Handbook of Reading Research, Volume V

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, to teacher education, and to continued funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know (what does and doesn’t count as evidence?), and what do we know that matters for children and youth, their teachers, school leaders, and those who influence reading policies in schools and school systems. Bringing the field authoritatively and comprehensively up-to-date, Volume V not only synthesizes reading research literature since the publication of Volume IV, it reveals important new directions and pushes readers toward new methods to try to address problems in research design or method or challenges in how to know what we need to know.