1st Edition

Handbook of Reading Research, Volume IV

    800 Pages
    by Routledge

    798 Pages
    by Routledge

    The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.


    Reading Research in a Changing Era: An Introduction to the Handbook of Reading Research, Volume IV Michael L. Kamil, Peter Afflerbach, P. David Pearson, and Elizabeth Birr Moje


    1 Researching the Teaching of Reading through Direct Observation: Tools, Methodologies & Guidelines for the Future James Hoffman, Beth Maloch, Misty Sailors

    2 Methods of Automated Text Analysis Arthur C. Graesser, Danielle S. McNamara, Max M. Louwerse

    3 Statistical Modeling in Literacy Research Christopher Schatschneider, Yaacov Petscher

    4 Designing and Conducting Literacy Intervention Research Donald D. Deshler, Michael F. Hock, Frances M. Ihle, Caroline A. Mark

    5 Cultural Perspectives in Reading: Theory and Research Robert Rueda


    6 Supporting Early (and Later) Literacy Development at Home and at School: The Long View Jeanne R. Paratore, Christina Cassano, Judith A. Schickendanz

    7 Primary Grade Reading Barbara R. Foorman, Carol M. Connor

    8 Adolescents and Readers Patricia A. Alexander, Emily Fox

    9 Adult Literacy (age 18 and Beyond) Greg Brooks


    10 The Development of Comprehension Nell K. Duke, Joanne Carlisle

    11 Word Recognition Theresa A. Roberts, Catherine Christo, John A. Shefelbine

    12 Orthographic Processing in Models of Word Recognition Anne E. Cunningham, Ruth G. Nathan, Katie Schmidt Raher

    13 Reading Fluency Timothy V. Rasinski, D. Ray Reutzel, David Chard, Sylvia Linan-Thompson

    14 Oral Discourse and Reading Joshua Lawerence, Catherine E. Snow


    15 Locating Struggling Readers in a Reconfigured Landscape: A Conceptual Review Linda Kucan, Annemarie Sullivan Palincsar

    16 A Dialogic Turn in Research on Learning and Teaching to Comprehend Ian A. G. Wilkinson, Eun Hye Son

    17 Toward a Theory of Word Selection William Nagy, Elfrieda M. Hiebert

    18 The Development and Teaching of Word Recognition Skill William Tunmer, Tom Nicholson, Peter Freebody

    19 The Teaching and Learning of Critical Literacy: Beyond the ‘Show of Wisdom’ Peter Freebody, Jill M. Freiberg

    20 The Role of Text in Disciplinary Learning Elizabeth Birr Moje, Darin Stockdill, Katherine Kim, Hyun-ju Kim

    21 The Classroom Assessment of Reading Peter P. Afflerbach, Beong-Young Cho

    22 The Role of Culture in Literacy, Learning, and Teaching Guofang Li


    23 Popular Culture and Literacy Practices Donna E. Alvermann

    24 Reading Policy in the Era of Accountability Cynthia Coburn, P. David Pearson, Sarah Woulfin

    25 Reading and School Reform Barbara Taylor, Taffy E. Raphael, Kathryn H. Au

    26 Professional Development and Teacher Education for Reading Instruction Deborah R. Dillon, David G. O’Brien, Mistilina Sato, Catherine M. Kelly

    27 Second Language Reading Acquisition Ludo Verhoeven

    28 Reading Instruction for English Language Learners Claude Goldenberg

    29 Literacy Out Of School: A Review of Research on Programs and Practices David E. Kirkland, Glynda Hull

    30 Family Literacy: A Current View of Research on Parents and Children Learning Together Flora V. Rodriguez-Brown



    Michael L. Kamil is Professor Emeritus of Education at Stanford University. He is a member of the Psychological Studies in Education Committee and on the faculty of the Learning, Design, and Technology Program.

    P. David Pearson is a faculty member in the Language and Literacy program and the Cognition and Development program at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010.

    Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Affiliate in Latina/o Studies, and Faculty Associate in the University’s Institute for Social Research—Research Center for Group Dynamics at the University of Michigan, Ann Arbor, MI.

    Peter P. Afflerbach is a Professor of Curriculum and Instruction and Director of the Reading Center at the University of Maryland at College Park.