In the era of No Child Left Behind, what literacy research is still
needed? How should it be conducted? And what role does research
play in determining the kinds of literacy experiences that actually
take place in classrooms? This forward-thinking book brings
together leading authorities to address these vital and hotly
debated questions. Contributors analyze the existing knowledge on
core aspects of literacy education, describe how science is
currently informing practice, and identify important methodological
challenges and research directions. A highlight of the book is a
chapter in which Michael Pressley offers an insightful critique of
Reading First as well as practical recommendations for improving
future policies.
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