METHODS OF LITERACY RESEARCH THE METHODOLOGY CHAPTERS FROM THE HANDBOOK OF READING RESEARCH VOLUME III METHODS OF LITERACY RESEARCH THE METHODOLOGY CHAPTERS FROM THE HANDBOOK OF READING RESEARCH VOLUME III Edited by Michael L.Kamil Stanford University Peter B.Mosenthal Syracuse University P.David Pearson Michigan State University Rebecca Barr National-Louis University LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2009 To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk Copyright © 2002 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430–2262 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Methods of literacy research: the methodology chapters from the handbook of reading research/[edited by] Michael L.Kamil…[et al.] p. cm Includes bibliographical references and index ISBN 0–8058–3807–4 (paper) Reading Reading—Research—Methodology I Kamil, Michael, L LB1050.H278 2000 428.4’072–dc20 96–10470 CIP ISBN 1-4106-0446-2 Master e-book ISBN Contents vii Preface Making Sense of Classroom Worlds: Methodology in Teacher Research James F.Baumann and Ann M.Duffy-Hester Designing Programmatic Interventions Theresa D.Piggot and Rebecca Barr 23 Undertaking Historical Research in Literacy E.Jennifer Monaghan and Douglas K.Hartman 33 Narrative Approaches Donna E.Alvermann 47 Critical Approaches Marjorie Siegel and Susana Laura Fernandez 65 Ethnographic Approaches to Literacy Research Susan Florio-Ruane and Mary McVee 77 Verbal Reports and Protocol Analysis Peter Afflerbach 87 A Case for Single-Subject Experiments in Literacy Research Susan B.Neuman and Sandra McCormick 105 Discourse and Sociocultural Studies in Reading James Paul Gee 119 10 Research Synthesis: Making Sense of the Accumulation of Knowledge in Reading Timothy Shanahan 133 Author Index 151 Subject Index 161 v Preface In theory there is nothing to hinder our following what we are taught; but in life there are many things to draw us aside Epictetus, Discourses, Chap xxvi In this volume, 10 reviews of significant reading research methodologies are reprinted from Volume III of the Handbook of Reading Research Methodology represents the organized procedures that researchers use to collect, analyze, and interpret phenomena under study Appropriate methodology is necessary to ensure that the obtained evidence can be used to generate warranted conclusions The centrality of methodology to reading research endeavors would suggest that this would be a crucial area of scholarship It is, as Epictetus suggested, one way of avoiding those things that might “draw us aside.” An electronic search of the ERIC database, yields a total of 48,888 journal articles on the subjects of reading, writing, or literacy (excluding computer literacy and science literacy) Of these, 12,877 are research articles and of these, 986, or about 7.5%, are about research methodology This appears to be a small proportion of the total, because rigorous methodology is what guarantees the trustworthiness of our research Given that this figure includes all of the studies since the inception of the database in 1966, the number seems small What accounts for the lack of research on methodology? One important aspect of the explanation lies in the fact that reading researchers have adopted methodologies from other disciplines Methods have been imported from psychology, anthropology, sociology, and even from neurology and hermeneutics Although these methods have been adapted to the specific needs of reading researchers, they have typically not been invented by reading researchers At times it has appeared that the methodology was less important than the results were to reading researchers In a field where the results are often translated directly into practice, this should not be surprising In Volume I of the Handbook of Reading Research (1984), of the 25 reviews deal specif ically with methodology Included were chapters on the Design and Analysis of Experiments, Ethnographic Approaches to Reading Research, and Directions in the Sociolinguistic Study of Reading These represented both the established and the emergent methodological paradigms In Volume II (1991), there are no reviews that deal specifically with methodology Rather, the new content of reading research dominated the period between Volumes I and II, and methodology took a less prominent position In the preface to Volume III, the editors elaborated these differences among the volumes: In 1893, Frederick Jackson Turner completed his momentous work, The Significance of the Frontier in American History In this work, he re-directed historians’ attention away from the genealogy-ridden chronicles of the Atlantic seaboard and refocused their attention on men and women taming the new western frontier Coupled with Horace Greeley’s dictum of “Go West, young man,” Turner sparked imagination in what he called the “the hither edge of free land.” vii viii METHODS OF LITERACY RESEARCH This “hither edge” represented what Daniel Boorstin (Boorstin & Boorstin, 1987) has called a “verge,” i.e., a “place of encounter between something and something else” (p xv) Notes Boorstin, America’s history has been much more than just the verge between Turner’s east and west; rather, it has been a broad succession of verges: America (has always been) a land of verges—all sorts of verges, between kinds of landscape or seascape, between stages of civilization, between ways of thought and ways of life During our first centuries we experienced more different kinds of verges, and more extensive and more vivid verges, than any other great modern nation The long Atlantic coast, where early