What Research Has to Say About Reading Instruction
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This second edition revises a well-known collection on how reading is taught, balancing research with classroom practice. It keeps the core of the earlier volume and adds new material on how texts are organised, on metacognition and self-monitoring, and on the part that home background plays in a child's progress.
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The chapters cover a wide range of topics: the place of research in teaching, the early role of families, approaches such as whole language, methods of assessing literacy, decoding and fluency, comprehension, reading in the content areas, students with reading difficulties, reading for second-language learners, and teaching adults to read. It is written for teachers, researchers and others who work with readers at every level.
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