Literacy Research Guide

"Consistent with prior volumes, we retain our focus on the years from birth to the beginning of formal literacy instruction and include chapters that focus primarily on theoretical issues, others that describe and evaluate interventions, and still others that examine policy-relevant topics."

"The purpose of this handbook is to give the classroom teacher, reading specialist, administrator, or student concise, up-to-date information on the most popular assessment and evaluation tools in literacy."

"Powerful. The editors have brought together brilliant researchers who make a tremendous contribution to building knowledge about instruction that capitalizes on students' social and cultural contexts. Perhaps most important, they point the way toward taking action that is evidence based and holds potential for making a difference in the literacy lives of our students." -- Victoria J. Risko, Ed.D., Department of Teaching and Learning, Vanderbilt University

"The Handbook – this term connotes a touchstone across disciplines and areas, whose function is to capture a field, past, present, and future. The result of an enormous effort, a handbook provides a benchmark at a particular point in time…. Two ingredients are of foundational importance for a well-built handbook: the structure and the writers. The editors of this Handbook have assembled an extraordinary assemblage of authors, each distinguished in his or her own right, but a group that is exceptional for the breadth and comprehensiveness of perspectives that they bring to bear.... This handbook provides an excellent snapshot of the field." -- Robert C. Calfee, From the Foreword