colonial settlements flourished was, of course, a verge between the advanced European civilization and the stone-age culture of the American Indians, between people and wilderness As cities became sprinkled around the continent, each was a new verge between the ways of the city and those of the countryside As immigrants poured in from Ireland, Germany, and Italy, from Africa and Asia, each group created new verges between their imported ways and the imported ways of their neighbors and the new-grown ways of the New World Each immigrant himself lived the verge encounter between another nation’s ways of thinking, feeling, speaking, and living and the American ways (xv–xvi) It was Alexis de Tocqueville (Tocqueville, Bradley, Reeve, & Bowen, 1872) who noted that America’s appreciation for verges was not shared by its European counterparts At the time of his observations, the national pride of the English, French, German, and Italian was rooted in the grandeur of their homogeneous traditions rather than in the heterogeneous contradictions posed by proliferating verges For these countries, national vitality was based on preserving the best of the rich past rather than pursuing the novelty of the unknown In contrast, America, with hardly any historical past (at least compared to that of Europe’s), has always been different Its vitality has largely been in its verges—in its new mixtures and confusions Yet, as Alfred North Whitehead (1968) so shrewdly observed, it is one’s ability to tolerate such confusion that enables progress to occur In his words, “The progress of man (kind) depends largely on his ability to accept superficial paradoxes to see that what at first looks like a contradiction need not always remain one.” (p 354) In designing the third Handbook of Reading Research, the editors were mindful of the need to preserve the continuity of the past It is the obligation of any handbook editors to maintain the traditions of the discipline it represents And so in this Handbook, as in Volumes I and II, the editors have included the classic topics of reading—from vocabulary and comprehension to reading instruction in the classroom In addition, the editors instructed each contributor to provide a brief history that chronicles the legacies within each of the volume’s many topics On the whole, however, this volume of the Handbook of Reading Research is not about tradition; rather, it is a book that explores the verges of reading research between the time chapters were written for Volume II in 1989 and the research conducted after this date During this decade, the fortified borderlands and imperial reigns of reading research of old have given way to border crossings and new participants in the reading research of new In this time, “we” (i.e., the common collective of reading researchers) have replaced the orthodoxy of research with the need to secure a voice for validating our own individual experiences and opinions We, in essence, have established a new self-awareness of who we are as individuals, how we think, and what we value Moreover, we have become more receptive to novelty and change In this regard, we have come to embrace more the idea of “what is possible” than fixate on the idea of “what is.” We have come to realize that not only can things be different, but we ourselves, as researchers and reading educators, can make that difference happen In Northrop Frye’s words (1964), we have come to realize that we “can enlarge upon the imagination” to raise new options that never before existed In so doing, we must not only envision change, we must act to realize it Preface ix And perhaps most importantly, we have become more community conscious As part of creating new possibilities and exploring the unfamiliar, we have set about transforming not only ourselves but the very research community that sustains us; it is a community that, in becoming more inclusive, offers greater reassurance that difference and similarity both have their merits The Editors of Volume III identified two general themes in reading research that encompass important verges Over the period of time between the publication of Volumes I and II and the publication of Volume III, the definition of reading was substantially broadened and the reading research agenda was dramatically expanded The editors felt the time had come to address the plethora of new methodologies in explicit ways As we explained in the Preface to Volume III: In this shift, the verge of reading has become one that stretches between viewing reading as the primary modality for learning to viewing reading as but one aspect of how teachers and students communicate in classrooms To address this verge, the editors saw the need to expand reading-writing relations to include reading as part of a much broader dimension of communication including all four modalities of speaking, writing, listening, and reading In assessing the advancements in educational research methodology writ large since Volume II, the editors found extensive development straddling the verge between quantitative and qualitative research On the quantitative side, new advances have been made in such areas as hierarchical regression, path analysis, and item response theory On the qualitative side, many new advances have been made in the areas of discourse analysis, single subject design, case study, and narrative analysis In the editors’ review of reading research over the past eight years, they saw the field incorporating many of the new advances in qualitative methodology; in contrast, they saw the field incorporating few such advances in