What Research Has to Say About Reading Instruction

by S. Jay Samuels (Editor), Alan E. Farstrup

The third edition of this respected volume provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national and international attention for a number of reasons, including the recently released U.S. National Reading Panel report. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with "Questions for Discussion"; to encourage reflection on the topics discussed. Teacher educators will find this volume to be a valuable tool for preservice teacher preparation as well as graduate level courses. The professional development community, school administrators, and policymakers will also find it to be an indispensable resource as they seek to implement programs consistent with rapidly emerging legislative and policy mandates.

Genres: Teaching, Education, Nonfiction, Professional Development

492 pages, Paperback

First published March 1, 2002

Reviews

[Malbadeen]

Two of my co-workers are reading this book. Occasionally they share a tid-bit with me. I exchange pleasantries, give my feedback on what that means/doesn't mean for our school and what would be ideal given what we know.
But what I really want to do is throw the book though the window and scream "STOP READING ABOUT READING"!
And then I want to implant a chip in all the teachers brains that makes them crave books and ooze their enthusiasm for books all over the kids and make them talk about their books with each other and with kids and make them ask kids about books and their thoughts on books.
I want to walk the halls and hear the words of Cynthia Rylant and Kate DiCamillo and Christopher Paul Curtis and William Steig and Bill Peet and Roald Dahl and so on and so on....being read and discussed and awed at.
I want to see hear kids ASKING for the next book in a series, wondering if that is the same author as such and such, if that illustrator did the book they think they did. I want them to CARE!
I don't want another assessment that tells me how well/poorly they segment phonemes or decode nonsense words. I want an assessment that measures how many books they checked out of the library, how varied their genre reading is, how passionate they are about what they're reading, how well they can articulate their passions, their distaste and their questions.
Then we can talk about what to do with the students that are falling behind in reading.

[Stephanie · Rating 5 out of 5]

loooooooooooooove it. used it for almost all my papers in grad school. you wouldn't think it would be interesting, but really? i promise, there's some good stuff. like, yhow do we even know what words are, anyways? how am i using them right now? hoe do you know what i mean, even? THE BRAIN IS CRAZY! READING IS UNBELIEVABLE!!!!

got a little carried away.

anyhow, i like this book.

[Rachel Robins · Rating 4 out of 5]

This certainly isn't reading for kicks---it's a dense collection of research on how reading is being taught. However, lots of good information here and it really expanded my understanding of instruction.

[Todd · Rating 5 out of 5]

Great overview of research into fluency instruction.

[Dan · Rating 4 out of 5]

What Research Has to Say About Reading Instruction is a great resource.

[Susan Honthumb · Rating 2 out of 5]

not much to say. not one of those page turners. it is too bad that a book about reading is so boring

[Colleen · Rating 2 out of 5]

Read for C&T 740...pretty dry, but good foundation.

[Sandra Hacker · Rating 3 out of 5]

Good for its purpose but dry but I think you might expect that from the title.

[Amy · Rating 4 out of 5]

Great resource!

[David Fox · Rating 3 out of 5]

Grad School Book #2. Not the worst.