LEADER 00000cam 2200517 i 4500
001 ocn900594950
003 OCoLC
005 20161122094850.0
008 150420s2015 mdua b 001 0 eng
010 2015011410
020 9781598579949|q(hardcover)
020 1598579940|q(hardcover)
020 9781598579680|q(paperback)
020 1598579681|q(paperback)
020 |z9781681250427 (ebook)
020 |z168125042X
035 (OCoLC)900594950
040 DLC|beng|erda|cDLC|dYDX|dYDXCP|dBTCTA|dBDX|dNGU|dSTJ
042 pcc
049 STJJ
050 00 LB1050.5|b.C656 2015
082 00 372.43|223
084 EDU026020|aLAN013000|aEDU029020|aEDU037000|2bisacsh
092 372.43|bC752A
100 1 Connor, Carol McDonald.
245 10 Advances in reading intervention :|bresearch to practice
to research /|cedited by Carol McDonald Connor, Ph.D.,
Arizona State University, Tempe and Peggy McCardle, Ph.D.,
M.P.H., Peggy McCardle Consulting, LLC, Seminole, Florida.
264 1 Baltimore :|bBrookes Publishing,|c[2015]
300 xxviii, 281 pages :|billustrations ;|c26 cm.
336 text|2rdacontent
337 unmediated|2rdamedia
338 volume|2rdacarrier
490 1 The extraordinary brain series ;|vXIV
504 Includes bibliographical references and index.
505 0 Introduction. Research to practice to research : the
importance of reciprocity to building better interventions
/ Carol McDonald Connor and Peggy McCardle ; An overview
of reading intervention research : perspectives on past
findings, present questions, and future needs / Maureen W.
Lovett -- Basic considerations for reading intervention :
behavior, neurobiology, and genetics. The growth of self-
regulation in the transition to school / Frederick J.
Morrison ; Innovative data summary measures provide novel
insights on reading performance / Christopher W. Bartlett,
Andrew Yates, Judy F. Flax, and Linda M. Brzustowicz ; The
role of rapid automatized naming (RAN) in reading
disruption: An application of the cusp catastrophe /
Georgios Sideridis, George K. Georgiou, Panagiotis G.
Simos, Angeliki Mouzaki, and Dimitrios Stamovlasis ; Eye
movement research in reading : enhancing focus on the
development of reading and reading disabilities / Brett
Miller ; Neurobiological bases of word recognition and
reading comprehension : distinctions, overlaps, and
implications for instruction and intervention / Laurie E.
Cutting, Stephen Kent Bailey, Laura A. Barquero, and
Katherine Aboud ; Integrating neurobiological findings in
search of a neurochemical "signature" of dyslexia /
Stephanie N. Del Tufo and Kenneth R. Pugh ; The genetic
classroom : how behavioral genetics can inform education /
Sara A. Hart ; Integrative summary 1 : The future of
reading research : new concepts and tools and the need for
detailed genetic and neurobiological contexts / Nadine
Gaab -- Reading and writing interventions : research to
inform practice. What practitioners think and want to know
/ Joan A. Mele-McCarthy ; Literacy in the early grades :
research to practice to research / Carol McDonald Connor ;
Addressing dialect variation in early reading instruction
for African American children / Nicole Patton Terry ;
Reading development among English language learners /
Nonie K. Lesaux ; Students with reading difficulties who
are English language learners / Melodee A. Walker, Philip
Capin, and Sharon Vaughn ; The Letra Program : a web-based
tutorial model for preparing teachers to improve reading
in early grades / Juan E. Jiménez ; Struggling with
writing : the challenges for children with dyslexia and
language learning difficulty when learning to write /
Vincent Connelly and Julie E. Dockrell ; Fostering the
capabilities that build writing achievement / Rui A. Alves
and Teresa Limpo ; Effectiveness of a beginning reading
intervention : compared to what? Examining the
counterfactual in experimental research / Michael D. Coyne
; Integrative summary 2 : Translating reading research
into effective interventions for all children who struggle
with reading / Julie A. Washington -- Finale : looking to
the future. Innovation and technology that can inform
reading interventions / David J. Jodoin ; Reading
intervention in perspective / Donald L. Compton and Laura
M. Steacy ; Moving forward in reading intervention
research and practice / Peggy McCardle and Carol McDonald
Connor.
520 "This latest volume in the Extraordinary Brain series
represents a joint effort between researchers and
practitioners to shape the future of early reading
intervention by taking stock of the present and making
recommendations for the future"--|cProvided by publisher.
520 "The book's main agenda is to promote "research to
practice to research," a conversational feedback loop in
which researchers and practitioners work collaboratively
to address the field's most pressing issues. In short,
research leading to changes in practice is also informed
by implementation efforts, including successes and
challenges, which in turn shape future research inquiries.
The first two chapters explain the "research to practice
to research" dynamic and provide an overview of past
reading intervention research, as well as present and
future questions and needs. The second section is more
technical and covers key science areas: behavior,
neurobiology, and genetics. The third section presents
research on reading and writing intervention, covering an
array of sub topics and sub populations, including English
Language Learners, dialect variation in African American
children, translating and applying research to the
classroom, and other topics. Integrative summaries in
sections 2 and 3 synthesize section content and offer
suggestions and recommendations for future research. The
concluding section, "Looking to the Future" details
specific considerations for the field as it progresses and
develops"--|cProvided by publisher.
650 0 Reading|xRemedial teaching|xResearch.
650 7 EDUCATION / Special Education / Learning Disabilities.
|2bisacsh
650 7 LANGUAGE ARTS & DISCIPLINES / Reading Skills.|2bisacsh
650 7 EDUCATION / Teaching Methods & Materials / Reading &
Phonics.|2bisacsh
650 7 EDUCATION / Research.|2bisacsh
700 1 McCardle, Peggy D.
830 0 Extraordinary brain series ;|v14.
994 C0|bSTJ
