The voice of evidence in reading research / edited by Peggy McCardle and Vinita Chhabra.

Includes bibliographical references and index.

Foreword / Catherine Snow -- A Tribute to G. Reid Lyon / Robert H. Pasternack -- I. Overview -- 1. Contributions to Evidence-Based Research / Vinita Chhabra and Peggy McCardle -- 2. The Big Picture: Where We Are Nationally on the Reading Front and How We Got Here / Robert W. Sweet, Jr. -- II. Reading Research that Provides Evidence: The Methods -- 3. Why Scientific Research? The Importance of Evidence in Changing Educational Practice / Valerie F. Reyna -- 4. Scientifically Based Educational Research: Questions, Designs, and Methods / Jack M. Fletcher and David J. Francis -- 5. The Importance of Longitudinal Research for Early Intervention Practices / Barbara K. Keogh -- 6. What Is a Meta-Analysis and How Do We Know We Can Trust It? / Harris Cooper and Kelle Reach -- 7. Clinical Trials as a Model for Intervention Research Studies in Education / Robin D. Morris -- III. Evidence-Based Practices the Teachers Are Asked to Implement -- 8. Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses / Linnea C. Ehri -- 9. What Do We Know About Fluency? Findings of the National Reading Panel / Steven A. Stahl -- 10. Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings / Michael L. Kamil -- 11. Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice / Timothy Shanahan -- IV. Reading Research Evidence in the Classroom -- 12. Science, Language, and Imagination in the Professional Development of Reading Teachers / Louisa C. Moats -- 13. How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms / Barbara R. Foorman, Claude Goldenberg, Coleen D. Carlson, William M. Saunders and Sharolyn D. Pollard-Durodola -- 14. Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement / John T. Guthrie and Nicole M. Humenick -- 15. Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read / Joseph K. Torgesen -- V. Neuroimaging and Brain Research -- 16. Functional Brain Imaging: An Introduction to Concepts and Applications / Andrew C. Papanicolaou, Kenneth R. Pugh, Panagiotis G. Simos and W. Einar Mencl -- 17. Neurobiologic Basis for Reading and Reading Disability / Sally E. Shaywitz and Bennett A. Shaywitz -- VI. Policy and Research: Where Are We Today and Where Are We Going? -- 18. Where Does Policy Usually Come From and Why Should We Care? / Mengli Song, Jane G. Coggshall and Cecil G. Miskel -- 19. The Accumulation of Evidence: A Continuing Process / Peggy McCardle and Vinita Chhabra -- Closing Comments from G. Reid Lyon.

"Required reading for any educator, administrator, or parent committed to nurturing students' literacy, this landmark resource will help readers understand the value of scientifically baesd reading research, form educated answers to their complex questions, and shape reading instruction that leaves no child behind."--BOOK JACKET.

Machine converted from AACR2 source record.