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GUIDING READING PRACTICE AND DEVELOPMENT

SELECTED READINGS

 

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Harvard University Press.

Adlof, S. M., Perfetti, C. A., & Catts, H. W. (2011). Developmental changes in reading comprehension: implications for assessment and instruction. In What research has to say about reading instruction (4th ed., pp. 186 – 214). Newark, DE: International Reading Association.

Alexander, P. A. (2005). The Path to Competence: A Lifespan Developmental Perspective on Reading. Journal of Literacy Research, 37(4), 413-436.

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

Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text complexity and learning to read. The Reading Teacher68(7), 491-501.

Anderson, N. J. (2012). Reading Instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 218–225). Cambridge, UK: Cambridge University Press.

Anderson, N. J. (2013). A curricular model for reading: the inclusion of extensive reading. TESOL Reporter, 46(1-2), 1–9.

Appleyard, J. (1991). Becoming a reader: the experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.

Au, K. H. (1979). Using the Experience-Text Relationship Method with Minority Children. The Reading Teacher, (March), 677–679.

Au, K. H.-P., & Mason, J. M. (1981). Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis. Reading Research Quarterly, 17(1), 115. doi:10.2307/747251

Au, K. H.-P., & Raphael, T. E. (2010). Using workshop approaches to support the literacy development of ELLs. In Best practices in ELL instruction. New York: Guilford Press.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in” reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2.

Cain, K. E., Bryant, P. E., & Oakhill, J. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Retrieved from http://dx.doi.org/10.1037/0022-0663.96.1.31

Cairney, T. (2010). Developing comprehension: learning to make meaning. E:lit E:update, 013, 1–8.

Callow, J. (2013). The shape of text to come: how image and text work. Newtown, NSW: Primary English Teaching Association Australia.

Cunningham, A.E. & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(Spring/Summer), 8-15.

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.

Drucker, M. J. (2009). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 22–29.

Duke, N., Pearson, P. D., Strachan, S. L & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In What research has to say about reading instruction (4th ed., pp. 51 – 93). Newark, DE: International Reading Association.

Fisher, D., & Frey, N. (2015). Teacher Modeling Using Complex Informational Texts. The Reading Teacher. 69(1), 63-69.

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203–212.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy. Portsmouth: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2006). Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2012). Text Level Ladder of Progress. Portsmouth: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2014). Fountas & Pinnell Leveled Book Website. Heinemann. Retrieved July 26, 2014, from http://www.fountasandpinnellleveledbooks.com/

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7 – 16.

Fulford, A. J. (2009). Cavell, literacy and what it means to read. Ethics and Education, 4(1), 43–55. doi:10.1080/17449640902860689

Gee, J. P. (2003). Opportunity to Learn: A language-based perspective on assessment. Assessment in Education: Principles, Policy & Practice, 10(1), 27–46. doi:10.1080/09695940301696

Gehling, K. (2000). A Year In Texts: An Explicit Reading Program. Newtown, NSW: Primary English Teaching Association.

Gehling, K. (2012). Choosing texts for teaching and learning. In PETAA Paper 185. Newtown, NSW: Primary English Teaching Association Australia.

Goldman, S. R. (2012). Adolescent literacy: learning and understanding content. The Future of Children, 22(2), 89–116. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23057133

Goldman, S. R., & Lee, C. D. (2014). Text complexity: state of the art and the conundrums it raises. The Elementary School Journal, 115(2), 290–300. doi:10.1163/_afco_asc_2291

Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.

Guthrie, J. T. (2001). Contexts for Engagement and Motivation in Reading. Reading Online, 4(8). Retrieved from http://www.readingonline.org/articles/handbook/guthrie/

Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse classrooms. The Reading Teacher, 57(7), 684–658.

Harris, V. J. (2008). Children’s Books: Selecting Books That Children Will Want to Read. The Reading Teacher, 426-430.

Hiebert, E. H. (2015) The Sixth Pillar of Reading Instruction: Knowledge Development. In The Reading Teacher (volume forthcoming). Retrieved on 8 January 2015 from https://www.academia.edu/10101904/The_Sixth_Pillar_of_Reading_Instruction_Knowledge_Development

Hiebert, E. H., Samuels, S. J., & Ravinski, T. V. (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), 110–124.

Hsueh-chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.

Huemer, W. (2012). Why read literature? the cognitive function of form. In J. Gibson, W. Huemer, & L. Pocci (Eds.), Fiction Narrative and Knowledge (pp. 233 – 345). London: Routledge.

Hulme, C., & Snowling, M. J. (2011). Children’s Reading Comprehension Difficulties: Nature, Causes, and Treatments. Current Directions in Psychological Science, 20(3), 139–142. doi:10.1177/0963721411408673

Hulme, C., & Snowling, M. J. (2013). Learning to Read: What We Know and What We Need to Understand Better. Child Development Perspectives, 7(1), 1–5. doi:10.1111/cdep.12005

International Literacy Association (2015). Collaborating for success: the vital role of content teachers in developing disciplinary literacy with students in grades 6–12. Newark, DE: ILA.

