In 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 kwledge 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.
Edited by Michael Pressley,PhD, (deceased), Michigan State University, USA, Alison K. Billman, MEd, doctoral candidate at Michigan State, USA, Kirsten Perry , BA, doctoral candidate at Michigan State, USA, Kelly Reffitt, MEd, doctoral candidate at Michigan State, USA and Julia Moorhead Reynolds, PhD, Aquinas College, USA
Date of Publication
Education & Teaching
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Country of Publication
Alison K. Billman, Julia Moorhead Reynolds, Kelly Reffitt, Kristen Perry, Michael Pressley