ABSTRACT
In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method.
Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including:
- Diverse student populations and sociocultural perspectives on reading development
- Digital innovation, literacies, and platforms
- Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process
- New methods for researching reading instruction, with attention to equity, inclusion, and education policies
- Language development and reading comprehension
- Instructional practices to promote reading development and comprehension for diverse groups of readers
Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.
TABLE OF CONTENTS
part I|13 pages
Game Changers in Reading Research
part II|61 pages
How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers
part III|76 pages
How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?
part IV|124 pages
How Do Expanding Conceptualizations of Readers Change the Game for Teachers, Leaders, and Reading Researchers?
chapter 9|25 pages
The Language for School Literacy
part V|175 pages
How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?
chapter 15|28 pages
The Joint Development of Literacy and Self-Regulation in Early Childhood
chapter 17|17 pages
Social and Cultural Differences in Reading Development
chapter 20|22 pages
Expanding Teaching and Learning with Disciplinary Texts
chapter 21|18 pages
Literacy Instruction and Digital Innovation
chapter 23|16 pages
More Connected and More Divided than Ever
part VI|45 pages
How Do Research Methods Change the Game for Reading Researchers and Policy Makers
chapter 25|23 pages
Examining the Process of Reading in Media Text Environments
part VII|7 pages
Minding the Gaps