its use of quantitative methodology Rather than force the issue, the editors have included the qualitative aspect of the methodological verge in Volume III while leaving the quantitative perhaps for another time The editors have judged that the specific methodologies reviewed in Volume III have had great impact on reading research since the publication in 1991 of Volume II However, this set of 10 reviews is not comprehensive For example, we included no review of experimental research because we felt that there were insufficient new developments in this methodology In addition, because we contracted f or more reviews than we received (which is always the case in volumes such as this), not all methodologies we sought to include are represented For example, we have no review of methodologies for working with large databases We believe that work on the verge between quantitative and qualitative research will continue as reading researchers look f or new ways to improve the methods by which they collect data There is one other significant “verge” between Volumes I and II of the Handbook, and Volume III and the present volume drawn from it The editors and authors have all decided to forego royalties from these two volumes Instead, the royalties will go to a fund administered by the National Reading Conference to support research in literacy REFERENCES Barr, R., Kamil, M., Mosenthal, P., & Pearson, P.D (Eds.) 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Twenty-fourth yearbook of the National Society for the Study of Education Bloomington, IL: NSSE White, H.D (1994) Scientific communication and literature retrieval In H Cooper & L.V Hedges (Eds.), The handbook of research synthesis (pp 41–56) New York: Russell Sage Foundation Wilson, P (1992) Searching: Strategies and evaluation In H.D.White, M.J.Bates, & P.Wilson (Eds.), For information specialists: Interpretations of reference and bibliographic work (pp 153–181) Philadelphia: ISI Press Wortman, P.M (1994) Judging research quality In H Cooper & L.V Hedges (Eds.), The handbook of research synthesis (pp 97–110) New York: Russell Sage Foundation Author Index A Adams, M.J., 119, 128, 136 Afflerbach, R, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 99, 101, 102 Ahlbrand, W.P., Jr., 136 Alcoff, L., 52, 61 Allen, J., 1, 2, 3, 5, 9, 12, 13, 14, 15, 18, 19, 49, 61 Allen, S., 5, 9, 12, 14, 18 Alley, G.R., 113, 118 Almasi, J., 25, 27, 32, 93, 100 Almy, ML., 15, 18 Alton-Lee, A., 94, 101 Alvermann, D.E., 2, 14, 16, 18, 19, 27, 31, 52, 59, 61 American Primers, 40, 43 Amory, H., 36, 43 Anderson, G., 67, 74 Anderson, R., 89, 92, 99, 136 Anderson, R.B., 26, 32 Anderson, R.C., 25, 27, 31, 123, 128 Appleby, J., 35, 43 Apple, M, 66, 74 Aronowitz, S., 69, 74 Asher, S., 66, 75 Association of American University Presses, 43, 43 Atwell, N., 5, 9, 12, 17, 19 August, D., 30, 31 Au, K.H., 49, 50, 61, 66, 74, 80, 81, 82, 83, 84, 84 Avery, C.S., 5, 9, 12, 13, 19 B Baer, D.M., 106, 117 Bailyn, B., 36, 44 Baker, L., 92, 99 Bakhtin, M.M., 120, 121, 128 Balmuth, M, 37, 38, 44 Barber, L., 54, 63 Barker, J., 35, 44 Barker, K., 90, 98, 100 Barlow, D.H., 108, 111, 117 Barr, R., vii, ix, ix, x, 26, 32, 65, 66, 74, 75, 135, 136, 137, 138, 148, 150 Barry, A.L., 39, 43, 44 Barsalou, L.W., 122, 123, 129 Bartholomae, D., 135, 150 Bartolome, L., 73, 74 Barton, D., 80, 84, 121, 129 Bass, L., 93, 99 Basso, K., 80, 84 Bates, E.A., 121, 122, 129 Baumann, J.F., 1, 2, 3, 12, 14, 19 Bauman, R., 80, 84 Bazerman, C., 91, 99, 121, 127, 129 Beach, R., 89, 91, 92, 94, 99, 99 Beardsley, M., 91, 102 Beattie J.R., 26, 32, 113, 118 Beck, I.L., 27, 31, 87, 88, 89, 93, 98, 99, 101 Beck, L.J., 137 Beck, U., 121, 129 Becker, B.J., 146, 147, 148 Behar, R., 78, 84, 84 Belenky, M., 97, 99 Bellack, L., 106, 117 Bem, D.J., 147, 148, 148 151 152 METHODS OF LITERACY RESEARCH Bennett, L., 25, 31 Benson, L., 5, 9, 13, 15, 20 Bereiter, C., 25, 31, 93, 99 Bergman, J., 25, 27, 32 Berkenkotter, C., 121, 129 Bernard, L., 2, 22 Bettencourt, B.A., 134, 149 Bhabha, H.K., 78, 79, 84 Bianco, L., 111, 117 Billig, M., 120, 129 Bird, M., 25, 31, 93, 99 Bisesi, T.L., 113, 117 Bissex, G.L., 1, 8, 19 Bizzell, P., 121, 129 Bloome, D., 66, 67, 73, 74, 77, 80, 84, 85 Bloor, D., 120, 129 Blumenthal, S.L., 40, 44 Boggs, S.T., 81, 85, 86 Bond, G.L., 26, 31 Boorstin, D.J., viii, ix Boorstin, R.F., viii, ix Booth, W C, 15, 19 Boring, E., 87, 100 Boru, K., 67, 74 Boschert, S., 91, 102 Bourdieu, P., 69, 74, 121, 129 Bowen, F., viii, x Bower, G., 92, 100 Bowles, S., 65, 69, 74 Bradley, P., viii, x Braithwaite, J.A., 113, 117 Brannon, L., 71, 75 Brause, R.S., 3, 19 Braverman, M., 93, 98, 101 Breetveldt, L, 98, 100 Breisach, E., 35, 44 Brennan, M., 71, 72, 75 Bridge, C., 90, 100 Britten, T., 90, 98, 100 Britton, B., 96, 100 Britton, J., 13, 19 Britzman, D., 49, 61 Brock, C.H., 28, 31, 80, 84, 85 Brodkey, L., 58, 61 Brown, A.L., 29, 31, 89, 90, 92, 93, 99, 100, 101, 113, 118, 122, 129 Brown, G.P., 135, 148 Brown, I., 89, 90, 94, 100 Brown, L., 25, 32 Brown, R., 25, 27, 32, 91, 94, 103 Bruce, B., 90, 100 Bruner, J., 48, 59, 61, 93, 94, 100, 123, 125, 129 Bryan, L.H., 5, 9, 12, 19 Buchanan, J., 21, 22 Buckingham, B.R., 3, 19 Bullock, R.H., 1, 19 Burns, M.S., 135, 144, 150 Burton, F.R., 2, 19 Buss, R., 93, 98, 101 Butterfield, H., 34, 44 C Cake, H., 25, 31, 137 Caldwell, J., 111, 113, 113 Calfee, R., 135, 150 Calhoun, E.F., 3, 19 Calkins, L.M., 1, 19 Calle-Gruber, M., 55, 61 Cameron, W., 5, 9, 13, 15, 20 Campbell, D.T., 24, 25, 30, 31, 106, 107, 114, 117 Campione, J.C., 122, 129 Carnine, D., 111, 117 Carpenter, P., 96, 101 Carroll, J.H., 81, 84 Carr, S., 67, 74 Carspecken, P., 