Literacy Research, Practice and Evaluation

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ISSN: 2048-0458

Editor: Evan Ortlieb and Earl H. Cheek, Jr.
Subject: Education (view other series in this subject area)
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Information: Author guidelines | Publication ethics
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Also available in our: Emerald Social Sciences eBook Series Collection
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Dr. Erica Bowers introduces Literacy Research, Practice and Evaluation

Aims and Scope

The international need for literacy research is as high as ever, as literacy skills serve as a foundation to learning. New research in literacy must address hot topics- some of which have limited amounts of previous research while maintaining high degrees of validity, reliability, and applicability. Literacy Research, Practice and Evaluation will address these concerns with vigorous research and ample instructional techniques.

Each volume will address a contemporary topic that is of particular importance such as comprehension, response to intervention, and assessment related to literacy education.

Upcoming Volume

Volume 10, The Gradual Release of Responsibility in Literacy Research and Practice

In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. While the GRR model is well known throughout K-12 classrooms, what these implementations look like has never appeared in one text to showcase its potential. This text serves as the go-to resource for learning more about the gradual release of responsibility model as related to theory, research, and practice. Featured authors discuss how the GRR model developed and has been applied, how the GRR model benefits learners and teachers, and how the GRR model can be used in research and practice for years to come.

Past Volumes

Praise for Volume 1

"Ortlieb and Cheek’s (Eds.), (2012) new book, Using Informative Assessment Toward Effective Literacy Instruction, is a practical guide for school-based and university-based educators to consult when looking for a book that explains the why’s of literacy assessment, the selection of assessments, and the connections between the use of literacy assessments and literacy instruction. Written in an accessible voice and style, this book is destined to become a desk reference for practicing educators around the nation and globe…a real keeper!"

– D. Ray Reutzel, Ph.D.
Dean, College of Education, University of Wyoming

The following influential scholars have published their research in LRPE

P.David Pearson, Camille Blachowicz, Linda Gambrell, Lea McGee, Tim Rasinski, Ula Manzo, Robert Calfee, Jerry Johns, and Victoria Risko.

Editorial Review Board

Sakil Malik, Ph.D Director of Global Affairs, International Reading Association, Washington, D.C.	Greg Brooks, Ph.D. Research Director, Sheffield arm of the National Research and Development Centre for adult literacy and numeracy (NRDC), The University of Sheffield, UK
Janet Condy, Ph.D Chair of International Development Committee, International Reading Association, Cape Town, South Africa	Pehr-Olof Ronnholm, Ph.D. Chair of the International Development Coordinating Committee of the International Reading Association, Pargas, Finland
Gerry Shiel, Ph.D. Chair of the Federation of European Literacy Associations, representing 29 European countries, Education Research Centre @ St. Patrick’s College, Dublin, Ireland	Henrietta Dombey, Ph.D Emeritus Professor of Literacy in Primary Education, University of Brighton, Falmer, Brighton
Renate Valtin, Ph.D Humboldt University, Berlin, Germany	Ulla-Britt Persson, Ph.D. Linköping University, Linköping, Sweden
Zhenyou Yu, Ph.D. China Women’s University, Beijing, China	Alon Shlomo, Ph.D Hebrew University in Jerusalem and Ministry of Education, Israel
Lucia Lu, Ph.D. National Taiwan University, Taiwan	Carol Christensen, Ph.D. Director of Post Graduate Course Work, University of Queensland, Australia
Simona Elena Bernat, Ph.D. Chair of Adolescent & Adult Literacy Area of European Literacy Association, Cluj-Napoca, Romania	Lane Gauthier, Ph.D. University of Mississippi, Oxford, MS, USA
Gina Doepker, Ph.D. Valdosta State University, Valdosta, GA, USA	Barbara Marinak, Ph.D. Mount Saint Mary's University, Emittsburg, Maryland
Linda Eilers, Ph.D. University of Arkansas, Fayetteville, AR, USA	Emma Schorzman, Ph.D. University of Houston, Houston, TX, USA
Jill Allor, Ph.D. Southern Methodist University, Dallas, TX, USA	Debbie Rickards, Ph.D. Caddo Parish School System, Shreveport, LA, USA
Frances Steward, Ph.D. Western Illinois University, Macomb, IL, USA	Jimmy D. Lindsey, Ph.D. Southern University, Baton Rouge, LA, USA

Editorial Team

Series Editor
Evan Ortlieb
St John's University
[email protected]

Series Editor
Earl H. Cheek, Jr.
Louisiana State University
[email protected]

Publisher
Kimberley Chadwick
[email protected]

Publication ethics

This publication adopts the Emerald Publication Ethics guidelines which fully support the development of, and practical application of consistent ethical standards throughout the scholarly publishing community.

Online access

This title is available as part of the Emerald Social Sciences eBook Series Collection. If you are a subscriber, please follow the link below to access your subscribed content. For purchase/subscription options please contact [email protected].

Online table of contents

Print copy & more information

For more information about any of the volumes listed below, or to purchase a print copy, please click on the relevant volume title:

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