Motivation and commitment in the interest of science and our children

Phi Delta Kappan

Volumn 86, Issue 6, 2005, Pages 448-451

  McCardle, Peggy ^a   Chhabra, Vinita ^b  

^a EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14644435672     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508600608     Document Type: Review

References (27)

1. Vinita Chhabra and Peggy McCardle, "Contributions to Evidence-Based Research," in Peggy McCardle and Vinita Chhabra, eds., The Voice of Evidence in Reading Research (Baltimore: Paul H. Brookes, 2004), p. 3.
2. Steven A. Stahl, "What Do We Know About Fluency? Findings of the National Reading Panel," in McCardle and Chhabra, pp. 187-211; and Timothy Shanahan, "Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice," in McCardle and Chhabra, pp. 235-65.
3. Steven A. Stahl, "What Do We Know About Fluency? Findings of the National Reading Panel," in McCardle and Chhabra, pp. 187-211; and Timothy Shanahan, "Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice," in McCardle and Chhabra, pp. 235-65.
4. Louisa C. Moats, "Science, Language, and Imagination in the Professional Development of Reading Teachers," in McCardle and Chhabra, pp. 269-88; Barbara R. Foorman et al., "How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms, " in McCardle and Chhabra, pp. 289-328; John T. Guthrie and Nicole M. Humenick, "Motivating Students to Read: Evidence for Classroom Practices That Increase Reading Motivation and Achievement," in McCardle and Chhabra, pp. 329-54; and Joseph K. Torgesen, "Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read," in McCardle and Chhabra, pp. 355-83.
5. Louisa C. Moats, "Science, Language, and Imagination in the Professional Development of Reading Teachers," in McCardle and Chhabra, pp. 269-88; Barbara R. Foorman et al., "How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms, " in McCardle and Chhabra, pp. 289-328; John T. Guthrie and Nicole M. Humenick, "Motivating Students to Read: Evidence for Classroom Practices That Increase Reading Motivation and Achievement," in McCardle and Chhabra, pp. 329-54; and Joseph K. Torgesen, "Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read," in McCardle and Chhabra, pp. 355-83.
6. Louisa C. Moats, "Science, Language, and Imagination in the Professional Development of Reading Teachers," in McCardle and Chhabra, pp. 269-88; Barbara R. Foorman et al., "How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms, " in McCardle and Chhabra, pp. 289-328; John T. Guthrie and Nicole M. Humenick, "Motivating Students to Read: Evidence for Classroom Practices That Increase Reading Motivation and Achievement," in McCardle and Chhabra, pp. 329-54; and Joseph K. Torgesen, "Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read," in McCardle and Chhabra, pp. 355-83.
7. Louisa C. Moats, "Science, Language, and Imagination in the Professional Development of Reading Teachers," in McCardle and Chhabra, pp. 269-88; Barbara R. Foorman et al., "How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms, " in McCardle and Chhabra, pp. 289-328; John T. Guthrie and Nicole M. Humenick, "Motivating Students to Read: Evidence for Classroom Practices That Increase Reading Motivation and Achievement," in McCardle and Chhabra, pp. 329-54; and Joseph K. Torgesen, "Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read," in McCardle and Chhabra, pp. 355-83.
8. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups (Washington, D.C.: NICHD, NIH Publication No. 00-4754, 2000).
9. The three chapters are Linnea C. Ehri, "Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses," in McCardle and Chhabra, pp. 153-86;
10. Stahl, op. cit.;
11. and Michael L. Kamil, "Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings," in McCardle and Chhabra, pp. 213-34.
12. Stahl, op. cit.
13. "Chapter 2: Alphabetics," Reports of the Subgroups, pp. 2-1-2-137;
14. "Chapter 3: Fluency," Reports of the Subgroups, pp. 3-1-3-35;
15. and "Chapter 4: Comprehension," Reports of the Subgroups, pp. 4-1-4-133.
16. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Summary Report (Washington, D.C.: NICHD, NIH Publication No. 00-4769, 2000).
17. Shanahan, op. cit.
18. Elaine Garan, "Murder Your Darlings: A Scientific Response to The Voice of Evidence in Reading Research," Phi Delta Kappan, February 2005, p. 442.
19. I b i d.
20. Jack M. Fletcher and David J. Francis, "Scientifically Based Educational Research: Questions, Designs, and Methods," in McCardle and Chhabra, p. 62.
21. Ibid., p. 75.
22. Robin D. Morris, "Clinical Trials as a Model for Intervention Research Studies in Education," in McCardle and Chhabra, pp. 134-35.
23. Harris Cooper and Kelle Reach, "What Is a Meta-Analysis and How Do We Know We Can Trust It?," in McCardle and Chhabra, p. 123.
24. Daniel Kahneman, "Experiences of Collaborative Research," American Psychologist, September 2003, p. 729.
25. Catherine Snow, Foreword to McCardle and Chhabra, p. xxiv.
26. Lisa Towne, Jack M. Fletcher, and Laura Wise, Strengthening Peer Reviews in Federal Agencies That Support Education Research (Washington, D.C.: National Academies Press, 2004).
27. Snow, p. xxv.