67, 74 Carter, K., 15, 19, 48, 61, 61 Carver, R., 136 Casey, K., 48, 53, 54, 58, 61 Cattell, J.M., 134, 149 Caulfield, J., 5, 9, 13, 15, 19 Cavanaugh, G.J., 35, 44 Cazden, C.B., 77, 80, 85, 121, 126, 129 Cerva, T.R., 26, 32 Chall, J.S., 24, 31, 66, 74, 136 Charney, D., 91, 100 Chartier, R., 36, 44 Chassan, J.B., 106, 117 The Chicago Manual of Style, 43, 44 Chi, M., 98, 102 Christensen, L., 5, 9, 11, 19 Churchland, P M., 121, 122, 129 Cixous, H., 55, 61 Cizek, G.J., 53, 61 Clandinin, D.J., 15, 20 Clark, A., 121, 122, 123, 129 Clay, M., 136 Clegg, L.B., 37, 39, 44 Clifford, J., 51, 56, 61, 78, 85 Clinchy, B., 97, 99 Cline, D.M., 5, 9, 15, 19 Clyde, J.A., 5, 9, 16, 19 Coballes-Vega, C., 99, 102 Cochran-Smith, M., 1, 2, 3, 12, 17, 19, 49, 61 Cochran-Smith, S.L., 2, 3, 12, 21 Cole, M., 80, 82, 85, 120, 126, 129, 131 Collins, A., 28, 31, 89, 90, 93, 94, 100, 122, 129 Collins, H.M., 120, 129 Colomb, G.G., 15, 19 Commeyras, M., 5, 9, 13, 15, 19, 52, 61 Condon, M.W F., 5, 9, 16, 19 Cone, J.K., 5, 9, 12, 20 Connelly, F M., 15, 20 Constas, M.A., 48, 61 Cook-Gumperz, J., 121, 129 Cook, T.D., 27, 30, 31, 147, 149 Author Index 153 Cooper, H M, 134, 138, 141, 142, 143, 148, 149 Cooper, J.O., 111, 117, 118 Cooter, R.B., Jr., 119, 125, 130 Cope, B., 123, 129 Corder, R., 136 Corey, S.M., 3, 20 Corman, B.R., 3, 20 Cortazzi, M., 49, 55, 61 Cranney, A.G., 37, 44 Cranny-Francis, A., 125, 129 Cremin, L.A., 36, 44 Cressy, D., 36, 44 Croll, V.J., 111, 118 Cronbach, L.J., 24, 31 Cubberley, E.P., 36, 44 Cullum-Swan, B., 48, 62 Cunicelli, E.A., 25, 27, 31 Curtis, M.E., 136 D Dahl, K.L., 27, 31 Dahmus, J.H., 35, 44 d’Ailly, H., 25, 31, 137 Damon-Moore, H., 39, 44 D’Andrade, R., 120, 123, 125, 129 Daniel, K., 5, 9, 16, 19 Danoff, B., 111, 117 Darnton, R., 36, 44 Davies, B., 73, 74 Davis, F.B., 136 Davis, J.H., 47, 48, 62 Day, J., 89, 90, 100 Deegan, D., 94, 100 Deffner, G., 89, 100 de Groot, A., 88, 100 de la Luna, L., 48, 61 Deleuze, G., 51, 61 Dellinger, L., 49, 62 Denton, P H., 113, 118 Denzin, N.K., 2, 20, 47, 49, 55, 56, 57, 58, 62 Derrida, J., 35, 44, 57, 58, 62 Deshler, D.D., 113, 118 Dewey, J., 3, 20 Dey, L, 16, 20 Dillon, D.R., 2, 14, 16, 18, 19, 27, 31, 42, 45 Dimino, J., 111, 117 Dippo, D., 67, 75 Dobbin, R.F., vii, ix Donoahue, Z., 1, 5, 9, 13, 20 Door, N., 134, 149 Druggish, R., 49, 62 DuBois, P., 94, 99, 100 Duffy, A., 3, 20 Duffy-Hester, A.M., 3, 20 Duffy, S., 90, 101 Dugid, P., 122, 129 Duncker, K., 88, 100 Dunkin, M.J., 136, 138, 144, 148, 149 Dunston, P.J., 25, 32 Duranti, A., 119, 126, 129 Dykstra, R., 26, 31, 135, 149 Dyson, A.H., 49, 62 E Earthman, E., 91, 100 Eco, U., 89, 100 Edelsky, C., 72, 74 Edwards, D., 120, 126, 129 Eeds, M., 28, 31 Eisenhart, M., 79, 85 Eisner, E.W., 27, 28, 31, 56, 57, 59, 60, 61, 62 El-Dinary, P.B., 25, 27, 32, 91, 94, 103 Elliott, J., 3, 20 Ellis, M.V., 147, 149 Ellsworth, E., 71, 74 Elman, J.L., 121, 122, 129 Emihovich, C., 48, 58, 62 Engestrom, Y, 120, 129 Epictetus, vii, ix Erickson, F., 15, 20, 77, 80, 83, 85 Ericsson, K., 87, 89, 90, 95, 96, 99, 100 Evans, P., 91, 94, 103 F Faibisch, F.M., 25, 31 Faigley, L., 121, 129 Fairbanks, M.M., 146, 150 Fairclough, N., 67, 73, 74, 121, 127, 129 Faraone, V., 37, 45 Featherstone, J., 47, 62 Febre, L.P V, 36, 44 Feldgus, E.G., 5, 8, 9, 12, 20 Fenstermacher, G.D., 53, 62 Feuerstein, R., 93, 100 Fielding, L., 93, 101 Fishman, A., 49, 62 Fish, S., 91, 100 Fitzgerald, J., 52, 62 Fletcher, C., 96, 102 Flood J., 134, 139, 149 Flores, F., 121, 131 Florio-Ruane, S., 78, 79, 80, 84, 85 Flower, L., 94, 98, 100 Fonzi, J.M., 25, 32 Foucault, M., 35, 44, 71, 74, 121, 129 Frederiksen, C., 91, 94, 100 Freebody, P., 66, 73, 75 Freire, P., 66, 70, 74 Freppon, P.A., 27, 31 Frye, N., viii, ix G Gagnon, R., 33, 44 Gallagher, P., 111, 113, 114, 118 Gallegos, B.P., 37, 43, 44 Gallimore, R., 120, 131 Gambrell, L., 93, 100 154 METHODS OF LITERACY RESEARCH Garfield, E., 137, 149 Garner, R., 89, 90, 100 Garvey, W.D., 143, 149 Gaskins, I.W., 25, 27, 31, 32 Gast, D., 108, 114, 118 Gay, P., 35, 44 Gee, J.P., 66, 67, 71, 73, 74, 80, 85, 121, 122, 123, 125, 127, 128, 129, 130 Geertz, C., 52, 56, 57, 62 Geisler, C., 92, 100 Genishi, C., 15, 18 Gersten, R., 111, 117 Gianotti, M.A., 2, 22 Giddens, A., 121, 129, 130 Gilbert, P., 55, 60, 62, 73, 74 Gillett, G., 52, 62, 120, 126, 130 Gilmore, L., 59, 62 Gintis, H., 65, 69, 74 Giroux, H., 69, 74 Gitlin, A., 67, 74 Glaser, B.G., 3, 4, 20 Glass, G.V., 138, 141, 142, 143, 145, 146, 149 Glazier, J., 84, 85 Glynn, S., 96, 100 Goffman, L, 119, 130 Goldberger, N., 97, 99 Goldenberg, C., 27, 31 Goldman, S., 82, 85 Goodwin, C., 119, 126, 129 Goodwin, M.H., 119, 130 Gordon, D A, 78, 84, 84 Gore, J., 70, 71, 74, 75 Goswami, D., 1, 12, 13, 20 Graesser, A., 90, 92, 95, 100, 101 Graff, H., 66, 74 Graham, S., 111, 117 Grant, M., 34, 44 Grattan, K.W., 5, 9, 12, 20 Graves, B., 91, 94, 100 Gray, W.S., 134, 135, 149 Green, B.F., 143, 149 Greene, M., 61, 62 Green, J.L., 66, 74, 77, 85, 138, 145, 149 Greeno, J.G., 94, 100, 122, 130 Greenwald, A.G., 141, 149 Griffin, P., 135, 144, 150 Griffith, B.C., 143, 149 Grimm, N., 5, 9, 13, 20 Grumet, M.R., 49, 54, 60, 62, 63 Guattari, F., 51, 61 Guba, E.G., 4, 21, 27, 28, 31 Gumperz, J.J., 120, 126, 130 Gurney, D., 111, 117 Guthrie, J.T., 25, 31, 90, 98, 100, 137, 149 Guthrie, L.F., 66, 75, 77, 80, 81, 85 Gutierrez, K., 72, 75 Guza, D.S., 111, 117 Guzzetti, B.J., 27, 31 H Haas, C., 94, 100 Haastrup, K., 96, 100 Hakuta, K., 30, 31 Hall, D.D., 36, 43, 44 Halliday, M.A K., 128, 130 Hall, J.A., 143, 149 Hall, R., 98, 100 Hall, W.S., 66, 75, 77, 80, 81, 85 Halpern, E.S., 4, 20 Hamilton, M., 121, 129 Hankins, K.H., 49, 62 Hanks, W.F., 