What Research Has to Say About Reading Instruction

Alan E. Farstrup and S. Jay Samuels, editors

	Note From the Editors
	Contributors
	Introduction There Is More to Effective Reading Instruction Than Research Alan E. Farstrup
	Chapter 1 What Reading Research Says: The Promises and Limitations of Applying Research to Reading Education Timothy Shanahan
	Chapter 2 Holistic, Integrated Approaches to Reading and Language Arts Instruction: The Constructivist Framework of an Instructional Theory Brian Cambourne
	Chapter 3 Home and School Together: Helping Beginning Readers Succeed Jeanne R. Paratore
	Chapter 4 The Importance of Effective Early Intervention Dorothy S. Strickland FREE!
	Chapter 5 What We Know About How to Teach Phonics Patricia M. Cunningham, James W. Cunningham
	Chapter 6 The Role of Phonemic Awareness in Learning to Read Linnea C. Ehri, Simone R. Nunes
	Chapter 7 The Place of Word Consciousness in a Research-Based Vocabulary Program Michael F. Graves, Susan M. Watts-Taffe
	Chapter 8 Reading Fluency: Its Development and Assessment S. Jay Samuels
	Chapter 9 Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading Richard T. Vacca
	Chapter 10 Effective Practices for Developing Reading Comprehension Nell K. Duke, P. David Pearson
	Chapter 11 Reading Comprehension Strategies and Teacher Preparation Joanna P. Williams
	Chapter 12 Research on Reading/Learning Disability Interventions Richard L. Allington FREE!
	Chapter 13 Metacognition and Self-Regulated Comprehension Michael Pressley FREE!
	Chapter 14 The New Literacies: Research on Reading Instruction With the Internet Donald J. Leu, Jr.
	Chapter 15 Standards, Assessments, and Text Difficulty Elfrieda H. Hiebert
	Chapter 16 Preparing Students for High-Stakes Test Taking in Reading John T. Guthrie
	Chapter 17 Multicultural Factors and the Effective Instruction of Students of Diverse Backgrounds Kathryn H. Au
	Author Index
	Subject Index