Literacy Research Methodologies
Third Edition
HardcoverPaperbacke-bookprint + e-book
Different research methods can yield unique insights into literacy learning and teaching—and, used synergistically, can work together to move the field forward.
Now revised and updated with 50% new material, this definitive text presents widely used methods and provides students and researchers with a clear understanding of when, how, and why they are applied. Leading authorities describe established and emerging methodologies, review the types of questions they are suited to address, and identify standards for quality. Key issues in research design are accessibly discussed. Each chapter offers one or more exemplars of high-quality published studies to illustrate the approach in action. The benefits of using multiple types of methods to more fully investigate a given question or problem are emphasized throughout.
New to This Edition
- Chapter on a vital new topic: critical race methodologies.
- New chapters on core topics: design-based research, causal effects, ethnographic case studies, correlational designs, discourse analysis, instrument development, and verbal protocols.
- Up-to-date coverage of online research methods, neuroimaging, and other rapidly evolving methodologies.
- Many of the exemplary studies are new.
“Probably the single most striking feature…is the depth and breadth of the information presented in each chapter and the general liveliness of the text....Whole books have been written about each and every one of the methodologies presented. And yet, these chapters are amazingly satisfying in their fullness....Even a novice researcher, after reading these chapters, can get a very clear sense of the values, applications, procedures, concerns, standards, and complexities of each methodological approach.”
—Journal of Curriculum Studies (on the first edition)
“Highly recommended. Graduate students, faculty, researchers.”
—Choice Reviews (on the first edition)
“I have used the past two editions of this book in graduate courses on how to read, critique, and plan literacy research, and both editions are dog-eared and well worn. I am thrilled to have the third edition—it is simply a 'must read' for graduate students in literacy education. This is a great text for any course in research methods or design because it addresses the fundamental importance of matching the research methodology to the research questions and resulting claims. A bonus is the exposure to exemplar studies from a variety of research paradigms, all of which make valuable contributions to literacy research. The third edition emphasizes the standards of quality for each methodology and the synergy afforded through mixed methodological approaches.”
—Marcia Invernizzi, PhD, Edmund H. Henderson Professor Emerita, School of Education and Human Development, University of Virginia
“This book describes literacy research methodologies in a way that is far reaching, yet clear and understandable to my doctoral students, who are sometimes intimidated by the topic. In my doctoral seminar, I had students explore particular methodologies presented in the text and analyze how they have been applied in published articles. This comparative analysis helped prepare students to apply the methodologies in their own research. Anyone looking to examine listening, speaking, reading, or writing can benefit from the recommended research guidelines presented for each methodology. ”
—Lauren Eutsler, PhD, Department of Teacher Education and Administration, University of North Texas
“The third edition of this text will whet the reader's appetite for understanding the latest methods for conducting and analyzing literacy research. To my knowledge, this is the only single-volume work of its kind. Students who are beginning to conduct research to test theories, or who want to examine the evidence, warrants, and claims conveyed by researchers or policymakers, will find the chapters clear and insightful. This is an essential text for doctoral seminars on literacy; it provides tools for generating innumerable stellar questions and answers. Excellence in knowledge building requires a book like this.”
—Rosalind Horowitz, PhD, Department of Interdisciplinary Learning and Teaching and Department of Educational Psychology, The University of Texas at San Antonio
Table of Contents
Foreword, Seth A. Parsons
1. Introduction, Marla H. Mallette & Nell K. Duke
2. Turtles, Tortoises, Ethnographies, and Case Study: Nuances of Difference and Design, Catherine Compton-Lilly
3. Content Analysis: The Past, Present, and Future, Samuel DeJulio, James V. Hoffman, Misty Sailors, Ramón A. Martínez, & Melissa B. Wilson
4. Correlational Designs and Analyses, Michael J. Kieffer
5. Critical Race Methodologies, Alice Y. Lee & Amos J. Lee
6. Research Methods Unique to Digital Contexts: An Introduction to Virtual Ethnography, Christine Greenhow, Sarah Galvin, & K. Bret Staudt Willet
7. Approaches to Discourse Analysis in Language and Literacy Research, Amy Vetter & Melissa Schieble
8. Design-Based Research in Literacy, Gay Ivey
9. Causal Effects: Randomized Trials and Regression Discontinuity, Christina Weiland, Anne Shapiro, & Julia Lindsey
10. Doing Historical Research in Literacy, Norman A. Stahl & Douglas K. Hartman
11. Instrument Development, Sharon Walpole, John Z. Strong, & Meaghan N. Vitale
12. Meta-Analysis, Adriana G. Bus, Marinus H. van IJzendoorn, & Suzanne E. Mol
13. Mixed Research Approaches in Literacy Research, Anthony J. Onwuegbuzie & Marla H. Mallette
14. Narrative Approaches: Exploring the Phenomenon and/or Method, M. Kristiina Montero & Rachelle D. Washington
15. Neuroimaging, Jessica A. Church & Jack M. Fletcher
16. Single-Subject Experimental Design, Susan B. Neuman
17. Understanding Literacy Trends Through Survey Research, Gwynne Ellen Ash, James F. Baumann, & James J. Bason
18. Verbal Protocol Analysis in Literacy, Byeong-Young Cho
19. Considerations of Methodology and Epistemology in Designing Literacy Studies, Sarah J. McCarthey
20. Conclusion, Marla H. Mallette & Nell K. Duke
Appendix. Alphabetical Listing of the Exemplars
About the Editors
Marla H. Mallette, PhD, is Associate Professor in the Department of Teaching, Learning and Educational Leadership at Binghamton University, State University of New York, where she also serves as Doctoral Program Coordinator. Her research focuses on early literacy, research methodologies, and mixed methods research in literacy. Dr. Mallette has published and presented on literacy research methodologies and the preparation of literacy researchers, and has used various methodologies in her own work.