126, 130 Hansen, J., 15, 20 Haraway, D.J., 54, 62 Hare, V., 89, 101 Hargreaves, A., 30, 31 Harre, R., 52, 62, 120, 126, 130 Harris, K.R., 24, 32, 93, 102, 111, 117 Harris, T.L., 139, 149 Harris, V.J., 26, 32 Hartman, D.K., 33, 37, 45, 94, 101 Harvey, S., 5, 9, 13, 15, 20 Hasan, R., 123, 130 Hauke, R.N., 137 Hayes, J., 98, 100 Hayes, S.C., 108, 117 Heath, S.B., 49, 62, 77, 80, 85, 121, 130, 134, 149 Hedges, L.V., 138, 149 Held, D., 68, 75 Hemphill, L., 124, 125, 130 Henk, W.A., 42, 45 Henry, N.B., 135, 149 Heron, T.E., 111, 117 Hersen, M., 111, 117 Hess, G.A., 80, 82, 85 Heubach, K.M., 5, 9, 13, 15, 19 Heward, W.L., 111, 117 Hickman, J., 28, 31 Hiebert, E.H., 26, 31, 136 Hillocks, G., Jr., 136 Hinson, D., 52, 61 History of Reading Special Interest Group of the International Reading Association, 42, 43, 44 Hittleman, D.R., 37, 45 Hodges, R.E., 139, 149 Hodgkinson, H.L., 3, 20 Hoetker, J., 136 Hoffman, E., 78, 85 Hoffman, J.V., 37, 44 Hofius, B., 25, 32 Holland, D., 120, 125, 130 Hollingsworth, S., 3, 20 Hoo, D., 93, 99 hooks, b., 47, 62 Hopkins, D., 3, 20 Author Index 155 Hopkins, T.K., 27, 31 Horkheimer, M., 68, 75 Hruby, G.G., 59, 61 Hubbard, R.S., 3, 12, 20 Huberman, A.M., 15, 21 Huckin, T.N., 121, 129 Hudelson, E., 135, 149 Huey, E.B., 88, 101, 134, 149 Hughes, C A, 111, 118 Hunt, B., 25, 31 Hunt, L., 35, 43 Hurn, C., 65, 69, 75 Hutchins, E., 120, 122, 130 Hyman, H.H., 27, 31 Hymes, D., 77, 78, 79, 80, 85, 120, 130 Hynd, C.R., 42, 45 Hynds, S., 89, 92, 99, 99 I Idol, L., 111, 118 International Reading Association, History of Reading Special Interest Group, 42, 43, 44 Intrator, S.M., 141, 149 Iversen, S.J., 39, 44 Ivey, G., 3, 19 J Jackson, G.B., 138, 139, 141, 147, 148, 149 Jacob, E., 80, 85 Jacob, M., 35, 43 Jaeger, R.M., 17, 18, 20 James, W., 87, 101 Jansen, G., 53, 54, 62 Javal, E., 134, 149 Jay, M., 68, 69, 75 Jensen, J.M., 134, 139, 149 Johnson, M.H., 120, 121, 122, 129, 130 Johnston, J.M., 111, 118 Johnston, P., 5, 10, 13, 14, 16, 20, 88, 89, 90, 93, 94, 99, 101 Joram, E., 98, 102 Jordan, C., 80, 82, 83, 84, 85 Just, M., 96, 101 K Kaestle, C.E., 39, 44 Kalantzis, M., 123, 129 Kamberelis, G., 48, 61 Kamil, M.L., vii, ix, ix, x, 65, 66, 74, 75, 106, 113, 118, 135, 141, 143, 148, 148, 149, 150 Kaplan, E., 88, 94, 102 Karmiloff-Smith, A., 121, 122, 129, 130 Kauffman, L.S., 53, 62 Kavale, K., 99, 101 Kazdin, A.E., 111, 118 Keating, C., 2, 22 Keffer, A., 12, 20 Kemmis, W., 67, 74 Kempton, S., 5, 9, 13, 15, 20 Ketterling, T., 6, 10, 14, 21 Kibler, D., 89, 101 Kidder, L.H., 8, 20 Kincheloe, J.L., 2, 3, 20, 68, 75 King, J.R., 42, 44, 45 Kintgen, E., 91, 94, 101 Kintsch, W., 89, 92, 102 Klare, G.M., 136 Knoblach, C., 71, 75 Koehler, V., 80, 85 Konjevic, C., 2, 22 Koorland, M.A., 111, 118 Kowal, M., 2, 22 Krall, F.R., 15, 20 Kratochwill, T.R., 106, 111, 113, 118 Kress, G., 121, 128, 130 Kucan, L., 27, 31, 87, 88, 89, 93, 98, 99, 101 L Lakoff, G., 120, 130 Lalik, R., 49, 62 Lane, D.M., 141, 149 Langer, J., 91, 101 Lankshear, C., 68, 71, 75 Lapp, D., 134, 139, 149 Larkin, K., 89, 90, 94, 100 Larrick, N., 39, 44 Larson, J., 72, 75 Lash, S., 121, 129 Lather, P., 2, 20, 49, 54, 62 Latour, B., 120, 127, 130 Lave, J., 120, 125, 130, 131 Lawrence-Lightfoot, S., 47, 48, 55, 56, 59, 62 LeCompte, M.D., 4, 21 Leinhardt, G., 91, 101, 103 Lennon, D., 27, 32 Lenz, B.K., 111, 118 Lenzo, K., 49, 55, 62 Levin, J.R., 106, 111, 113, 118 Levinson, S.C., 120, 126, 130 Leviton, L.C., 147, 149 Levy, A., 111, 118 Light, R.J., 138, 140, 144, 147, 149 Lincoln, Y.S., 2, 4, 20, 21, 27, 28, 31, 49, 63 Lindberg, S.W., 39, 44 Lipsey, M.W., 145, 150 Lipson, M., 93, 101 Lockridge, K.A., 36, 44 Loxterman, J., 93, 101 Luke, A., 37, 44, 66, 67, 71, 72, 73, 75 Lundeberg, M., 90, 94, 96, 99, 101, 102 Lusche, P., 5, 9, 13, 15, 20 Lysynchuk, L.M., 25, 31, 137 156 METHODS OF LITERACY RESEARCH Lytle, S.L., 1, 2, 3, 12, 17, 19, 21, 49, 61, 90, 101 M Maat, H., 91, 101 MacCann, D., 39, 44 Mack, R., 90, 101 Maclean, M., 3, 21 Magliano, J., 90, 93, 95, 101, 102 Maher, A., 2, 6, 8, 10, 13, 21, 22 Malinak, J., 144, 146, 150 Malinowski, B., 79 Manning, P.K., 48, 55, 62 Marbe, K., 88, 101 Marckwardt, A.H., 135, 150 Marcus, G.E., 47, 48, 56, 61, 62, 78, 85 Margolis, H., 122, 130 Marks, M., 93, 102 Marrou, H.I., 33, 44 Marshall, J.D., 28, 31 Marteski, F., 114, 118 Martin, H.-J., 36, 44 Martin, J.R., 125, 128, 130 Mason, J.M., 81, 84 Masterman, M., 145, 150 Mavrogenes, N.A., 37, 45 Maxwell, J.A., 27, 32 Mayher, J.S., 3, 19 McAllister, J., 88, 101 McAuliffe, S., 5, 9, 13, 15, 20 McCann, A.D., 25, 31 McClelland, J.L., 123, 131 McCormick, S., 26, 32, 107, 111, 117, 118 McCurdy, B.R., 114, 118 McDermott, R., 82, 85 McFarland, K.P., 1, 3, 21 McGaw, B., 138, 141, 142, 143, 145, 146, 149 McKeown, M.G., 27, 31, 93, 101 McLaren, P., 68, 71, 75 McLaughlin, T.F., 111, 117 McLean, J., 27, 32 McMahon, S.I., 28, 32 McReynolds, L., 114, 118 McVee, M., 84, 85 Mehan, H., 119, 130 Merriam, S.B., 16, 21 Merstir, C., 137 Messer-Davidow, E., 52, 62 Michalove, B., 1, 5, 9, 13, 14, 18, 49, 61 Miles, M.B., 15, 21 Miller, D., 5, 9, 13, 15, 20 Miller, J.A., 37, 44 Miller, K., 98, 101 Miller, P.D., 137 Mitchell, A.M., 25, 31 Mitchell, C., 72, 75 Mohr, M., 3, 21 Moll, L., 82, 85 Momigliano, A., 34, 45 Monaghan, C., 38, 45 Monaghan, E.J., 33, 36, 37, 38, 39, 45 Moore, D.W., 33, 37, 39, 45, 137 Morgan, B., 21, 22 Morgan, W.P., 134, 150 Morrow, L.M., 25, 32 Mosberg, L., 137, 149 Moscoe, T., 2, 22 Mosenthal, J., 6, 10, 14, 21 Mosenthal, P., vii, ix, ix, x, 65, 66, 74, 75, 135, 148, 150 Mosenthal, P.B., 60, 62, 148, 150 Mudre, L.H., 111, 118 Mulkay, M., 120, 130 Murphy, P., 6, 10, 13, 15, 16, 21 Myers, G., 121, 