Justice, L., Mashburn, A., & Petscher, Y. (2013). Very early language skills of fifth‐grade poor comprehenders. Journal of research in reading, 36(2), 172-185.

Langer, J. (2001). Literature as an environment for engaged readers. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 177 – 194). Hillsdale, NJ: Lawrence Erlbaum Associates.

Louie, B., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. The Reading Teacher, 69(1), 103-111.

McDonald, L. (2013). A Literature Companion for Teachers. Newtown, NSW: Primary English Teaching Association Australia.

McGinley, W., & Tierney, R. J. (1989). Traversing the topical landscape: reading and writing as ways of knowing. Written Communication, 6(3), 243–269.

McIntyre, E., Hulan, N., & Layne, V. (2011). Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

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

Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. a, Steinbach, K. a, Frijters, J. C., & Shapiro, M. B. (2010). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome. Journal of Learning Disabilities, 1–29. doi:10.1177/0022219409355472

Morsy, L., Kieffer, M., & Snow, C. (2010). Measure for Measure: A Critical Consumers’ Guide to Reading Comprehension Assessments for Adolescents. Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy. Carnegie Corporation of New York.

Nilsson, N. L. (2008), A Critical Analysis of Eight Informal Reading Inventories. The Reading Teacher, 61: 526–536. dos: 10.1598/RT.61.7.2

Nussbaum, M. (1995). Poetic justice: the literary imagination and public life. Boston: Beacon Press.

Olson, C. B. (2010). The Reading/Writing Connection: strategies for teaching and learning in the secondary classroom (3rd Edition). Boston: Pearson.

Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269–303. Retrieved from <Go to ISI>://WOS:000244438000003

Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.

Pinnell, G. S., & Fountas, I. C. (2009). When Readers Struggle: Teaching that Works. Portsmouth: Heinemann.

Pressley, M. (2001). Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon. Reading Online. Retrieved April 14, 2014, from http://www.readingonline.org/aRTIcles/handbook/pressley/

RAND Reading Study Group (2002). Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: RAND Reading Education.

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The Reading Teacher, 59(3), 206–221. doi:10.1598/RT.59.3.1

Raphael, T. E., & Au, K. H.-P. (2011). Accessible comprehension instruction through question-answer relationships. In J. Paratore & R. L. McCormack (Eds.), After early intervention: then what? (2nd ed., pp. 115–136). Newark, DE: International Reading Association.

Rose, D., & Martin, J. R. (2012). Reading to Learn. In Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School (pp. 133–234). Sheffield: Equinox Publishing.

Sadoski, M. & Paivio, A. (2004). A dual coding theoretical model of reading. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1329-1362). Newark, DE: International Reading Association.

Samuels, S. J., Rasinski, T. V, & Hiebert, E. H. (2011). Eye Movements and Reading: What Teachers Need to Know. What Research Has to Say about Reading Instruction, 25–50.

Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43. doi:10.1111/j.1540-4781.2011.01146.x

Shanahan, T. (2008). Literacy across the lifespan: what works? Community Literacy Journal, 3(1), 3–20.

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.

Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Reading Research Quarterly, 43(3), 290–322.

Smith, A. (2014). Fostering Adaptive Teaching Across Reading Dimensions. Edutopia: What Works in Education. Retrieved June 18, 2014, from http://www.edutopia.org/blog/adaptive-teaching-across-reading-dimensions-antony-smith

Snell, E. K., Handyman, A. H., & Wasik, B. A. (2015). How Can Book Reading Close the Word Gap? Five Key Practices From Research. The Reading Teacher, 68(7), 560-571.

Stoller, F. L., Anderson, N. J., Grabe, W., & Komiyama, R. (2013). Instructional Enhancements to Improve Students’ Reading Abilities. English Teaching Forum, 52(1), 2–33.

Swanson, E., & Wanzek, J. (2013). Applying research in reading comprehension to social studies instruction for middle and high school students. Intervention in School and Clinic. doi:10.1177/1053451213496157

Tyner, B. (2009). Small-group reading instruction: A differentiated teaching model for beginning and struggling readers. Newark, DE: International Reading Association

Tyner, B. B., & Green, S. E. (2011). Small-Group Reading Instruction: Differentiated Teaching Models for Intermediate Readers, Grades 3–8. Newark, DE: International Reading Association

Van Keer, H., & Verhaeghe, J. P. (2005). Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders’ Reading Comprehension and Self-Efficacy Perceptions. The Journal of Experimental Education, 73(4), 291–329. doi:10.3200/JEXE.73.4.291-329

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading With Middle School Students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners : Findings From Two Experimental Studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018

Walpole, S. & McKenna, M. C. (2007). Differentiated reading instruction: strategies for the primary grades. New York: Guilford Press.

Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.