Advances in reading intervention
Subtitle: research to practice to research
By: edited by Carol McDonald Connor and Peggy McCardle
Series: The extraordinary brain series -- XIV; Extraordinary brain series -- 14.
Publisher: Paul H. Brookes Publishing Co.; Brookes Publishing
Published: 2015
Place of publication: Baltimore, Maryland
Language: eng
Number of pages: 281
ISBN-13: 9781681250397; 9781681250427; 9781598579949; 9781598579680
Subjects: Reading; Remedial teaching; Research; EDUCATION; Elementary
Description: "This latest volume in the Extraordinary Brain series represents a joint effort between researchers and practitioners to shape the future of early reading intervention by taking stock of the present and making recommendations for the future"--

"The book's main agenda is to promote "research to practice to research," a conversational feedback loop in which researchers and practitioners work collaboratively to address the field's most pressing issues. In short, research leading to changes in practice is also informed by implementation efforts, including successes and challenges, which in turn shape future research inquiries. The first two chapters explain the "research to practice to research" dynamic and provide an overview of past reading intervention research, as well as present and future questions and needs. The second section is more technical and covers key science areas: behavior, neurobiology, and genetics. The third section presents research on reading and writing intervention, covering an array of sub topics and sub populations, including English Language Learners, dialect variation in African American children, translating and applying research to the classroom, and other topics. Integrative summaries in sections 2 and 3 synthesize section content and offer suggestions and recommendations for future research. The concluding section, "Looking to the Future" details specific considerations for the field as it progresses and develops"--
Table of contents: title: Cover; Title Page; Contents; About the Editors; About the Contributors; The Dyslexia Foundation and the Extraordinary Brain Series; Acknowledgments; Part I: Introduction; Chapter 1: Research to Practice to Research: The Importance of Reciprocity to Building Better Interventions; Chapter 2: An Overview of Reading Intervention Research: Perspectives on Past Findings, Present Questions, and Future Needs; Part II: Basic Considerations for Reading Intervention: Behavior, Neurobiology, and Genetics; Chapter 3: The Growth of Self-Regulation in the Transition to School; title: Chapter 4: Innovative Data Summary Measures Provide Novel Insights on Reading PerformanceChapter 5: The Role of Rapid Automatized Naming in Reading Disruption: An Application of the Cusp Catastrophe; Chapter 6: Eye-Movement Research in Reading: Enhancing Focus on the Development of Reading and Reading Disabilities; Chapter 7: Neurobiological Bases of Word Recognition and Reading Comprehension: Distinctions, Overlaps, and Implications for Instruction and Intervention; Chapter 8: Integrating Neurobiological Findingsin Search of a Neurochemical "Signature" of Dyslexia; title: Chapter 9: The Genetic Classroom: How Behavioral Genetics Can Inform EducationIntegrative Summary 1: The Future of Reading Research: New Concepts and Tools and the Need for Detailed Genetic and Neurobiological Contexts; Part III: Reading and Writing Interventions: Research to Inform Practice; Chapter 10: What Practitioners Think and Want to Know; Chapter 11: Literacy in the Early Grades: Research to Practice to Research; Chapter 12: Addressing Dialect Variationin Early Reading Instruction for African American Children; Chapter 13: Reading Development Among English Learners; title: Chapter 14: Students with Reading Difficulties Who Are English LearnersChapter 15: The Letra Program: A Web-Based Tutorial Model for Preparing Teachers to Improve Reading in Early Grades; Chapter 16: Struggling with Writing The Challenges for Children with Dyslexia and Language Learning Difficulty When Learning to Write; Chapter 17: Fostering the Capabilities that Build Writing Achievement; Chapter 18: Effectiveness of a Beginning Reading Intervention: Compared with What? Examining the Counterfactual in Experimental Res earch; title: Integrative Summary 2: Translating Reading Research into Effective Interventions for All Children Who Struggle with ReadingPart IV: Finale: Looking to the Future; Chapter 19: Innovation and Technology that Can Inform Reading Interventions; Chapter 20: Reading Intervention in Perspective; Chapter 21: Moving Forward in Reading Intervention Research and Practice; Index