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011 _aBIB MATCHES WORLDCAT
020 _a1557666725
020 _a9781557666727
035 _a(ATU)b11005695
035 _a(DLC) 2003068583
035 _a(OCoLC)53880243
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043 _an-us---
050 0 0 _aLB1050.6
_b.V65 2004
082 0 0 _a428.4072
_222
245 0 4 _aThe voice of evidence in reading research /
_cedited by Peggy McCardle and Vinita Chhabra.
264 1 _aBaltimore, Md. :
_bP.H. Brookes Pub.,
_c[2004]
264 4 _c©2004
300 _axxix, 496 pages :
_billustrations ;
_c25 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _aIncludes bibliographical references and index.
505 0 0 _tForeword /
_rCatherine Snow --
_tA Tribute to G. Reid Lyon /
_rRobert H. Pasternack --
_gI.
_tOverview --
_g1.
_tContributions to Evidence-Based Research /
_rVinita Chhabra and Peggy McCardle --
_g2.
_tThe Big Picture: Where We Are Nationally on the Reading Front and How We Got Here /
_rRobert W. Sweet, Jr. --
_gII.
_tReading Research that Provides Evidence: The Methods --
_g3.
_tWhy Scientific Research? The Importance of Evidence in Changing Educational Practice /
_rValerie F. Reyna --
_g4.
_tScientifically Based Educational Research: Questions, Designs, and Methods /
_rJack M. Fletcher and David J. Francis --
_g5.
_tThe Importance of Longitudinal Research for Early Intervention Practices /
_rBarbara K. Keogh --
_g6.
_tWhat Is a Meta-Analysis and How Do We Know We Can Trust It? /
_rHarris Cooper and Kelle Reach --
_g7.
_tClinical Trials as a Model for Intervention Research Studies in Education /
_rRobin D. Morris --
_gIII.
_tEvidence-Based Practices the Teachers Are Asked to Implement --
_g8.
_tTeaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses /
_rLinnea C. Ehri --
_g9.
_tWhat Do We Know About Fluency? Findings of the National Reading Panel /
_rSteven A. Stahl --
_g10.
_tVocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings /
_rMichael L. Kamil --
_g11.
_tCritiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice /
_rTimothy Shanahan --
_gIV.
_tReading Research Evidence in the Classroom --
_g12.
_tScience, Language, and Imagination in the Professional Development of Reading Teachers /
_rLouisa C. Moats --
_g13.
_tHow Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms /
_rBarbara R. Foorman, Claude Goldenberg, Coleen D. Carlson, William M. Saunders and Sharolyn D. Pollard-Durodola --
_g14.
_tMotivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement /
_rJohn T. Guthrie and Nicole M. Humenick --
_g15.
_tLessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read /
_rJoseph K. Torgesen --
_gV.
_tNeuroimaging and Brain Research --
_g16.
_tFunctional Brain Imaging: An Introduction to Concepts and Applications /
_rAndrew C. Papanicolaou, Kenneth R. Pugh, Panagiotis G. Simos and W. Einar Mencl --
_g17.
_tNeurobiologic Basis for Reading and Reading Disability /
_rSally E. Shaywitz and Bennett A. Shaywitz --
_gVI.
_tPolicy and Research: Where Are We Today and Where Are We Going? --
_g18.
_tWhere Does Policy Usually Come From and Why Should We Care? /
_rMengli Song, Jane G. Coggshall and Cecil G. Miskel --
_g19.
_tThe Accumulation of Evidence: A Continuing Process /
_rPeggy McCardle and Vinita Chhabra --
_tClosing Comments from G. Reid Lyon.
520 1 _a"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.
588 _aMachine converted from AACR2 source record.
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700 1 _aMcCardle, Peggy D.,
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700 1 _aChhabra, Vinita,
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