Reading Research at Work: Foundations of Effective Practice

"It is truly rare that research is grouped and explained in this way. Researchers, graduate students, professors, and teachers will appreciate this volume's common sense and personal explanations of such important topics as instructional trends, reading acquisition, fluency, comprehension, and assessment. The contributors do an excellent job of unifying Steven Stahl's diverse insights and drawing connections to many current educational dilemmas and opportunities. A 'must read' for literacy professionals."--Mark Conley, PhD, Department of Teacher Education and Literacy Achievement Research Center, Michigan State University

"Reading Research at Work is an important book in several regards. First, it is a model for how to situate seminal research studies within a historical context. Second, it is a model for how to trace the impact these studies have on subsequent lines of inquiry. Finally, the book is a fitting tribute to Steven Stahl's many insightful contributions to the literacy field."--Linda D. Labbo, PhD, Department of Language and Literacy Education, University of Georgia

"This book has been organized into sections on literacy instruction trends, reading acquisition, fluency, vocabulary, comprehension, and assessment, with each section featuring a selected published article by Steven Stahl matched with closely related scholarly articles. Literacy researchers and graduate students will find this text to be an invaluable resource for information on all of these topics. It will also be a superb text for graduate literacy courses."--Mary Alice Barksdale, EdD, Department of Teaching and Learning, Virginia Tech

"This volume will compete with other research handbooks and texts as one of the finest collections of classic and contemporary scholarship on the most crucial and controversial issues in reading. It is one of the foundational texts that I will keep handy above my desk for teaching my reading graduate courses and seminars."--David O’Brien, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Twin Cities