Abstract
The world of literacy research is dynamic. Those who are asking research questions, carrying out research, and changing education, both in and out of school, have a rich theoretical and research base from which to work. Indeed, this base is wider in perspective and deeper in richness of thought than any ever available to literacy researchers. The purposes of this chapter are to reflect on the status of literacy instruction and to pose some questions and issues that need careful attention in future research. Our reflections focus on three topics: context, critical issues, and the conduct of reading research.
| Original language | English (US) |
|---|---|
| Title of host publication | Understanding Readers’ Understanding |
| Subtitle of host publication | Theory to Practice |
| Publisher | Taylor and Francis |
| Pages | 307-320 |
| Number of pages | 14 |
| ISBN (Electronic) | 9781136563126 |
| ISBN (Print) | 9780898599114 |
| DOIs | |
| State | Published - Jan 1 2013 |
ASJC Scopus subject areas
- Social Sciences(all)
Fingerprint Dive into the research topics of 'Instructional research on literacy and reading: Parameters, perspectives, and predictions'. Together they form a unique fingerprint.
Cite this
Anders, P. L., & Pearson, P. D. (2013). Instructional research on literacy and reading: Parameters, perspectives, and predictions. In Understanding Readers’ Understanding: Theory to Practice (pp. 307-320). Taylor and Francis. https://doi.org/10.4324/9780203056837