Nell K. Duke, EdD, is Professor in Language, Literacy, and Culture and in the Combined Program in Education and Psychology at the University of Michigan. Her work focuses on early literacy development, particularly among children living in economic poverty. She has a strong interest in bridging gaps between educational research, policy, and practice. Dr. Duke is a recipient of the William S. Gray Citation of Merit from the International Literacy Association. She has used a variety of research methodologies in her own research and has taught courses on research design.
Contributors
Gwynne Ellen Ash, PhD, Department of Curriculum and Instruction, Texas State University
James J. Bason, PhD, Director, Survey Research Center, University of Georgia, Athens
James F. Baumann, PhD, Chancellor’s Chair for Excellence in Literacy Education Emeritus, University of Missouri
Adriana G. Bus, PhD, Professor in Early Childhood Education, University of Stavanger, Norway; Honorary Professor, ELTE Eötvös Loránd University, Budapest, Hungary; Professor Emeritus, Leiden University, Netherlands
Byeong-Young Cho, PhD, College of Education, Hanyang University, Seoul, South Korea
Jessica A. Church, PhD, Department of Psychology, University of Texas at Austin; Psychiatry Department, Institute for Neuroscience, and Biomedical Imaging Center; Texas Center for Learning Disabilities
Catherine Compton- Lilly, EdD, John C. Hungerpiller Chair, College of Education, University of South Carolina
Samuel DeJulio, PhD, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio
Nell K. Duke, EdD, Combined Program in Education and Psychology, University of Michigan
Jack M. Fletcher, PhD, Hugh Roy and Lillie Cranz Cullen Distinguished Professor and Chair, Department of Psychology, University of Houston
Sarah Galvin, Educational Psychology and Educational Technology Program, Michigan State University
Christine Greenhow, EdD, Educational Psychology and Educational Technology Program, College of Education, Michigan State University
Douglas K. Hartman, PhD, College of Education, Michigan State University
James V. Hoffman, PhD, Meadows Endowed Chair for Excellence in Literacy, University of North Texas
Gay Ivey, PhD, William E. Moran Distinguished Professor in Literacy, University of North Carolina at Greensboro
Michael J. Kieffer, EdD, Steinhardt School of Culture, Education, and Human Development, New York University
Alice Y. Lee, PhD, Graduate School of Education, University of California, Riverside
Amos J. Lee, PhD, Graduate School of Education,University of California, Riverside
Julia Lindsey, School of Education, University of Michigan
Marla H. Mallette, Department of Teaching, Learning and Educational Leadership, Binghamton University, State University of New York
Ramón A. Martínez, PhD, Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity, Stanford University
Sarah J. McCarthey, PhD, Department Head of Curriculum and Instruction, University of Illinois at Urbana-Champaign
Suzanne E. Mol, PhD, Institute of Education and Child Studies, Leiden University, Netherlands
M. Kristiina Montero, PhD, Faculty of Education at Wilfrid Laurier University, Waterloo, Canada
Susan B. Neuman, EdD, Chair of the Teaching and Learning Department, Steinhardt School of Culture, Education, and Human Development, New York University
Anthony J. Onwuegbuzie, PhD, University of Cambridge; Distinguished Visiting Professor, University of Johannesburg; Honorary Professor, University of South Africa
Misty Sailors, PhD, Chair of the Department of Teacher Education and Administration, College of Education, University of North Texas
Melissa Schieble, PhD, Hunter College, City University of New York
Anna Shapiro, PhD, School of Education and Human Development, University of Virginia
Norman A. Stahl, PhD, Professor Emeritus of Literacy Education, Northern Illinois University
K. Bret Staudt Willet, Educational Psychology and Educational Technology Program, Michigan State University
John Z. Strong, PhD, Graduate School of Education, University at Buffalo, State University of New York
Marinus H. van IJzendoorn, PhD, Department of Psychology, Education and Child Studies, Erasmus University Rotterdam; Honorary Senior Visiting Fellow, Department of Public Health and Primary Care, School of Clinical Medicine, University of Cambridge; Professor Emeritus, Leiden University
Amy Vetter, PhD, School of Education, University of North Carolina at Greensboro
Meaghan N. Vitale, MA, University of Delaware
Sharon Walpole, PhD, School of Education, Director of the Professional Learning Center for Educators, University of Delaware
Rachelle D. Washington, PhD, Executive Director of First Year Experience and Honors Programs, Allen University, Columbia, South Carolina
Christina Weiland, EdD, School of Education, University of Michigan
Melissa B. Wilson, PhD, independent scholar
Audience
Teacher educators and graduate students; literacy researchers.
Course Use
Serves as a text in graduate-level courses such as Methods of Educational Research, Methods of Reading Research, and Research in Special Education.
Previous editions published by Guilford:
Second Edition, © 2011
ISBN: 9781609181628
First Edition, © 2004
ISBN: 9781593850593
New to this edition:
- Chapter on a vital new topic: critical race methodologies.
- New chapters on core topics: design-based research, causal effects, ethnographic case studies, correlational designs, discourse analysis, instrument development, and verbal protocols.
- Up-to-date coverage of online research methods, neuroimaging, and other rapidly evolving methodologies.
- Many of the exemplary studies are new.