Handbook of Reading research, Vol. 3 Online
Editors present reading from the perspective of multiple social-science disciplines, as well as from the perspectives of neurology and critical literary theory.
Handbook of Research On Teaching Literacy Through the Communicative and Visual Arts
The Handbook of Research on Teaching Literacy through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology.
Handbook of research on teaching the English language arts
The Handbook of Research on Teaching the English Language Arts is the first comprehensive, definitive guide to what we know about language arts teachers, the processes involved in learning the language arts, and language arts instruction.The articles are organized into five sections: Theoretical Bases for English Language Arts Teaching.Methods of Research on English Language Arts Teaching.Research on Language Learners.Environments for English Language Arts Teaching.Research on Teaching Specific Aspects of the English Language Arts Curriculum. Table of Contents
Literacy in American lives
"Literacy in American Lives traces the changing conditions of literacy learning as they were felt in the lives of ordinary Americans born between 1895 and 1985. The book demonstrates what sharply rising standards for literacy have meant to successive generations of Americans and how - as students, workers, parents, and citizens - they have responded to rapid changes in the meaning and methods of literacy learning in their society." Table of contents
PsycINFO contains citations and summaries of journal articles, books, book chapters, dissertations, and technical reports, all in the field of psychology and the psychological aspects of related disciplines. Journal indexing (1887-present) covers articles from over 1,500 international journals written in 35+ languages, with full-text articles provided for 242 journals. Book and book chapter coverage includes worldwide English-language material (1987-present).
Provides information from over 340 leading education journals. Covers all areas of education including administration, teaching methods, curriculum, etc. Most of the journals indexed in this database are held by Kennedy Library.
Major database for educational resources. Indexes both educational documents (held by Cal Poly) and educational journal articles. Updated monthly, coverage from 1966 to the present.
Reading Research Quarterly
Reading Research Quarterly (RRQ) is the leading peer-reviewed journal for those committed to scholarship on literacy among learners of all ages. RRQ supports a spirit of inquiry, and provides a forum for multidisciplinary research, alternative modes of investigation, and different viewpoints about the nature of literacy practices and policies of diverse populations around the world.
The Reading Teacher
The Reading Teacher will help you identify the most effective classroom-tested instructional techniques. It will also help you to gain insights and understanding about reading research and its application to classroom reading instruction. Furthermore, RT will aid you in the development of strategies to help struggling learners succeed and to define the role of educational technology in the teaching of literacy.
The Alan Review
This periodical publishes articles on young adult literature and the teaching of literature to young adults.
Currents in Literacy
Each issue highlights examples of teacher-research, discussion of classroom practices, reviews of children's books as well as professional texts, and examples of children's writing.
Literacy teaching and learning: An international journal of early reading and writing
Literacy Teaching and Learning: An International Journal of Early Reading and Writing is a scholarly journal that provides an interdisciplinary forum on issues related to language acquisition, literacy development, and instructional theory and practice. The journal publishes original contributions that reflect multiple perspectives and research paradigms from disciplines such as child development, linguistics, literacy education, psychology, public policy, sociology, special education, and teacher education.
The journal focuses on literacy practice and research in classrooms serving students aged 5 to 18. “Literacy” is broadly defined to include traditional print literacy, as well as visual literacy, critical literacy, media literacy, digital literacy, and so on. A special mission of the journal is to support professionals as they integrate technology in the classroom, preparing students for a future in which literacy’s meaning will continue to evolve and expand.
EdResearch.info seeks to make the findings of independent, peer-reviewed, replicated research on reading and writing education, as well as information on publicly reported tests of reading and writing achievement, accessible to busy parents, educators, and policymakers in order that they may make informed decisions about education and educational policies.
Foundation for comprehensive early literacy learning
The Foundation for Comprehensive Early Literacy Learning provides professional development designed to help teachers strengthen their teaching of reading and writing.