126, 127, 130 Myers, M., 3, 21 N Nash, D., 6, 10, 12, 14, 15, 16, 21 Neilsen, L., 50, 51, 56, 62 Nelson, N., 135, 150 Nespor, J., 54, 63 Neumann, A., 49, 63 Neuman, S.B., 26, 32, 108, 111, 113, 114, 118 Neutelings, R., 91, 101 Newby, R.F., 111, 113, 118 Newell, A., 88, 90, 101 New London Group, 82, 85 Newman, D., 28, 29, 32 Newton, M., 6, 10, 12, 14, 15, 16, 21 Niles, O., 135, 150 Nisbett, R., 89, 101 Nixon, J., 3, 21 Noblit, G., 52, 62 Nocerino, M.A., 15, 21 Noffke, S., 67, 75 Norris, S., 94, 99, 101 Nuthall, G., 94, 101 O O’Brien, D.G., 16, 18, 27, 31 O’Brien, G., 27, 32 Ochs, E., 119, 130 O’Dell, L., 8, 14, 21 Oka, E.R., 25, 32 Oldfather, P., 6, 10, 13, 15, 21 Olshavsky, J., 88, 91, 101 Olson, D., 128, 130 Olson, G.A., 51, 63, 90, 101 Olson, M.W., 3, 18, 21 Orwin, R.G., 145, 146, 150 Orzechowska, E., 2, 22 P Paget, M.A., 56, 63 Author Index 157 Pagnucco, J., 5, 9, 13, 15, 19 Paley, V.G., 6, 10, 15, 21 Palincsar, A.S., 93, 101, 108, 113, 116, 118 Parecki, A.D., 108, 116, 118 Parisi, D., 121, 122, 129 Paris, S.G., 25, 32, 93, 101 Passeron, J., 69, 74 Patterson, L., 1, 2, 17, 20, 21 Patton, M.Q., 27, 30, 32 Pawley, C., 39, 45 PDP Research Group, 123, 131 Pearson, P.D., vii, ix, ix, x, 26, 32, 65, 66, 74, 75, 89, 92, 93, 94, 99, 100, 101, 123, 128, 135, 148, 150 Pennypacker, H.S., 111, 118 Perkins, D., 125, 130 Perry, R.C., 50, 63 Peshkin, A., 53, 54, 62 Peskin, J., 91, 101 Peterson, P.L., 27, 32, 49, 63, 93, 98, 101 Petrosky, A.R., 135, 150 Phillips, L., 90, 101 Phinney, M.Y., 6, 10, 14, 21 Pickering, A., 120, 130 Pickle, J.M., 29, 32 Piekarz, J., 88, 101 Piggot, T.D., 145, 150 Pillemer, D.B., 138, 140, 144, 147, 149 Pils, L.J., 6, 10, 14, 15, 21 Pinar, W.F., 49, 53, 54, 63 Pinch, T., 120, 129 Pirolli, P., 98, 101 Pitman, M.A., 27, 32 Plunkett, K., 121, 122, 129 Polkinghorne, D.E., 47, 48, 55, 58, 59, 63 Polya, G., 88, 102 Popkewitz, T., 67, 71, 72, 75 Potter, J., 120, 126, 129 Poundstone, C.C., 25, 31 Pratt, M.L., 57, 63 Power, B.M., 3, 12, 20 Pratt, S., 126, 131 Preissle, J., 4, 21 Pressley, M., 24, 25, 27, 31, 32, 87, 89, 90, 91, 92, 93, 94, 95, 96, 97, 99, 102, 103, 137 Pritchard, R., 87, 89, 99, 102 Proper, E.G., 26, 32 Purves, A.C., 135, 139, 150 Q Qian, G., 25, 32 Quantz, R., 67, 75 Quinn, N., 120, 125, 130, 131 Quint, S., 60, 63 R Randall, S., 52, 61 Ransom, J., 91, 102 Raphael, T.E., 80, 84, 85, 113, 117, 136 Ravenette, A.T., 106, 118 Ray, L.C., 6, 8, 10, 12, 15, 21 Readance, J.E., 37, 45 Recht, D., 111, 113, 118 Recker, M., 98, 101 Reeder, R.R., 37, 45 Reeve, H., viii, x Reichardt, C.S., 27, 31 Reinking, D., 2, 5, 9, 13, 14, 15, 19, 29, 32, 98, 102 Reis, R., 90, 100 Reutzel, D.R., 119, 125, 130 Rice, M.E., 25, 31 Rich, A., 92, 102 Richards, J., 6, 10, 13, 21 Richardson, L., 47, 48, 55, 56, 57, 63 Rickelman, R.J., 37, 45 Ridgeway, V.G., 25, 32 Riessman, C.K., 48, 55, 59, 63 Rijlaarsdam, G., 98, 100 Risden, K., 96, 102 Risley, T., 106, 117 Rist, R., 60, 63 Robinson, H.A., 37, 45 Robinson, H.M., 37, 45, 135, 150 Robinson, R.D., 41, 45 Robinson, V.M J., 27, 32 Rogers, T., 91, 94, 102 Rogoff, B., 120, 131 Rosaldo, R., 78, 85 Rose, J., 36, 45 Rosenblatt, L., 91, 92, 102 Rosenshine, B., 137 Rosenthal, R., 134, 141, 142, 146, 149, 150 Roser, N., 37, 44 Rose, T.L., 26, 32, 113, 118 Rubin, A., 90, 100 Ruddell, R., 137 Ruffin, L., 6, 10, 12, 14, 15, 16, 21 Rumelhart, D.E., 123, 131 Rymes, B., 72, 75 S Sagor, R., 3, 21 St Pierre, E.A., 51, 63 St Pierre, R.G., 26, 32 Sallow, E., 25, 27, 31 Sandora, C., 27, 31 Santa, C.M., 18, 21 Santa, J.L., 18, 21 Sartre, J.P., 60, 63 Saunders, L., 6, 12, 14, 16, 21 Saunders, W., 27, 32 Schaafsma, D., 52, 63 Schaffer, S., 120, 127, 131 158 METHODS OF LITERACY RESEARCH Schegloff, E A, 119, 130 Schellings, G., 93, 102 Scheurich, J.J., 58, 63 Schiffrin, D., 119, 131 Schmalhofer, F., 91, 102 Schmid, H.-J., 120, 131 Schoenfeld, A., 91, 94, 100, 102 Schon, D.A., 4, 13, 21 Schraw, G., 96, 102 Schreiner, R., 99, 101 Schroeder, J., 5, 9, 13, 15, 20 Schuder, T., 25, 27, 32 Schumaker, J.B., 113, 118 Schwegler, R., 91, 102 Scollon, R., 121, 131 Scollon, S.B K., 121, 131 Scott, J.A., 136 Scribner, S., 80, 82, 85, 120, 126, 131 Sega, D., 6, 10, 13, 21 Seifert, M., 137, 149 Shamoon, L., 91, 102 Shanahan, T., 26, 32, 137, 138, 139, 143, 144, 147, 150 Shannon, P., 2, 17, 21, 40, 45, 65, 67, 72, 75 Shapin, S., 120, 127, 131 Shapiro, M.B., 106, 114, 118 Shearer, B., 99, 102 Sherzer, J., 80, 84 Shockley, B.B, 1, 2, 3, 5, 9, 12, 13, 14, 15, 19, 49, 61 Shockley-Bisplinghoff, B., 1, 2, 3, 12, 19 Shore, B., 120, 125, 131 Shotter, J., 120, 126, 131 Shulman, L.S., 2, 14, 18, 21 Sicherman, B., 36, 45 Sidman, M., 106, 118 Siegel, M., 25, 32, 67, 74 Simon, D., 98, 102 Simon, H., 87, 88, 89, 90, 95, 96, 98, 99, 100, 101, 102 Simon, R., 67, 75 Singer, H., 137 Slavin, R.E., 143, 150 Slotta, J., 98, 102 Smagorinsky, P., 91, 92, 97, 99, 102 Smieja, A., 2, 22 Smith, E.R., 24, 32, 93, 96, 100 Smith, J.K., 25, 32, 56, 63 Smith, M.L., 25, 31, 32, 98, 102, 137, 138, 141, 142, 143, 145, 146, 149 Smith, N.B., 37, 38, 39, 45 Smith, S., 93, 99 Smithies, C., 49, 54, 62 Smolkin, L.B., 25, 32 Snow, C.E., 135, 144, 150 Sockett, H., 3, 20 Sohn, D., 138, 141, 150 Soltow, L., 39, 45 Sommer, M.K., 5, 9, 16, 19 Soukhanov, A.H., 51, 63 Spiker, T.M.W., 39, 45 Squire, J., 66, 74, 91, 94, 102 Squire, J.R., 134, 135, 139, 149, 150 Stahl, N.A., 42, 44, 45 Stahl, S.A., 137, 146, 150 Stake, R.E., 27, 32 Stallings, J., 26, 32 Stanley, J.C., 24, 30, 31, 106, 107, 114, 117 Stanovich, K.E., 137 Stansell, J.C., 1, 3, 21 Stearns, P., 120, 130 Stebbins, L.B., 26, 32 Stedman, L.C., 39, 44 Stein, S., 91, 94, 103 Stenhouse, L., 3, 21 Stevens, E., 39, 45 Sticht, T.G., 137 Stigler, J., 98, 101 Stillman, P., 1, 12, 13, 20 Stock, W.A., 145, 150 Strauss, A.L., 3, 4, 20 Strauss, C., 120, 125, 129, 131 Street, B., 66, 73, 75, 121, 131 Strieb, L.Y., 21, 22 Sugarman, J., 21, 22 Sullivan, D.P., 38, 45 Sullivan, S.E., 144, 146, 150 Swales, J.M., 121, 131 Swartz, L., 2, 22 Swenson, J., 21, 22 Swift, K., 6, 10, 11, 15, 21 Swing, S., 93, 98, 101 T Talwalkar, S., 67, 73, 74 Tarule, J., 97, 99 Tawney, J., 108, 114, 115 Tedlock, B., 84, 86 Teel, K., 21, 22 Terkel, S., 42, 45 Tharp, R., 120, 131 Thomas, S., 6, 10, 13, 15, 21 Thompson, C., 114, 118 Thompson, S.A., 119, 130 Threatt, S., 21, 22 Tierney, W.G., 49, 59, 63 Tinsley, K., 39, 44 Titchener, E., 88, 102 Tocqueville, A de, viii, x Tomlinson, J., 21, 22 Tonkin, E., 59, 63 Torgesen, J.K., 137 Trabasso, T., 93, 102 Trathen, W., 96, 102 Trinh, T.M.