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Jointly sponsored by the International Reading Assn. and the Natl. Council of Teachers of English, the Handbook contains some 70 original articles by authorities in the field of language arts. The articles are organized into five sections: theoretical bases for English language arts teaching, method

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• List of Contributors(p. xi)
• Preface(p. xiii)
• Part I Historical and Theoretical Perspectives for English Language Arts Teaching and Learning(p. 1)
• 1 The History of the Profession(p. 3)
• 2 Historical Considerations: An International Perspective(p. 18)
• 3 Linguistics and Teaching the Language Arts(p. 24)
• 4 A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom(p. 31)
• 5 Child Development(p. 46)
• 6 Anthropology and Research on Teaching the English Language Arts(p. 53)
• 7 Literary Theory(p. 67)
• 8 The Tao of Instructional Models(p. 74)
• 9 Who Has the Power? Policymaking and Politics in the English Language Arts(p. 87)
• 10 Trends and Issues in Research in the Teaching of the English Language Arts(p. 114)
• Part II Methods of Research on English Language Arts Teaching(p. 131)
• 11 Understanding Research on Teaching the English Language Arts: An Introduction for Teachers(p. 133)
• 12 Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge?(p. 143)
• 13 The Design of Empirical Research(p. 152)
• 14 What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies(p. 171)
• 15 Case Studies: Placing Literacy Phenomena Within Their Actual Context(p. 192)
• 16 Ethnography as a Logic of Inquiry(p. 201)
• 17 Teacher Researcher Projects: From the Elementary School Teacher's Perspective(p. 225)
• 18 Teacher Inquiry Into Literacy, Social Justice, and Power(p. 232)
• 19 Synthesis Research in Language Arts Instruction(p. 247)
• 20 Fictive Representation: An Alternative Method for Reporting Research(p. 260)
• 21 Contemporary Methodological Issues and Future Directions in Research on the Teaching of English(p. 273)
• Part III Research on Language Learners(p. 283)
• 22 Who Really Goes to School? Teaching and Learning for the Students We Really Have(p. 285)
• 23 The Development of the Young Child and the Emergence of Literacy(p. 300)
• 24 Student Achievement and Classroom Case Studies of Phonics in Whole Language First Grades(p. 314)
• 25 Development in the Elementary School Years(p. 339)
• 26 Today's Middle Grades: Different Structures, Students, and Classrooms(p. 357)
• 27 The Learner Develops: The High School Years(p. 393)
• 28 Literacy Learning After High School(p. 405)
• 29 Children with Reading Difficulties(p. 413)
• 30 Teaching Bilingual and ESL Children and Adolescents(p. 421)
• 31 Language Varieties, Culture and Teaching the English Language Arts(p. 435)
• 32 Variation in Language and the Use of Language Across Contexts: Implications for Literacy Learning(p. 446)
• 33 Issues in Teacher Preparation and Staff Development in English Language Arts(p. 459)
• 34 Teacher Evaluation(p. 478)
• 35 Pursuing Diversity(p. 491)
• Part IV Environments for English Language Arts Teaching(p. 499)
• 36 The Elementary School Classroom(p. 501)
• 37 Secondary English Classroom Environments(p. 512)
• 38 Family Literacy at the Turn of the Millennium: The Costly Future of Maintaining the Status Quo(p. 532)
• 39 Technology and the Language Arts: Implications of an Expanded Definition of Literacy(p. 546)
• 40 Grouping for Instruction in Literacy(p. 566)
• 41 Unifying the Domain of K-12 English Language Arts Curriculum(p. 573)
• 42 Evaluating Language Development(p. 590)
• 43 Informal Methods of Evaluation(p. 600)
• 44 Teacher-Based Assessment of Literacy Learning(p. 608)
• 45 High-Stakes Assessment in the Language Arts: The Piper Plays, the Players Dance, but Who Pays the Price?(p. 619)
• 46 Elementary Language Arts Textbooks: A Decade of Change(p. 631)
• 47 Literature for Literacy: What Research Says About the Benefits of Using Trade Books in the Classroom(p. 640)
• 48 Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression(p. 649)
• 49 The Media Arts(p. 658)
• 50 Reading Matters: How Reading Engagement Influences Cognition(p. 666)
• 51 Balancing the Curriculum in the English Language Arts: Exploring the Components of Effective Teaching and Learning(p. 676)
• Part V Research on Teaching Specific Aspects of the English Language Arts Curriculum(p. 685)
• 52 Language, the Language Arts, and Thinking(p. 687)
• 53 Teaching the Roots of Modern English: The History of the Language in the Language Arts Class(p. 717)
• 54 Grammars and Literacy Learning(p. 721)
• 55 Spelling(p. 738)
• 56 Research on Vocabulary Instruction: Voltaire Redux(p. 752)
• 57 Rhetoric(p. 786)
• 58 Children's Responses to Literature(p. 799)
• 59 Response to Literature(p. 814)
• 60 Multiculturalism, Literature, and Curriculum Issues(p. 825)
• 61 Reading Preferences(p. 835)
• 62 The School Subject Literature(p. 848)
• 63 Motivating Lifelong Voluntary Readers(p. 857)
• 64 Reflections and Refractions of Meaning: Dialogic Approaches to Classroom Drama and Reading(p. 868)
• 65 Oral Language: Speaking and Listening in Elementary Classrooms(p. 881)
• 66 Reading: Children's Developing Knowledge of Words(p. 914)
• 67 Reading Comprehension Instruction(p. 931)
• 68 Studying: Skills, Strategies, and Systems(p. 942)
• 69 Balanced Literacy Instruction: Implications for Students of Diverse Backgrounds(p. 955)
• 70 Writing(p. 967)
• 71 Children's Writing: Research and Practice(p. 993)
• 72 Imaginative Expression(p. 1008)
• 73 The Language Arts Interact(p. 1026)
• 74 Curriculum Integration to Promote Literate Thinking: Dilemmas and Possibilities(p. 1035)
• 75 The Conventions of Writing(p. 1052)
• Indexes
• Author Index(p. 1065)
• Subject Index(p. 1098)

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CHOICE Review

Long overdue, this extraodinary volume will prove an invaluable resource for professional educators, and particularly for curriculum designers at all school levels, for researchers and policy planners as well as for practicing teachers of the English-language arts. Remarkably free of jargon and carefully organized, its 888 pages also make accessible to the interested layperson the best of current thinking on how the English language (in the US and elsewhere) has been taught and learned in the past, how it is now being taught, and what scholars see as its future. Providing chapters for this remarkable mosaic, a volume that both the International Reading Association and The National Council of Teachers of English have sponsored, is a galaxy of authorities in the field. Each of them has written an original piece expressly for this work and each one supplies a highly useful bibliography. The 100 contributors include such luminaries as John Dixon, Louise Rosenblatt, James Britten, Roy O'Donnell, Jane Chall, Alfred Crommon, Courtney Cazden, Yetta Goodman, Arthur Applebee, Alan Purves, and James Moffett. Among them they examine virtually every aspect of language teaching and learning, at all ages and in all kinds of environments, both formal and informal. Sample areas are teacher preparation, ethnographic research, child development, the media, computers, textbooks, bilingualism, and literacy programs. In each case the writer develops a historical and theoretical framework, and not only maps what research has been done in the field but evaluates its significance. This is a volume no library should lack.-R. O. Ulin, University of North Carolina at Chapel Hill