TABLE OF CONTENTS  I  NEXT

WHOLE SCHOOL LITERACY PLANNING

SELECTED READINGS

Allington, R. L. (2007). Intervention All Day Long: New Hope for Struggling Readers. Voices from the Middle, 14(4), 7–14.

Au, K. H.-P. (2005). Negotiating the Slippery Slope : School Change and Literacy Achievement. Journal of Literacy Research, 37(3), 267–286.

Au, K. H.-P. (2006). Schoolwide change to improve literacy achievement. In Multicultural issues and literacy achievement (pp. 173–194). Mahwah, NJ: Lawrence Erlbaum Associates.

Au, K. H.-P. (2010). Real schools, real success: a roadmap for change. Reading Forum New Zealand, 25(1), 25–35.

Au, K. H.-P. (2013). Helping high schools meet higher standards. Journal of Adolescent & Adult Literacy, 56(7), 535–539.

Au, K. H.-P., & Raphael, T. E. (2011). The staircase curriculum: whole-school collaboration to improve literacy achievement. New England Reading Association Journal, 46(2), 1–8.

Au, K. H.-P., Raphael, T. E., & Mooney, K. C. (2008). Improving Reading Achievement in Elementary School: Guiding Change in a Time of Standards. In S. B. Wepner & D. S. Strickland (Eds.), Supervision of Reading Programs (4th ed., pp. 71–89). New York: Teachers College Press.

Au, K. H.-P., Strode, E. V., Vasquez, J. M., & Raphael, T. E. (2014). Improving literacy achievement in elementary schools: the standards-based change process and the common core. In S. B. Wepner, D. S. Strickland, & D. J. Quatroche (Eds.), The Administration and Supervision of Reading Programs (pp. 74–83). New York: Teachers College Press.

Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook. Dallas, TX.

Fisher, D., & Frey, N. (2007). Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School. The Reading Teacher, 61(1), 32–43. doi:10.1598/RT.61.1.4

Goldstein, H., & Olszewski, A. (2015). Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework. Journal of Speech, Language, and Hearing Research, 1-14.

Grant, P. A., South Australian Primary Principals Association, & Dept of Education and Children’s Services. (2003). Nothing left to chance: Report on literacy and numeracy outcomes evaluation in high achieving disadvantaged schools. Adelaide.

Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014

Irvin, J., Meltzer, J., & Dukes, M. S. (2007). Develop and Implement a Schoolwide Literacy Action Plan. In Taking Action on Adolescent Literacy. Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, B., Farmer, J., Hunter, J., & Cooper, S. (2014). Turning around schools: it can be done. Carlton, VIC.

Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284–297. doi:10.1044/0161-1461(2006/033)

Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437–451. doi:10.1017/s1366728911000393

Lawrence, J., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating Vocabulary Knowledge for At- Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 37–41.

Martin, M., Fergus, E., & Noguera, P. (2010). Responding to the needs of the whole child: a case study of a high-performing elementary school for immigrant children. Reading & Writing Quarterly, 26(3), 195–222. doi:10.1080/10573561003769582

May, S. (2007). Sustaining Effective Literacy Practices Over Time in Secondary Schools: School Organisational and Change Issues. Language and Education, 21(5), 387–405. doi:10.2167/le799.0

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (ebook) (2nd ed.). New York: Guilford Press.

Mosenthal, J., Lipson, M., Mekkelsen, J., & Thomspon, E. (2003). The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction. In Paper presented at the National Reading Conference.

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297–321. doi:10.3102/01623737023004297

Raphael, T. E., Au, K. H., & Goldman, S. R. (2009). Whole school instructional improvement through the standards-based change process. In J. Hoffman & Y. Goodman (Eds.), Changing Literacies for Changing Times (pp. 198–229). New York: Routledge/Taylor Frances Group.

Raphael, T. E., Au, K. H., & Popp, J. S. (2013). Transformative practices for literacy teaching and learning : a complicated agenda for literacy researchers. In S. Szabo, L. Martin, T. Morrison, L. Haas, & L. Garza-Garcia (Eds.), Literacy is transformative: 35th annual yearbook of the association of literacy educators and researchers (pp. 9–32). Louisville, KY: Association of Literacy Educators and Researchers.

Raphael, T. E., Weber, C., Goldman, S., Sullivan, M. P., & George, M. (2005). Defying gravity: literacy reform in urban schools. Journal of Literacy Research, 37(3), 267–286.

Spear-Swerling, L., & Cheesman, E. (2012). Teachers’ knowledge base for implementing response-to-intervention models in reading. Reading and Writing, 25(7), 1691–1723. doi:10.1007/s11145-011-9338-3

Strategic Educational Research Partnership. (2009). Word generation. Retrieved from http://www.wordgeneration.org

Swanson, E., & Vaughan, S. (2011). Implementing a responsive to intervention model to improve reading outcomes for all students. In What research has to say about reading instruction (4th ed., pp. 266 – 285). Newark, DE: International Reading Association.

Taylor, B. (2007). The what and the how of good classroom reading instruction in the elementary grades. Minneapolis, MN: University of Minnesota Center for Reading Research

Taylor, B.M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121-166.

Tivnan, T. & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: patterns of first-grade achievement. In The Elementary School Journal, 105(5), 419-441

Tunmer, W. E., Chapman, J. W., Greaney, K. T., Prochnow, J. E., & Arrow, A. W. (2013). Why the New Zealand national literacy strategy has failed and what can be done about it: evidence from the progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery Monitoring Reports.

Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., … Francis, D. J. (2010). Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention. School Psychology Review, 39(1), 3–21. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3072689&tool=pmcentrez&rendertype=abstract

Walpole, S., Justice, L. M., & Invernizzi, M. a. (2004). Closing the Gap Between Research and Practice: Case Study of School-Wide Literacy Reform. Reading & Writing Quarterly, 20(3), 261–283. doi:10.1080/10573560490429078

Weber, C. M., Raphael, T. E., Goldman, S. R., Sullivan, M. P., & George, M. (2009). Literacy coaches: multiple issues, multiple roles, multiple approaches. Elementary School Journal, October.