-ha, 59, 63 Trollinger, W.V., Jr., 39, 44 Truxaw, C., 89, 101 Author Index 159 Turner, F.J., viii, x Tyler, R.W., 24, 32 U Ungerer, F., 120, 131 Unruh, E., 37, 45 V van den Bergh, H., 98, 100 van den Broek, P., 96, 102 van Dijk, T., 89, 92, 102 Van Hout Walters, B., 93, 102 van Leeuwen, T., 128, 130 Van Maanen, J., 52, 63 Van Meter, P., 25, 31 VanSledright, B., 94, 98, 99, 102 Van Tassell, M.A., 1, 20 Vellutino, F.R., 137 Venezky, R.L., 30, 36, 37, 40, 45, 66, 75 Vincent, D., 36, 45 Visweswaran, K., 51, 63 Von Dras, J., 6, 10, 15, 22 Vygotsky, L.S., 82, 86, 93, 102, 120, 125, 131 W Wade, S., 96, 102, 137 Waern, Y., 89, 102 Wagner, R.K., 137 Walker, B.J., 5, 9, 11, 19 Walker, R.J., 42, 45 Wallace, S., 84, 85 Walsh, C., 72, 75 Wanous, J.P., 144, 146, 250 Warner, M.M., 113, 118 Watkins, J., 29, 32 Watson-Gegeo, K.A., 81, 86 Watson, J., 88, 102 Weaver, J., 5, 9, 13, 15, 20 Weber, R., 37, 39, 45 Weiler, K., 71, 72, 75 Weiss, C.H., 27, 32 Weiss, L., 93, 99 Wells, D., 28, 31 Wells, G., 2, 22 Welty, E., 56, 63 Wenger, E., 89, 101, 120, 125, 130, 131 Werner, H., 88, 94, 102 Wertsch, J.V., 93, 102, 120, 126, 131 Wexler, P., 69, 71, 73, 75 Whipple, G.M., 135, 150 White, H.D., 138, 139, 141, 142, 143, 150 Whitehead, A.N., viii, x Wieder, D.L., 126, 131 Wigfield, A., 25, 31, 66, 75 Wilkinson, I.A G., 136 Williams, G., 123, 130 Williams, J.M., 15, 19 Williams, L., 93, 99 Williams, W.O., 27, 31 Willinsky, J., 73, 75 Willis, A.I., 26, 32 Willis, P., 69, 75 Wilson, P., 143, 150 Wilson, T., 89, 101 Wimsatt, W., 91, 102 Wineburg, S., 91, 94, 102, 103 Winograd, P., 90, 100 Winograd, T., 121, 131 Wixson, K., 93, 101, 108, 118 Wolfgang, C.H., 111, 118 Wolf, M., 108, 118 Wolf, M.M., 53, 63, 106, 108, 117, 118 Wolf, R.M., 23, 32 Women on Words and Images, 39, 45 Wood, K., 6, 10, 14, 22 Woolgar, S., 120, 130 Worthy, J., 27, 31 Wortman, P.M., 143, 145, 150 Wright, C.R., 27, 31 Wyatt, D., 91, 94, 103 Y Yaden, D.B., 25, 32 Young, J.R, 51, 52, 61, 63 Young, K., 91, 101, 103 Young, M.F D., 65, 75 Subject Index A A-B-A-B design, 106, 108, 109f Alternating-treatments design, 108, 110f American Psychological Association style, 43 Analysis in research synthesis, 146–147 in single-subject experiments, 116 Annales school, 36 Anthropology, educational, 79–80 Aside, 51–52 Audiences for academic documents, 59–60 history of, 36 B Biography, 50 Blurred genres, 57 Bootstrap operation, 89–90 C Citation searches, 143 Clarifying process, 7t, 13 Coding, 145–146 Cognition, situated, 120 Cognitive linguistics, 120 Collaborative research, 7t, 13 Community, ix of practice, 127–128 Composition theory, modern, 121 Concurrent reports, 94, 96 Connectionism, 121 Content analysis, 39 Conversational analysis, 119–120 Crises of legitimation, 54–56 of representation, 56–58 Critical approaches, 65–75 and discourse on reading, 66–67 to research, 72–73 Critical, definitions of, 71–72 Critical literacy, 69–70 Critical Theory, 68–69 Cultural models, 125–126 theory on, 120 Culture definition of, issues in, 78 studies of, 77–86 D Data collection and recording of, 41–42, 107 interpretation of, 42 reliability of, in single-subject experiments, 116 triangulation of, 94–96 Discourse, 119–131 background of, 119–121 definition of, 128 on reading, critical approaches and, 66–67 E Educational anthropology, 79–80 Educational reform, ethnographic research and, 81–84 Effect size, 145 161 162 METHODS OF LITERACY RESEARCH Emic perspective, Environment of research versus practice, singlesubject experiments and, 115 Ethnographic approaches, 77–86 developments in, 80–81 and reform, 81–84 Ethnography of speaking, 120 Ethnomethodology, 119–120 Evaluation qualitative, 26–28 research on, 23–32 traditional, 24–26 Eve’s task, 83–84 Experimental control, in single-subject experiments, 115–116 Experimental evaluation research, 24 documentation and, 27–28 Experiments, single-subject, 105–118 F Figurative style, 8t, 16 File drawer problem, 141 Footnote chasing, 142 Formative evaluation research, 28–29 Frankfurt School, 68–69 Functional relationships, identification of, 114 G Generalization(s) mind and, 122 of single-subject experiments, 116–117 Genres blurred, 57 new, teacher research as, 17–18 situated meanings of, 123 H Historical research, 33–45 values of, 33–34 Historiodicy, 33–34 Historiography, history of, 34–35 History, approaches to, 38–13 History of Reading Special Interest Group, International Reading Association, 42–43, 44 History of the book approach, 36 I Illustrative style, 8t, 15–16 Individual data analysis, 107 Instructive research, 7t, 13 Integrative review, see Research synthesis International Reading Association, History of Reading Special Interest Group, 42–43, 44 Interpretations communication of, 42–43 formation of, 42 Interpretive evaluation research, 28 Intersubject