Handbook of Research on Reading Comprehension

Second Edition

Edited by Susan E. Israel
Foreword by Gerald G. Duffy

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December 30, 2016
ISBN 9781462528899
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696 Pages
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January 2, 2017
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696 Pages
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696 Pages
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Peter Afflerbach, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland

Patricia A. Alexander, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland

Kelly L. Allen, PhD, Department of Teaching, Learning and Sociocultural Studies, University of Arizona, Tucson, Arizona

Richard L. Allington, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee

Janice F. Almasi, PhD, Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky

Gwynne Ellen Ash, PhD, Department of Curriculum and Instruction, Texas State University, San Marcos, Texas

James F. Baumann, PhD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri

Richard Beach, PhD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota

Stergios Botzakis, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee

Rachel Brown, PhD, Reading and Language Arts Center, Syracuse University, Syracuse, New York

JoAnne Schudt Caldwell, PhD, College of Education and Leadership, Cardinal Stritch University, Milwaukee, Wisconsin

Gina N. Cervetti, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Byeong-Young Cho, PhD, Learning Research and Development Center and Department of Instruction and Learning, University of Pittsburgh, Pittsburgh, Pennsylvania

Mark W. Conley, PhD, Department of Teacher Education, University of Memphis, Memphis, Tennessee

Sean P. Connors, PhD, Department of Curriculum and Instruction, University of Arkansas, Fayetteville, Arkansas

Jewell E. Cooper, PhD, School of Education, University of North Carolina at Greensboro, Greensboro, North Carolina

Jason D. DeHart, EdS, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee

Janice A. Dole, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, Utah

Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan

Joy Erickson, MS, Department of Education, University of New Hampshire, Durham, New Hampshire

Colleen M. Fairbanks, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina

Carla Finkelstein, PhD, Department of Instructional Leadership and Professional Development, Towson University, Towson, Maryland

Emily Fox, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland

Keli Garas-York, PhD, Department of Elementary Education and Reading, Buffalo State, The State University of New York, Buffalo, New York

Georgia Earnest García, PhD, Department of Curriculum and Instruction, University of Illinois at Urbana–Champaign, Champaign, Illinois

James R. Gavelek, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois

Kenneth S. Goodman, EdD, Department of Language, Reading and Culture, University of Arizona, Tucson, Arizona

Yetta M. Goodman, EdD, Department of Language, Reading and Culture, University of Arizona, Tucson, Arizona

Douglas J. Hacker, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, Utah

Lori Helman, PhD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota

James V. Hoffman, PhD, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

Laura Hopkins, MEd, Department of Curriculum, Instruction, and Teacher Education, Michigan State University, East Lansing, Michigan

George G. Hruby, PhD, Collaborative Center for Literacy Development and College of Education, University of Kentucky, Lexington, Kentucky

Susan E. Israel, PhD, Global Reading Alliance for Catholic Education, Fishers, Indiana

Melanie Kuhn, PhD, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana

Barbara Laster, EdD, Department of Elementary Education, Towson University, Towson, Maryland

Lauren Leslie, PhD, College of Education, Marquette University, Milwaukee, Wisconsin

Dixie D. Massey, PhD, College of Education, University of Washington, Seattle, Washington

Lynn A. Masterson, PhD, College of Education, University of Texas at Austin, Austin, Texas

Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee

Samuel D. Miller, PhD, School of Education, University of North Carolina at Greensboro, Greensboro, North Carolina

Sylvia Minton, PhD, Department of Interdisciplinary Teaching and Learning, University of Texas at San Antonio, San Antonio, Texas

P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

Marliese Peltier, MA, Department of Curriculum, Instruction, and Teacher Education, Michigan State University, East Lansing, Michigan

Linda M. Phillips, PhD, Canadian Centre for Research on Literacy, University of Alberta, Edmonton, Alberta, Canada

Maria Selena Protacio, PhD, Department of Special Education and Literacy Studies, Western Michigan University, Kalamazoo, Michigan

D. Ray Reutzel, PhD, College of Education, University of Wyoming, Laramie, Wyoming

Misty Sailors, PhD, College of Education and Human Development, University of Texas at Austin, Austin, Texas

Paula J. Schwanenflugel, PhD, Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, Georgia

Cynthia Shanahan, PhD, College of Education (Emerita), University of Illinois at Chicago, Chicago, Illinois

Sheree E. Springer, MEd, Department of Educational Psychology, University of Utah, Salt Lake City, Utah

Katherine A. Dougherty Stahl, EdD, Department of Teaching and Learning, New York University, New York, New York

Cory Stai, MEd, Division of Academic Standards and Instructional Effectiveness, Minnesota Department of Education, Roseville, Minnesota

Robert J. Tierney, PhD, Department of Language and Literacy Education, University of British Columbia, Vancouver, British Columbia, Canada

Lorena Villarreal, PhD, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas

Sandra M. Webb, PhD, Department of Professional Learning and Innovation, Georgia College, Milledgeville, Georgia

Ruth Wharton-McDonald, PhD, Department of Education, University of New Hampshire, Durham, New Hampshire

Colleen E. Whittingham, MEd, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois

Anat Yarden, PhD, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
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