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The Voice of Evidence in Reading Research de Peggy McCardle

The Voice of Evidence in Reading Research

Editat de Peggy McCardle, Vinita Chhabra
en Limba Engleză Hardback – 29 feb 2004
This resource helps school administrators, educators, and specialists answer complex questions about scientifically-based reading research and make informed choices about teaching practices. It covers brain research and neuroimaging and its influence on reading.
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Specificații

ISBN-13: 9781557666727
ISBN-10: 1557666725
Pagini: 496
Dimensiuni: 160 x 237 x 36 mm
Greutate: 0.88 kg
Editura: Brookes Publishing Company

Notă biografică

Associate Research Professor, Psychology Department, University of Houston, and Associate Director, Texas Institute for Measurement, Evaluation, and, Statistics, 100 TLCC Annex, Houston, TX 77204. Dr. Carlsona s research interests include measurement development and psychometric evaluation, advanced statistical methods, program evaluation, and early literacy and language development in English- and Spanish-speaking students. Vinita Chhabra, M.Ed., has a master's degree in educational psychology and a background in special education, with an emphasis in reading disabilities. She has worked in the public school system, completing cognitive and educational assessments and recommending children for special education programs. She also has worked as an evaluator at the NICHD-Yale Center for the Study of Learning and Attention, conducting assessments of children with possible reading disabilities and attention-deficit/hyperactivity disorder and evaluating reading research data at the Yale University Department of Pediatrics. She has worked with the NRP since its inception and was responsible for researching and conducting searches of literature in reading for the NRP and coordinating and editing materials for the NRP report. She is heading the dissemination activities for the NRP and works as a liaison to joint educational activities with the National Institute for Literacy and the U.S. Department of Education. In addition, Ms. Chhabra assists the NICHD's Child Development and Behavior Branch in adolescent and family literacy initiatives, with a focus in motivation in reading and literacy. She has co-authored articles dealing with reading disabilities and is completing her doctorate in educational psychology at the University of Virginia. Doctoral Candidate, Educational Administration and Policy Program, University of Michigan School of Education, 610 East University Avenue, Ann Arbor, MI 48109. After graduating with honors from Princeton University, Ms. Coggshall taught middle school mathematics for 3 years in New York City. Her research interests include organizational theory, educational policy making, and teaching improvement and assessment. Professor of Psychology, Program in Education, Duke University, Box 90739, Durham, NC 27708-0739. Dr. Cooper is Professor of Psychology and Director of the Program in Education at Duke University. He is also editor of the American Psychological Associationa s journal Psychological Bulletin, which publishes research syntheses. Distinguished Professor of Educational Psychology, Graduate Center of the City University of New York, 365 Fifth Avenue, New York, NY 10016. Dr. Ehria s research has contributed to the understanding of how beginners learn to read and spell words. Dr. Ehri has received research awards from the American Educational Research Association, the International Reading Association, the National Reading Conference, and the Society for the Scientific Study of Reading (SSSR). She is a past president of SSSR and was a member of the National Reading Panel. Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention. Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Heal"