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Improving Literacy Instruction With Classroom Research
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Improving Literacy Instruction With Classroom Research



January 2009 | 216 pages | Corwin
Implement classroom research to build students' core literacy skills!

Offering a comprehensive overview and steps for conducting classroom research, this resource shows teachers how to use the research to evaluate and modify literacy instruction. The author presents a thorough review of the classroom research cycle and includes guidelines, charts, tables, and other information to help educators initiate their own projects. Readers will find detailed case studies from teachers in the field which provide:

Models for new projects

A deeper understanding of how to implement research-based literacy practices in the five core areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension

 
Preface
 
About the Author
 
Part I. Understanding Classroom Research
 
1. What Is Classroom Research?
 
2. Cycling Through the Steps
 
3. Dealing With Data
 
Part II. Teachers' Classroom Research in Literacy
Overview

 
Section 1: Looking at Teaching Within Mandated Programs

 
Introduction

 
 
4. Reading Aloud: Do I Really Sound Like That?
 
5. Keeping Track of Assessment Data Makes Teaching Easier
 
6. Differentiating Word Study Instruction
Section 2: Tying Research to Practice

 
Introduction

 
 
7. “Mr. ___ Just Said Rambunctious!”: Learning and Loving Vocabulary
 
8. Sounding Like Readers: Improving Fluency
 
9. Word Analysis and Phonemic Awareness Instruction for Older Students
 
10. Teaching Vocabulary One Part at a Time
 
11. Ethics and Other Issues in Classroom Research
 
Appendix A
 
Appendix B
 
References
 
Index

"Deeney's engaging but rigorous text provides teachers with the perfect and indispensable tool for increasing professionalism in the complex field of literacy education. By focusing on both the product and the process of classroom inquiry, Deeney has gifted us with a resource that not only tells us how to do classroom research, but why we must value it to improve our practice."

Dana L. Grisham, Professor of Teacher Education
California State University, East Bay

"Filled with reflective questions, keen insights, and helpful resources, this engaging book supports both novice and veteran classroom researchers. We see thought-provoking inquiries on comprehension, fluency, and vocabulary development as teachers research their current classroom practices, assessments, and district mandates. At the heart of all of the research is how best to support, engage, and extend learners. As teachers read the clearly delineated steps, they will be energized to confidently conduct their own classroom research."

Cheryl L. Dozier, Assistant Professor
University at Albany, State University of New York

“This book will be very helpful for discussing research and classroom teachers as researchers. The author provides good examples of doing qualitative research in the classroom using authentic teaching events.”

Jose Lalas, Professor of Literacy and Director of Teacher Education
University of Redlands

Sample Materials & Chapters

Preface

Chapter 1: What Is Classroom Research?


Preview this book

For instructors

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