Handbook of Research on Teaching the English Language Arts

by Douglas Fisher (Editor), Diane Lapp (Editor)

Overview

Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts – sponsored by the International Literacy Association and the National Council of Teachers of English – remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources.

The Handbook of Research on Teaching the English Language Arts, Fourth Edition:

• Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading).
• Is well grounded and balanced in theory and research while promoting validated practice.
• Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location.
• Gives attention to special populations and instructional contexts.
• Includes new media literacies.
• Has the authority of a research handbook while remaining practical for students in masters and doctoral classes.

Product Details

ISBN-13:	9781317307358
Publisher:	Taylor & Francis
Publication date:	11/06/2017
Sold by:	Barnes & Noble
Format:	eBook
Pages:	487
File size:	3 MB

About the Author

Diane Lapp is a Distinguished Professor of Education in the Department of Teacher Education at San Diego State University, USA.

Douglas Fisher is a Professor in the Department of Educational Leadership at San Diego State University, USA.

Both Lapp and Fisher are teacher leaders at Health Sciences High and Middle College in San Diego, CA.

Table of Contents

Introduction: The Language Arts Defined

Diane Lapp and Douglas Fisher

1: Significant Literacy Research Informing English Language Arts Instruction

Richard Beach and David O’Brien

2: Re-Positioning Race in English Language Arts Research

Arlette Ingram Willis

3: Literacy Engagement and Motivation: Rationale, Research, Teaching and Assessment

John T. Guthrie and Allan Wigfield

4: Reading Comprehension, Critical Understanding: Research-Based Practice

Maureen McLaughlin and Glenn DeVoogd

5: Toward a New Appreciation of Speaking and Listening

Cheryl McLean, Mastin Prinsloo, Jennifer Rowsell, and Scott Bulfin

6: Vocabulary Instruction: Research and Practice

Susan Watts-Taffe, Peter Fisher, and Camille Blachowicz

Chapter 7: Academic Vocabulary Instruction: Building Knowledge about the World and How Words Work 

J. Kenneth Logan and Michael J. Kieffer

8: Cultivating Students’ Inner Language of Comprehending Through Classroom Conversation

Jeffrey Zwiers

9: Word Study, Research to Practice: Spelling, Phonics, Meaning

Shane Templeton and Donald Bear

10: Writing: Research and Practice

Steven Graham

11: The Promise and Challenge of Language Arts Assessment in 21^st Century Classrooms

Peter Afflerbach and Jennifer Turner

12: Disciplinary Literacy

Cynthia Shanahan and Timothy Shanahan

13: Diverse Learners in Linguistically Complex Classroom Research, Policy and Practice

Arnetha Ball and Robert Jimenez

14: Repositioning Online Reading To A Central Location In The Language Arts

Lisa Kervin, Jessica Mantei, and Donald J. Leu

15: Language Arts Learning in Multimodal and Multilingual Contexts

Angie Zapata, Tasha Tropp Laman, and Amy Seely Flint

16: It is About Time for Comprehensive Language Arts Instruction (We’ve Tried Everything Else!)

Patricia Cunningham and James Cunningham

17: Language Arts Instruction in Middle and High School Classrooms

Allison Skerrett and Amber Warrington

18: I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom

Megan Tschannen-Moran, Denise Johnson, and Bronwyn MacFarlane

Epilogue and New Directions: P. David Pearson and Mary Lisette Lopez

Index