Handbook of Research on Teaching the English Language Arts

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

Douglas Fisher is Professor in the Department of Educational Leadership at San Diego State University, USA. Diane Lapp is a Distinguished Professor of Education in the Department of Teacher Education at San Diego State University, USA. Both Lapp and Fisher are teacher leaders at Health Sciences High and Middle College in San Diego, CA.

Preface Section I The Language Arts Chapter 1 An International Focus of Language Arts Literacy Chapter 2 The Power of Language Chapter 3 Reading Instruction across Preschool Through Grade 12 Chapter 4 Writing Instruction: Evidence Based Practices and Critical Perspectives Chapter 5 Teaching Multimodal and Digital Literacies Chapter 6 Research in Children's Literature Chapter 7 Adolescent Literature Comes of Age Section II Equity, Identity, and Belonging in the Classroom Chapter 8 Cultivating Equitable Language Arts Practices Chapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched Teaching Chapter 10 Literacy Development for Students with Disabilities Chapter 11 Student Agency in the Adaptive Classroom Chapter 12 Identity Safe Schools Section III Influences on Learning the Language Arts Chapter 13 Roles of Motivation and Engagement in Teaching the English Language Arts Chapter 14 Assessment in Language Arts Classrooms Chapter 15 Self-Regulation and Executive Function in Language Arts Learning Epilogue and New Directions State of the Field: The Research We Have, Research We Need Index