Handbook of reading disability research / edited by Anne McGill-Franzen, Richard L. Allington

Includes bibliographical references and index

Section 1: Perspectives on Reading Disability --1. Political Contexts of Reading Disability --2. Historical Contexts for Understanding Reading Disabilities --3. Poverty and Reading Disabilities --4. Ethnicity and Reading Disabilities --5. Home Language and Reading Disabilities --6. Cognitive Profiles and Reading Disabilities --7. Biological Characteristics and Reading Disabilities --8. Neurosciences and Reading Disabilities --9. Language Development and Reading Disabilities --10. Socio-cultural Aspects of Reading Disabilities --11. Critical Theory and Reading Disabilities --12. Opportunity to Learn and Reading Disabilities Section 2: Causes and Consequences of Reading Disabilities --13. Individual Differences and Reading Disabilities --14. Home Differences and Reading Disabilities --15. Summer Setback and Reading Disabilities --16. Persistence of Reading Disabilities --17. Gender and Reading Disabilities --18. Drug Exposure and Reading Disabilities --19. Aliteracy, Agency, and Identity Section 3: Assessing Reading Proficiency --20. Beliefs and Reading Assessment --21. Assessments for Different Goals --22. Reading Ability as Developing Expertise --23. Traditions of Reading Diagnosis --24. Assessing Reading Disabilities in ELL Student --25. Culturally Relevant Assessment of Reading Disabilities Section 4: Developmental Patterns of Reading Proficiency and Difficulties --26. Emergent Literacy --27. Word Recognition and Fluency --28. Vocabulary --29. Self-regulation --30. Comprehension --31. Writing --32. Discussion --33. Motivation Section Five: Developmental Interventions --34. Expert Classroom Instruction --35. Extended Learning Beyond the Classroom --36. Interventions to Develop the Phonological Systems --37. Interventions to Develop Decoding Proficiencies --38. Interventions to Enhance Fluency and Rate of Reading --39. Interventions to Enhance Vocabulary Development --40. Interventions to Enhance Narrative Comprehension --41. Interventions to Enhance Informational Text Comprehension --42. Interventions to Develop e-text Learning Section 6: Studying Reading Disabilities --43. Teacher Research --44. Single-subject and Case Study Designs --45. Experimental Research --46. Observational Research --47. Interpretive Research --48. Large Database Analyses --49. Survey --50. Meta-analysis

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.