Literacy Research, Practice and Evaluation
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
Other: Recommend this book series
Also available in our: Emerald Social Sciences eBook Series Collection
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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.
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.
- Volume 1, Using Informative Assessments towards Effective Literacy Instruction
- Volume 2, Advanced Literacy Practices: From the Clinic to the Classroom
- Volume 3, School-based Interventions for Struggling Readers K-8
- Volume 4, Theoretical Models of Learning and Literacy Development
- Volume 5, Video Reflection in Literacy Teacher Education and Development, Lessons from Research and Practice
- Volume 6, Video Research in Disciplinary Literacies
- Volume 7, Writing Instruction to Support Literacy Success
- Volume 8, Adressing Diversity in Literacy Instruction
- Volume 9, Best Practices in Teaching Digital Literacies
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
St John's University
Earl H. Cheek, Jr.
Louisiana State University
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.
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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:
- Video Research in Disciplinary Literacies, Volume 6
- Video Reflection in Literacy Teacher Education and Development, Lessons from Research and Practice, Volume 5
- Theoretical Models of Learning and Literacy Development, Volume 4
- School-based Interventions for Struggling Readers, K-8, Volume 3
- Advanced Literacy Practices: From the Clinic to the Classroom, Volume 2
- Using Informative Assessments Towards Effective Literacy Instruction, Volume 1