Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts – sponsored by the International Literacy Association and the National Council of Teachers of English – remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources.
The Handbook of Research on Teaching the English Language Arts, Fourth Edition:
- Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading).
- Is well grounded and balanced in theory and research while promoting validated practice.
- Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location.
- Gives attention to special populations and instructional contexts.
- Includes new media literacies.
- Has the authority of a research handbook while remaining practical for students in masters and doctoral classes.
Table of Contents
Introduction: The Language Arts Defined
Diane Lapp and Douglas Fisher
1: Significant Literacy Research Informing English Language Arts Instruction
Richard Beach and David O’Brien
2: Re-Positioning Race in English Language Arts Research
Arlette Ingram Willis
3: Literacy Engagement and Motivation: Rationale, Research, Teaching and Assessment
John T. Guthrie and Allan Wigfield
4: Reading Comprehension, Critical Understanding: Research-Based Practice
Maureen McLaughlin and Glenn DeVoogd
5: Toward a New Appreciation of Speaking and Listening
Cheryl McLean, Mastin Prinsloo, Jennifer Rowsell, and Scott Bulfin
6: Vocabulary Instruction: Research and Practice
Susan Watts-Taffe, Peter Fisher, and Camille Blachowicz
Chapter 7: Academic Vocabulary Instruction: Building Knowledge about the World and How Words Work
J. Kenneth Logan and Michael J. Kieffer
8: Cultivating Students’ Inner Language of Comprehending Through Classroom Conversation
9: Word Study, Research to Practice: Spelling, Phonics, Meaning
Shane Templeton and Donald Bear
10: Writing: Research and Practice
11: The Promise and Challenge of Language Arts Assessment in 21st Century Classrooms
Peter Afflerbach and Jennifer Turner
12: Disciplinary Literacy
Cynthia Shanahan and Timothy Shanahan
13: Diverse Learners in Linguistically Complex Classroom Research, Policy and Practice
Arnetha Ball and Robert Jimenez
14: Repositioning Online Reading To A Central Location In The Language Arts
Lisa Kervin, Jessica Mantei, and Donald J. Leu
15: Language Arts Learning in Multimodal and Multilingual Contexts
Angie Zapata, Tasha Tropp Laman, and Amy Seely Flint
16: It is About Time for Comprehensive Language Arts Instruction (We’ve Tried Everything Else!)
Patricia Cunningham and James Cunningham
17: Language Arts Instruction in Middle and High School Classrooms
Allison Skerrett and Amber Warrington
18: I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom
Megan Tschannen-Moran, Denise Johnson, and Bronwyn MacFarlane
Epilogue and New Directions: P. David Pearson and Mary Lisette Lopez
Diane Lapp is a Distinguished Professor of Education in the Department of Teacher Education at San Diego State University, USA.
Douglas Fisher is a Professor in the Department of Educational Leadership at San Diego State University, USA.
Both Lapp and Fisher are teacher leaders at Health Sciences High and Middle College in San Diego, CA.
Please visit our companion website for additional support materials.