ABSTRACT
Our goal in writing this chapter for the second edition of the Handbook of Educational Psychology has been to document, interpret, and critique the research on teaching and learning in reading published between January1996 and February 2004 in refereed journals. Prior to beginning our search for suitable articles, we agreed on a set of common search procedures (keywords, databases) and developed criteria that would provide guidance when we had to make decisions about which articles to include or exclude. Those criteria can be found in Table 19.1. Briefly, they allude to our intention to limit our review to research reported in peer-refereed journal articles (not books, chapters, literature reviews, or tech reports) on reading instruction that took place in "regular" classrooms spanning kindergarten through college. The "regular classroom" stipulation was on the setting and not the participants. For instance, if a study reported on students with learning disabilities taught in a mainstream classroom, the study was included; but if a study reported on students with learning disabilities taught in a resource room or pullout program, the study was not included. Further, because we sought to differentiate our chapter from one being developed on a similar topic and coauthored by Michael Pressley and Karen Harris (see Chapter 12 of this volume), we defined reading instruction as that which focuses on teacher action or
teacher-student interaction during a classroom reading instruction.
