In "Reading Researchers in Search of Common Ground, Second Edition", Rona F. Flippo revisits her study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the study, commentary from additional distinguished literacy scholars…

The twin objectives of the series Psychological Perspectives on Contemporary Educational Issues are: (1) to identify issues in education that are relevant to professional educators and researchers; and (2) to address those issues from research and theory in educational psychology, psychology, and related disciplines. The present volume, consisting…

This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain…

The Adult Literacy Research Working Group (ALRWG), a panel of experts on adult reading research and practice, was established by the National Institute for Literacy (NIFL) in collaboration with the National Center for the Study of Adult Learning and Literacy (NCSALL). It was part of the Institute's efforts to provide educators, parents and others…

Sentence combining techniques designed to improve reading comprehension are described and studies showing a positive correlation between the two are cited. (MKM)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Brief answers are provided to 50 questions concerning basic reading research and how a parent can help teach reading. (SJL)

Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Suggests that teachers of reading would be in error to suppose that the displacement of regular methods of reading instruction in their classes by music activities will produce exceptional gains in skills. (Author/RB)

Examines the origin of the Delphi technique of needs assessment and explains how the technique may be used in determining a school's reading program needs. Discusses also how Delphi has been used as a teaching technique. (FL)

Reports on a teacher education class's attempts at producing reading games for children, which showed that while teacher-made games may be useful, in the long run commercially produced games may be better. (FL)