. Ethnographic research in teaching and learning the English language arts: studying the cultural contexts of teaching and learning the English language arts / Gemma Moss -- 54. Analyzing text and talk through critical discourse analysis / Stephanie Power-Carter -- 55. Emic perspectives of research / Thandeka Chapman and Valierie Kinloch -- 56. Research designs for empirical research / Robert C. Calfee and Marilyn J. Chambliss -- 57. Child development studies over time / Stuart McNaughton -- 58. Theory and method in research on literacy practices: adaptations and alignment in research and praxis / Peter Smagorinsky -- 59. English in the era of globalisation: implications for research methodologies for English language arts / Anthony J. Liddicoat -- 60. Syncretic approaches to studying movement and hybridity in literacy practices / Kris D. Guti�errez, Andrea C. Bien, and Makenzie K. Selland -- 61. Critical approaches to research in English language arts / Arlette Willis.
Now in its third edition, the Handbook of Research on Teaching the English Language Arts sponsored by the International Reading Association and the National Council of Teachers of English offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts, focus on bodies of research that influence decision making within the teaching of the language arts, explore the environments for language arts teaching, reflect on the methods and materials for instruction. Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, includes among other features:n interactive tools, such as organizing questions and essay prompts, that connect chapters with one another; PowerPoint slides for highlighting the main points of each chapter; several videos that readers can use to analyze chapters from the multiple perspectives provided in the book. The Handbook of Research on Teaching the English Language Arts, Third Edition is an essential resource for all professional educators, researchers, curriculum designers, students, and prospective and practicing teachers across the field of the English language arts.
Description based on title page of print version.
"First published 1991 by Macmillan Publishing Company."
Language arts.
English language
Also available in print version.


Access restricted to authorized users and institutions.