Description
Book SynopsisIn the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.
Trade ReviewShaping Literacy Achievement provides readers with a comprehensive discussion of the current state of literacy research, while also articulating directions for future work in the field. Pressley and his colleagues have created an invaluable resource for individuals who are developing or refining their own lines of literacy research. This is a 'must read' for graduate students, teacher educators, and researchers who want to understand and advance the current state of literacy education.--Erica C. Boling, PhD, Graduate School of Education, Rutgers, The State University of New Jersey
This thoughtful analysis of past and future directions for literacy research will stir debate within the research community for some time to come. Pressley and his colleagues cover a range of issues, including research on adolescent literacy instruction, legislation and policymaking, and writing. The chapter on lessons learned since the National Reading Panel report alone is worth the price of the book! This book will appeal to educational leaders, policymakers, and literacy researchers. It should be considered for master's- and doctoral-level courses in literacy and educational leadership, and would fit well with a seminar in which the chapters could be discussed and juxtaposed with other viewpoints.--Bruce Taylor, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte
A 'must read.' Policy issues related to research trends and gaps are highlighted not only in the areas of early literacy and classroom instruction, but also in the areas of home literacy environments, adolescent literacy, writing instruction, and the integration of science and literacy. I would encourage all graduate students interested in literacy to read this book to get the creative research juices flowing!--Alysia D. Roehrig, PhD, Florida State University and the Florida Center for Reading Research
From distinguished experts in the field of literacy development, each chapter synthesizes current findings and outlines a research agenda that will help us provide children with optimal learning environments. Because the existing research is described in such clear and descriptive language, this book is perfect for undergraduate and graduate courses in literacy development and instruction. Moreover, its focus on the gaps in existing research makes it a necessary tool for doctoral students and young faculty members. Pressley has done it again, providing the field with another clear, masterly synthesis of literacy research.--Margaret E. Pierce, EdD, School of Education, University of Massachusetts at Amherst
- Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work. --Education Oasis, 3/11/2007
Table of Contents1. The Literacy Research We Have, Juliet L. Halladay, Alison K. Billman, Yonghan Park, Fei Gao, Kelly E. Reffitt, and Nina Hasty
2. Policy Shaping Early Literacy Education and Practice: Potentials for Difference and Change, Kathleen A. Roskos
3. Home Literacy Environments: What We Know and What We Need to Know, Patricia A. Edwards
4. Reconsidering Adolescent Literacy: From Competing Agendas to Shared Commitment, Mark W. Conley
5. Adolescent Literacy: Where We Are, Where We Need to Go, Donald D. Deshler and Michael F. Hock
6. Research in Writing Instruction: What We Know and What We Need to Know, Gary A. Troia
7. Integrating Literacy and Science: The Research We Have, the Research We Need, Gina N. Cervetti, P. David Pearson, Jacqueline Barber, Elfrieda Hiebert, and Marco Bravo
8. Research on Teaching Powerful Composition Strategies We Have and Research We Need, Karen R. Harris and Steve Graham
9. The Role of Research in the Literacy Policies We Have and the Policies We Need, Barbara A. Kapinus
10. What We Have Learned since the National Reading Panel: Visions of the Next Version of Reading First, Michael Pressley and Lauren Fingeret
11. Concluding Reflections, Michael Pressley with Alison K. Billman, Kristen H. Perry, Kelly E. Refitt, and Julia Moorhead Reynolds
