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SELECTED READINGS FOR STAGE 2 : CONFIRMATION & FLUENCY

Typically between 7 to 9 years old

Stage Description: in Stage 2, the child can read simple, familiar stories and selections with increasing fluency. This is done by consolidating the basic decoding elements, sight vocabulary and meaning context in the reading of common topics. The learner’s skills are extended through guided read-aloud of more complex texts. By this stage, adults should be providing instruction that includes repeated and monitored oral reading. Teachers and parents must model fluent reading for students by reading aloud to them daily and ask students to read text aloud. It is important to start with texts that are relatively short and contain words the students can successfully decode. This practice should include a variety of texts such as stories, nonfiction and poetry, and it should use a variety of ways to practice oral reading, such as student-adult reading, choral (or unison) reading, tape-assisted reading, partner (or buddy) reading and reader’s theatre. (See Stages of Development essay for more information.)

GENERAL - KEY READINGS

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

Alexander, P. A. (2005). The path to competence: a lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413–436.

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

Hemphill, L., & Snow, C. (1996). Language and literacy development: discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

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

ORGANISING CLASSROOM INSTRUCTION

Allington, R. L. (2002). What I’ve Learned about Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers. The Phi Delta Kappan, 83(10), 740–747. Retrieved from http://www.jstor.org/stable/20440246

Fisher, D., Frey, N. & Lapp, N. (2011). What the research says about intentional instruction. In S. J. Samuels & A. E. Farstrup (Eds), What research has to say about reading instruction(4th edition). (pp. 359 - 378). Newark, DE: International Reading Association.

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.

Gambrell, L. B., Malloy, J. A., & Mazzoni, S. A. (2011). Evidence-based best practices in comprehensive literacy instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed.). New York: Guilford Press.

Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 107–118). London: Routledge Falmer.

Labbo, L. D., Eakle, A. J., & Montero, M. K. (2002). Digital Language Experience Approach: Using Digital Photographs and Software as a Language Experience Approach Innovation. Reading Online, 5(8), 1–19. Retrieved from http://www.readingonline.org/electronic/labbo2/

McIntyre, E., Hulan, N., & Layne, V. (2011b). Research-based, culturally responsive reading instruction in Second Grade (pp. 192-215). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

Morrow, L. M. (2002). The literacy centre: contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.

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

Tyner, B. B. (2009). Small-group reading instruction: a differentiated teaching model for beginning and struggling readers (2nd edition). Newark, DE: International Reading Association.

Tyner, B. (2012). The literacy jigsaw puzzle: assembling the critical pieces of literacy instruction. Newark, DE: International Reading Association.

Vaughn, M., & Parsons, S. A. (2013). Adaptive teachers as innovators: instructional adaptions opening spaces for enhanced literacy learning. Language Arts, 91(2), 82–93.

Wells, G., & Mejia-Arauz, R. (2006). Toward dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428.

PHONICS, ORTHOGRAPHY & VOCABULARY

Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Beck, I. & Beck, M. (2013). Making sense of phonics.: the hows and whys. New York: Guilford Press.

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: robust vocabulary instruction (2nd ed.). New York: Guilford Press..

Cunningham, P.M., & Cunningham, J.W. (1992). Making Words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46, 106-115.

Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011a). Word specific vocabulary instruction (pp. 201-234). In Words their way with struggling readers: word study for reading, vocabulary, and spelling instruction, grades 4 - 12. Boston: Pearsons.

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1996). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50(4). p. 312-327

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C. & Donnelly, K. (1997). Analysing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3). p. 172-184.

Stahl, K. A. & Stahl, S. A. (2012). Young word wizards!: fostering vocabulary development in preschool and primary education. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

Townsend, D. & Kiernan, D. (2015). Selecting academic vocabulary words worth learning. In The Reading Teacher, 69(1), 113-118.

Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: how multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 21 – 24.

Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Intervention Program. Journal of Learning Disabilities, 33(4), 375–386. doi:10.1177/002221940003300408

FLUENCY

Allington, R. L. (2006). Fluency: Still waiting after all these years. What research has to say about fluency instruction, 94-105.

Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text complexity and learning to read. The Reading Teacher, 68(7), 491-501.

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

Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The complex nature of reading fluency: a multidimensional view. Reading & Writing Quarterly, 25(1), 4–32. doi:10.1080/10573560802491208

Kuhn, M. R. and Ravinski, T.V. (2011). Best practices in fluency instruction. In L. M. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 276-294). New York: Guilford Press.

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. doi:10.1037/0022-0663.95.1.3

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

Wolf, M., & Katzir-cohen, T. (2001). Reading Fluency and Its Intervention. Scientific Studies of Reading, 5(3), 37–41.

COMPREHENSION

Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text complexity and learning to read. The Reading Teacher, 68(7), 491-501.

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.

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

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.

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.

Fisher, D. & Frey, N. (2015). Teacher modeling using complex informational texts. In The Reading Teacher, 69(1), 63-69.

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

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

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.

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/

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.

Shanahan, T., Collision, 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.

COMPOSITION

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.

Cope, B., & Kalazantzis, M. (Eds.). (2000). Multiliteracies: literacy learning and the design of social futures. South Yarra: Macmillan Publishers Australia.

D’warte, J. (2014). Exploring linguistic repertoires: multiple language use and multimodal literacy activities in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30.

Dysthe, O. (1996). The multivoiced classroom: interactions of writing and classroom discourse. Written Communication. dos:10.1177/0741088396013003004

Gerhard, M., Harman, R., & Seger, W. (2007). Reclaiming Recess: Learning the Language of Persuasion. Language Arts, 84(5), 419–430.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., Mccutcheon, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. dos:10.1016/j.jslw.2007.07.005

Kevin, L. (2015). Students writing with new technologies: the 2015 Donald Graves Address. PETAA Paper 201. Newtown, NSW: PETAA.

Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196. Newtown, NSW: PETAA.

Rossbridge, J. & Rushton, K. (2015). Put it in writing: context, text and language. Newtown, NSW: PETAA.

LEARNING

Anderson, L. W. & Krathwohl, D. R. (Eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (abridged edition). New York: Longman

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington D.C.: National Academy Press.

Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 107–118). London: Routledge Falmer.

Temple, J., & Snow, C. (2001). Conversations about literacy: social mediation and psycholinguistic activity. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 55 – 70). New Jersey: Lawrence Erlbaum Associates.

Vaughn, M., & Parsons, S. A. (2013). Adaptive teachers as innovators: instructional adaptions opening spaces for enhanced literacy learning. Language Arts, 91(2), 82–93.

EFFECTIVE USE OF VOLUNTEERS

Baker, S., Gersten, R., & Keating, T. (2000). When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training. Reading Research Quarterly, 35(4), 494–519. doi:10.1598/RRQ.35.4.3

Berrill, D. (2009). What works? research in practice: try literacy tutoring first. Research Monograph #21. Ontario

Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. C. (1997). At-Risk Readers and Community Volunteers: A 3-Year Perspective. Scientific Studies of Reading, 1(3), 277–300. doi:10.1207/s1532799xssr0103_6

Wasik, B. A. (1997). Volunteer tutoring programs: a review of research on achievement outcomes. Baltimore.

Wasik, B., & Slavin, R. (1993). Preventing early reading failure with one-to-one tutoring: a review of five programs. Reading Research Quarterly, 28(3), 179 – 200.