Instructional research on literacy and reading: Parameters, perspectives, and predictions

Patricia L Anders, P. David Pearson

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationUnderstanding Readers’ Understanding
Subtitle of host publicationTheory to Practice
PublisherTaylor and Francis
Pages307-320
Number of pages14
ISBN (Electronic)9781136563126
ISBN (Print)9780898599114
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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    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