INTERNATIONAL READING ASSOCIATION
The International Reading Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. Our members include classroom teachers, reading specialists, consultants, administrators, supervisors, university faculty, researchers, psychologists, librarians, media specialists, and parents. With members and affiliates in 99 countries, our network extends to more than 300,000 people worldwide.
LEARNING TO READ: Resources for Language Arts and Reading Research
The purpose of this web page is to improve the quality of reading instruction through the study of the reading process and teaching techniques. It will serve as a clearinghouse for the dissemination of reading research through conferences, journals and other publications. Click on the following links to search for developments in literacy, professional materials, research and critical issues.
The International Reading Association states that there is no single method or single combination of methods that can successfully teach all children to read. Therefore, teachers must be familiar with a wide range of methods for teaching reading and have a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for each child. Further, these professionals must have the flexibility to modify those methods when they determine that particular children are not learning.
Children's and Young Adult Literature
Through numerous programs, the International Reading Association strives to celebrate that excellence and to highlight ways that quality literature can be used to help children grow into lifelong readers.
Notions of how texts relate to meanings lie at the heart of literacy instruction at every level. Among the various ways of approaching the question, a critical perspective on literacy "involves an understanding of the way ideology and textual practices shape the representation of realities in texts" (Cervetti et al., 2001). Because all texts are created and situated within particular social and ideological contexts, "students of critical literacy are generally encouraged to take a critical attitude toward texts, asking what view of the world they advance and whether these views should be accepted." Recognizing the profound social and ideological dimensions of texts allows readers to "question, resist, or revise" their representations of the world.
Language and Cultural Diversity
Major demographic changes brought about by increasingly mobile populations mean that educators must provide quality instruction to increasingly diverse groups of students. Today's classrooms are likely to contain a sizeable proportion of students whose first language is not the primary language of instruction and whose culture and values differ from those of the larger community. As this trend continues, issues of language and cultural diversity will become increasingly important in any discussion of educational reform.
No Child Left Behind
The No Child Left Behind Act (NCLB), signed into law by President George W. Bush in January 2002, is the centerpiece of U.S. federal education policy. A major revision of the Elementary and Secondary Education Act (ESEA), this legislation redefines the federal role in K-12 education by requiring all states to set high standards of achievement and create a system of accountability to measure results.
The International Reading Association believes that assessment should be more than a means of labeling or categorizing students. Authentic reading assessments can provide a basis for making decisions about the needs of individual learners. Properly designed and used, they can inform instruction that not only addresses students' weaknesses but also builds on their strengths.
Teaching children to read involves more than helping them to recognize the combinations of sounds and letters that make up individual words. Helping them to understand the meaning of words, alone and in combination, is a no less critical part of the process.
Struggling Readers and Writers
The reasons that some children struggle with learning to read and write are as varied as the children themselves, and no single approach or program will meet the needs of all who have difficulty. For that reason, the International Reading Association believes that children at risk of falling behind their peers should be taught by professionals specifically prepared to deliver instruction that meets their individual needs. In keeping with its efforts to improve literacy instruction for all, the International Reading Association is committed to providing excellent instruction for those who need it most.
The International Reading Association believes that every child has a right to excellent reading instruction, delivered by highly qualified and prepared teachers. That’s why the Association provides numerous resources to support college and university faculty working in teacher education at undergraduate and graduate levels.
In its position statement Integrating Literacy and Technology in the Curriculum (2001), the International Reading Association asserts that students must become proficient in the new literacies of information and communication technology (ICT) in order to become fully literate in today's world. The Association believes that it is the responsibility of literacy educators to prepare students for a future that will require these new literacies.
Urban Education Initiatives
High poverty rates, a highly diverse student population, and a high turnover rate among classroom teachers all contribute to the unique set of challenges facing America's urban schools. According to Richard Long, IRA Director of Government Relations, “Children in urban areas need teachers with different skills related to language, the impact of poverty, and a wide array of social issues.” The International Reading Association and its partners in urban education initiatives are committed to helping teachers, schools, and communities address those needs.