Advances in Reading Intervention: Research to Practice to Research

Volume Editors: Carol McDonald Connor, Peggy McCardle Ph.D., MPH

Format: Paperback, 312 pages, 7.0 x 10.0
ISBN: 9781598579680
Price: $39.95

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Effective early reading intervention depends on research and practice that leads to positive changes in classroom practice and better student reading outcomes. This important volume promotes the valuable “research to practice to research” loop, bringing top experts and practitioners together to examine what we know—and what we need to know—about effective reading and writing intervention.

The newest addition to the respected Extraordinary Brain series, this book compiles and expands on critical findings presented at The Dyslexia Foundation's biannual symposium. More than 35 researchers and practitioners explore the latest on topics relevant to effective reading and writing education, from neurobiology and genetics to specific strategies for translating research into intervention—and learning from the results of these interventions to inform new research. The concluding chapters map out key priorities for future research and innovation.

An essential text for teachers, reading specialists, reading researchers, administrators, and students in graduate courses, this volume marks a significant step toward resolving the literacy challenges of young learners. It will also help move the field toward a firmly established “research to practice to research” collaboration among researchers and practitioners.

  • neurobiological bases of word recognition and comprehension
  • how behavioral genetics can inform education
  • translating and applying research to the classroom
  • designing and interpreting the results of randomized controlled trials (RCTs)
  • the correlation between rapid automatized naming (RAN) speed and reading development
  • the impact of eye movement research on our understanding of skilled reading
  • reading development and difficulties among English Language Learners
  • dialect variation in African American children
  • the writing challenges of children with dyslexia and Language Learning Difficulty (LLD)
  • developing research ideas from classroom and school experiences
  • specific considerations for the field as it progresses and develops
  • and more


Review by: April Benasich, Rutgers University - Newark
“Fielding a stellar set of dyslexia researchers and educators, Connor and McCardle haveproduced an important volume that sheds new light on how to best move effectivereading interventions from the laboratory to the classroom.”
Review by: Elena Grigorenko, Yale University
“Presents current frontiers of research on typical and atypical reading and outlines both directions and destinations for future research.”
Review by: Mark Seidenberg, Vilas Professor, University of Wisconsin-Madison
“The authors are outstanding researchers who are closely attuned to the realities of the home, school, and community. I hope the book is read by everyone committed to addressing the hardest cases, children for whom reading and writing are especially difficult.”
Review by: Linda Siegel, Professor Emerita, University of British Columbia
“An excellent book The chapters are comprehensive, well written, and contain the most up-to- date references. It is essential reading for all investigators in the areas of reading and reading disabilities.”
Review by: Glenn Rosen, Department of Neurology, Beth Israel Deaconess Medical Center
“An absorbing book that covers the difficult issues surrounding reading intervention. This volume would provide compelling and novel information for parents, teachers, school administrators, and scientific researchers from a wide variety of disciplines.”

Table of Contents

About the Editors
About the Contributors
The Dyslexia Foundation and the Extraordinary Brain Series

I. Introduction

  1. Research to Practice to Research: The Importance of Reciprocity to Building Better Interventions
  2. Carol McDonald Connor and Peggy McCardle
  3. An Overview of Reading Intervention Research: Perspectives on Past Findings, Present Questions, and Future Needs
  4. Maureen W. Lovett

II. Basic Considerations for Reading Intervention: Behavior, Neurobiology, and Genetics

  1. The Growth of Self-Regulation in the Transition to School
  2. Frederick J. Morrison
  3. Innovative Data Summary Measures Provide Novel Insights on Reading Performance
  4. Christopher W. Bartlett, Andrew Yates, Judy F. Flax, and Linda M. Brzustowicz
  5. The Role of Rapid Automatized Naming (RAN) in Reading Disruption: An Application of the Cusp Catastrophe
  6. Georgios Sideridis, George K. Georgiou, Panagiotis G. Simos, Angeliki Mouzaki, and Dimitrios Stamovlasis
  7. Eye Movement Research in Reading: Enhancing Focus on the Development of Reading and Reading Disabilities
  8. Brett Miller
  9. Neurobiological Bases of Word Recognition and Reading Comprehension: Distinctions, Overlaps, and Implications for Instruction and Intervention
  10. Laurie E. Cutting, Stephen Kent Bailey, Laura A. Barquero, and Katherine Aboud
  11. Integrating Neurobiological Findings in Search of a Neurochemical "Signature" of Dyslexia
  12. Stephanie N. Del Tufo and Kenneth R. Pugh
  13. The Genetic Classroom: How Behavioral Genetics Can Inform Education
  14. Sara A. Hart
  15. Integrative Summary 1The Future of Reading Research: New Concepts and Tools and the Need for Detailed Genetic and Neurobiological Contexts
  16. Nadine Gaab

III: Reading and Writing Interventions: Research to Inform Practice

  1. What Practitioners Think and Want to Know
  2. Joan A. Mele-McCarthy
  3. Literacy in the Early Grades: Research to Practice to Research
  4. Carol McDonald Connor
  5. Addressing Dialect Variation in Early Reading Instruction for African American Children
  6. Nicole Patton Terry
  7. Reading Development among English Language Learners
  8. Nonie K. Lesaux
  9. Students with Reading Difficulties Who Are English Language Learners
  10. Melodee A. Walker, Philip Capin, and Sharon Vaughn
  11. The Letra Program: A Web-Based Tutorial Model for Preparing Teachers to Improve Reading in Early Grades
  12. Juan E. Jimnez
  13. Struggling with Writing: The Challenges for Children with Dyslexia and Language Learning Difficulty when Learning to Write
  14. Vincent Connelly and Julie E. Dockrell
  15. Fostering the Capabilities that Build Writing Achievement
  16. Rui A. Alves and Teresa Limpo
  17. Effectiveness of a Beginning Reading Intervention: Compared to What? Examining the Counterfactual in Experimental Research
  18. Michael D. Coyne
  19. Integrative Summary 2Translating Reading Research into Effective Interventions for All Children Who Struggle with Reading
  20. Julie A. Washington

IV. FINALE - Looking to the Future

  1. Innovation and Technology That Can Inform Reading Interventions
  2. David J. Jodoin
  3. Reading Intervention in Perspective: A Thoughtful Analysis
  4. Donald L. Compton and Laura M. Steacy
  5. Moving Forward in Reading Intervention Research and Practice
  6. Peggy McCardle and Carol McDonald Connor


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