Handbook of reading research.
By: edited by Michael L. Kamil ... [et al.].
Contributors: Kamil, Michael L.
Publisher: L. Erlbaum Associates; Longman
Published: 2000
Place of publication: Mahwah, N.J
Language: eng
Number of pages: 1010
Subjects: Reading.; Reading -- Research -- Methodology.
Notes: The original 2-vol. ed. was published by New York : Longman, c1984-1991.  Vol. 2 was reprinted by L. Erlbaum in 1996.

Includes bibliographical references and indexes.
Table of contents: title: pt. 1. Literacy research around the world.  Reading Research in Australia and Aotearoa/New Zealand; title: Reading research in the United Kingdom; title: Education in transition: trends in Central and Eastern Europe; title: Literacy research in Latin America; title: Trends in reading research in the United States: changing intellectual currents over three decades; title: pt. 2. Methods of literacy research.  Making sense of classroom worlds: methodology in teacher research; title: Designing programmatic interventions; title: Undertaking historical research in literacy; title: Narrative approaches; title: Critical approaches; title: Ethnographic approaches to literacy Research; title: Verbal reports and protocol analysis; title: A case for single-subject experiments in literacy research; title: Discourse and sociocultural studies in reading; title: Research synthesis: making sense of the accumulation of knowledge in reading; title: pt. 3. Literacy processes.  The neurobiology of reading and reading disability (dyslexia); title: Phonological and lexical processes; title: Vocabulary processes; title: Learning from text: a multidimensional and developmental perspective; title: Structural aspects of constructing meaning from text; title: Classroom language and literacy learning; title: Children's literature; title: Research on response to literature; title: Engagement and motivation in reading; title: pt. 4. Literacy practices.  Emergent literacy: a matter (polyphony) of perspectives; title: Beginning reading instruction: research on early interventions; title: Phonological awareness; title: Vocabulary instruction; title: Spelling; title: What should comprehensive instruction be the instruction of?; title: Literature-based reading instruction; title: Integrated literacy instruction; title: The role of text in classroom learning; title: Reading in the content areas: social constructivist dimensions; title: College studying; title: Re-mediating reading difficulties: appraising the past, reconciling the present, constructing the future; title: Teacher research in the contact zone; title: Teaching teachers to teach reading: paradigm shifts, persistent problems, and challenges; title: Literacy and Technology: deictic consequences for literacy education in an information age; title: The effects of other technologies on literacy and literacy learning; title: pt. 5. Literacy policies.  Second-language reading as a case study of reading scholarship in the 20th century; title: Bilingual children's reading; title: A multicultural perspective on policies for improving literacy achievement: equity and excellence; title: Family literacy; title: Intergenerational literacy within families; title: Policy and instruction: what is the relationship?; title: Policy-oriented research on literacy standards and assessment.