variability, single-subject experiments and, 114 Interventions evaluation of, research on, 23–32 single-subject experiments and, 107 Intrasubject variability, single-subject experiments and, 114–115 J Journals, and study location, 143 K Key terms, identification of, 139–140 L Language ethnographic studies of, 77–86 sociocultural studies of, 119–131 Layered participant profiles, 52 Legitimation, crisis of, 54–56 Life history, 49–50 Literacy critical, 69–70 as object of study, 66 Literacy history, 36 and research community, 37 Literacy intervention programs, 23–32 Literacy myth, 66 Literacy research, see also Teacher research critical approaches to, 72–73 ethnographic approaches to, 77–86 on evaluation, 23–32 historical, 33–45 narrative approaches to, 47–63 narrative inquiry and, 58–59 protocol analysis and, 87–103 single-subject experiments in, 105–118 sociocultural approaches to, 119–131 synthesis of, 133–150 Literature reviews, see also Research synthesis types of, 133–134 M Maintenance assessments, 107 Meta-analysis, 145–146 Methodological reflexivity, 53–54 Methodology, 145 definition of, vii in historical research, 35–36 literature on, versus methods, 2–3 research on, vii in teacher research, 1–22 Methods Subject Index 163 disclosure of, 94 fetishization of, 73 versus methodology, 2–3 in teacher research, 8t, 14–15 Mind, as social, 121–123 Multiple-baseline design, 108, 111, 112f N Narrative approaches, 47–63 Narrative, definition of, 47 Narrative inquiry, 48–49 Narrative style, 8t, 15 O Oral history, 39 collection of, 42 Original sources, 38 P Participant profiles, layered, 52 Past, approaches to, 38–43 Pattern recognition, 122 Personalized data analysis, 107 Postmodern/poststructural approaches, 47–48, 121 Power relationships critical approaches and, 65 Foucault on, 71–72 narrative inquiry and, 58 Praxis, cultural, 79–80 Primary sources, 37–38 Process, 145 of teacher inquiry, 7t, 13–14 Process model, 27 Process-product method, 80 Progressivism, 73 Protocol analysis, 87–103 challenges to, 94–97 content of, 90–94 future foci of, 97–99 history of, 87–90 issues in, 94, 95t Publication, 43 Q Quasi-experimental evaluation research, 24 Questions from within, 7t, evolution of, 7t, 11–12 formulation of, 138–139 framing, 39 R Reading definition of, ix situated meanings in, 123–124 Reading strategies, protocol analysis of, 90–94 Reflection, in teacher research, 7f, 12–13 Reflexivity, methodological, 53–54 Report identification, 145 Reporting in research synthesis, 147–148 style of, 8t, 15–16 Representation, crisis of, 56–58 Research designs A-B-A-B design, 106, 108, 109f alternating-treatments design, 108, 110f multiple-baseline design, 108, 111, 112f reversal designs, 25–26 in single-subject experiments, 115–116 Researchers document circulation among, 59–60 network of, 142–143 Research synthesis, 133–150 conducting, 137–148 definition of, 133 history of, 134–137, 136t–137t Retrospective reports, 94, 96 Reversal designs, 25–26 Rules, of mind, 122 S Schemas, 123 Science, new studies of, 120–121 Searching for studies, 140–143 modes of, 141–142 Secondary sources, 37–38 Setting, 145 Single-subject experiments, 105–118 advantages of, 113–115 history of, 105–106 logic of, 106–108 problems and solutions with, 115–117 rationale for, 111–113 types of, 108–111 Situated cognition, 120 Situated meanings definition of, 122–123 in reading, 123–124 world-building, 126–128 Social mind, 121–123 Social validity, of single-subject experiments, 108 Sociocultural approaches, 119–131 Sociocultural literacy studies, 121 Sociohistorical psychology, 120 Sociolinguistics, interactional, 119–120 Sociology, modern, 121 Sociopolitical dimension, study of, 66 Sources identification and location of, 40–41 types of, 37–38 Speaking, ethnography of, 120 Story, definition of, 47 Storylines, 125–126 164 METHODS OF LITERACY RESEARCH Storytelling, 47–63 and understanding, 49–53 Studies characteristics of, description/classification of, 145–146 identification and selection of, 138–145 searching for, 140–143 Subjectivity, 53–54, 84 Subjects, 145 Substantive theory, 16 T Talented readers, protocol analysis of, 92–93 Talk story, 49–50, 83 Teacher research, see also Literacy research definition of, methodology in, 1–22 as new genre, 17–18 themes and categories in, 7t–8t, 8–16, 9t–11t Technology, new studies of, 120–121 Theory, 125–126 and teacher research, 7t, 12 undergirding, identification of, 39–40 Think-aloud protocols, nature of, 94, 96–97 Think scene, 52 Topic, identification of, 39 Transfer of effects, measurement of, 107 Treatment, 145 Truth claims, crisis of, 54–56 Truth, versus power, 72 U Unsettling process, 7t, 13–14 V Verbal reports, 87–103 content of, 90–94 history of, 87–90 issues in, 94, 95t Verge, viii Verisimilitude, 55 W What, in discourse, 126–128 Who, in discourse, 126–128 World-building situated meanings, 126–128 definition of, 122–123 Writing of historical research, 42–13 narrative approaches, 47–63 of research synthesis, 147–148 of teacher research, 8t, 15–16 ...METHODS OF LITERACY RESEARCH THE METHODOLOGY CHAPTERS FROM THE HANDBOOK OF READING RESEARCH VOLUME III METHODS OF LITERACY RESEARCH THE METHODOLOGY CHAPTERS FROM THE HANDBOOK OF READING RESEARCH VOLUME. .. this volume, 10 reviews of significant reading research methodologies are reprinted from Volume III of the Handbook of Reading Research Methodology represents the organized procedures that researchers... each of the volume? ??s many topics On the whole, however, this volume of the Handbook of Reading Research is not about tradition; rather, it is a book that explores the verges of reading research