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In this volume, 10 reviews of significant reading research methodologies are reprinted from the Handbook of Reading Research, Volume III. The editors have judged that these specific methodologies have had great impact on reading research since the publication of Volume II in 1991. This text is especially well-suited for use in upper-level undergraduate and graduate-level reading research methods courses.
List of contents
Contents: Preface.
J.F. Baumann, A.M. Duffy-Hester, Making Sense of Classroom Worlds: Methodology in Teacher Research.
T.D. Piggot, R. Barr, Designing Programmatic Interventions.
E.J. Monaghan, D.K. Hartman, Undertaking Historical Research in Literacy.
D.E. Alvermann, Narrative Approaches.
M. Siegel, S.L. Fernandez, Critical Approaches.
S. Florio-Ruane, M. McVee, Ethnographic Approaches to Literacy Research.
P. Afflerbach, Verbal Reports and Protocol Analysis.
S.B. Neuman, S. McCormick, A Case for Single-Subject Experiments in Literacy Research.
J.P. Gee, Discourse and Sociocultural Studies in Reading.
T. Shanahan, Research Synthesis: Making Sense of the Accumulation of Knowledge in Reading.
About the author
Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, Rebecca Barr
Summary
This volume packages the reading reseach methodology chapters from the HANDBOOK OF READING RESEARCH, VOLUME III. Intended as a text for upper undergraduate and graduate level reading research methods courses and as a resource for scholars in the field.<
