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Literacy Research Methodologies



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ISBN 9781609181628
Published April 19, 2011 by Guilford Press
488 Pages

 
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Book Description

This book has been replaced by Literacy Research Methodologies, Third Edition, ISBN 978-1-4625-4431-8. 

Table of Contents

1. Introduction, Marla H. Mallette and Nell K. Duke
2. Case Study Research, Diane M. Barone
3. Content Analysis: The Past, Present, and Future, James V. Hoffman, Melissa B. Wilson,Ramón A. Martínez, and Misty Sailors
4. Of Correlations and Causes: The Use of Multiple Regression Modeling, Anne E. Cunningham, Keith E. Stanovich, and Andrew Maul
5. Research Methods Unique to Digital Contexts: An Introduction to Virtual Ethnography, Christine M. Greenhow
6. Discourse Analysis: Conversation, Susan Florio-Ruane and Ernest Morrell
7. Discourse Analysis: Written Text, Susan R. Goldman and Jennifer Wiley
8. Ethnographic Research, Victoria Purcell-Gates
9. Experimental and Quasi-Experimental Design, Frank R. Vellutino and Christopher Schatschneider
10. Revisiting the Connection between Research and Practice Using Formative and Design Experiments, Barbara A. Bradley and David Reinking
11. Historical Research, Norman A. Stahl and Douglas K. Hartman
12. Developing Affective Instrumentation, William A. Henk, Michael C. McKenna, and Kristin Conradi
13. Meta-Analysis, Adriana G. Bus, Marinus H. van IJzendoorn, and Suzanne E. Mol
14. Mixed Research Techniques, Anthony J. Onwuegbuzie and Marla H. Mallette
15. Narrative Approaches: Exploring the Phenomenon and/or Method, M. Kristiina Montero and Rachelle D. Washington
16. Neuroimaging, Jack M. Fletcher, David L. Molfese, Panagiotis G. Simos, Andrew C. Papanicolaou, and Carolyn Denton
17. Single-Subject Experimental Design, Susan B. Neuman
18. Survey Research, James F. Baumann and James J. Bason
19. Verbal Protocols of Reading, Katherine Hilden and Michael Pressley
20. Toward a Pragmatics of Epistemology, Methodology, and Social Theory, Mark Dressman and Sarah J. McCarthey
21. Conclusion, Nell K. Duke and Marla H. Mallette
Appendix: Alphabetical Listing of the Exemplars

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Editor(s)

Biography

Nell K. Duke, EdD, is Professor of Language, Literacy, and Culture and an affiliate of the Combined Program in Education and Psychology at the University of Michigan. Her research focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has used a variety of research methodologies in her own work and teaches courses on research design. Dr. Duke has a strong interest in the preparation of educational researchers and has published and presented on this topic.
 
Marla H. Mallette, PhD, is Associate Professor of Literacy Education at Southern Illinois University. Her research interests include literacy teacher education, literacy instruction and learning with students of culturally and linguistically diverse backgrounds, and the convergence of early literacy and technology. She is very interested in research methodologies and has used various methodologies in her own work. Dr. Mallette has also published and presented on literacy research methodologies and the preparation of literacy researchers.

Reviews

"I’ve used Literacy Research Methodologies in my doctoral seminar since its original publication. The second edition is even better: it covers more research methods and continues to do so in a way that helps to demystify research for my students. These days there is so much emphasis on applying research to literacy practice and policy, but this is the only book devoted to showing end-users of research how to critically read such studies. I appreciate the consistently formatted chapters and the attention to quality standards throughout."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago
 
"Today's literacy research challenges are far more complex than those experienced by previous generations, and demand equally rich, complex, and multifaceted methodologies. This volume should be the touchstone of any new literacy scholar's preparation. It will also be a central resource for experienced scholars who understand the need to bring multiple methods to the study of 21st-century literacy issues."--Donald J. Leu, PhD, John and Maria Neag Endowed Chair in Literacy and Technology, University of Connecticut

"A 'must-read' for doctoral students. The basic premise is that diversemethodologies, when conducted according to standards of quality, have value--and collectively yield greater insights than any one methodology alone. The book provides a broad view of the 'lay of the land' in literacy research and emphasizes the importance of matching methodology to the kinds of research questions being asked. The addition of five new methodologies makes this second edition even more useful for both consumers and producers of research. The exemplar studies in each chapter provide students an invaluable opportunity for critical analysis."--Marcia Invernizzi, PhD, Henderson Professor of Reading Education, Curry School of Education, University of Virginia 
 
"Addressing all the major methods and tools used in literacy inquiry, the editors have assembled seasoned researchers to present diverse ways of thinking about the learner’s language, neurology, social context, cognitive expertise, and more. The second edition invites investigators to design creative synergies among the most current research approaches. Every aspiring researcher should be acquainted with the paradigms portrayed in this elegant volume."--John T. Guthrie, PhD, Jean Mullan Professor of Literacy Emeritus, University of Maryland
 

"Edited and written by eminent researchers, this book gives teachers practical information about the process of literacy inquiry and research. Each research methodology is analyzed for its strengths and weaknesses to help teachers understand how to do their own inquiry with the best methods available. The writing is clear and concise, and useful exemplars and extensive references are featured for each chapter. I have found this text to be a valuable resource for my graduate students--and the students really enjoy using it."--Margaret M. Pyterek, EdD, Adjunct Assistant Professor, University of Illinois at Chicago

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