Handbook of Research on Teaching the English Language Arts

by Douglas Fisher (Editor), Diane Lapp (Editor)

Overview

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Literacy Association and the National Council of Teachers of English—remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

Product Details

ISBN-13:	9781032369020
Publisher:	Taylor & Francis
Publication date:	12/22/2023
Edition description:	5th ed.
Pages:	386
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Douglas Fisher is Professor in the Department of Educational Leadership at San Diego State University, USA.

Diane Lapp is a Distinguished Professor of Education in the Department of Teacher Education at San Diego State University, USA.

Both Lapp and Fisher are teacher leaders at Health Sciences High and Middle College in San Diego, CA.

Table of Contents

Preface

Section I

The Language Arts

Chapter 1

An International Focus of Language Arts Literacy

Chapter 2

The Power of Language

Chapter 3

Reading Instruction across Preschool Through Grade 12

Chapter 4

Writing Instruction: Evidence Based Practices and Critical Perspectives

Chapter 5

Teaching Multimodal and Digital Literacies

Chapter 6

Research in Children’s Literature

Chapter 7

Adolescent Literature Comes of Age

Section II

Equity, Identity, and Belonging in the Classroom

Chapter 8

Cultivating Equitable Language Arts Practices

Chapter 9

Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched Teaching

Chapter 10

Literacy Development for Students with Disabilities

Chapter 11

Student Agency in the Adaptive Classroom

Chapter 12

Identity Safe Schools

Section III

Influences on Learning the Language Arts

Chapter 13

Roles of Motivation and Engagement in Teaching the English Language Arts

Chapter 14

Assessment in Language Arts Classrooms

Chapter 15

Self-Regulation and Executive Function in Language Arts Learning

Epilogue and New Directions

State of the Field: The Research We Have, Research We Need

Index