Latest Updates

References

Alatorre-Parks, L.  (2001).  Aligning student interests with district mandates.  The Journal of Adolescent and Adult Literacy, 44. 330-332.

Allen, J. (2002).  On the same page: Shared reading beyond the primary grades.

Portland, ME: Stenhouse.

Alvermann, D., & Phelps, S.  (1998).  Content reading and literacy:  Succeeding in today’s diverse classrooms.

Boston:  Allyn and Bacon.

Baumann, J. F., Jones, L. A., & Seifert-Kessell, N. (1993).  Using think alouds to enhance children’s comprehension monitoring abilities.  The Reading Teacher, 47, 184-193.

Berninger, V. W., & Richards, T. L. (2002).  Brain literacy for educators and psychologists.  Amsterdam: Academic Press.

Betts, E. A. (1946). Foundations of reading instruction with emphasis on differentiated guidance.  New York: American Book Company.

Brown, A. L., Campione, J. C., & Day, J. D. (1981).  Learning to learn: On training students to learn from texts.  Educational Researcher, 10(2), 14-12.

Bruer, J. T. (1993).  The mind’s journey from novice to expert: If we know the route, we can help students negotiate their way.  American Educator, 17(2), 38-46.

Bryan, J.  (1998).  K-W-W-L:  Questioning the known.  The Reading Teacher, 51.  618-620.

Burns, A.  (2004).  Weaving comprehension strategies into double-entry journals.  The California Reader, 37(4), 20-26.

Carter, C. J. (1997).  Why reciprocal teaching? Educational Leadership, 54(6), 64-68.

Cazden, C. B. (2001).  Classroom discourse: The language of teaching and learning.

Portsmouth, NH: Heinemann.

Chamot, A. U., & O’Malley, J. M. (1994).  The CALLA handbook: Implementing the cognitive academic language learning approach. 

Reading, MA: Addison-Wesley Publishing Company.

Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin Press.

Collins, A., Brown, J. S., & Holum, A. (1991).  Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46.

Cunningham, J. W., Cunningham, P. M, & Arthur, S. V. (1981).  Middle and secondary school reading. New York: Longman.

Davidson, M. (1996).  Balto, The Dog who Saved Nome.

New York: Scholastic.

Davis, D. (2004). Improving adolescent reading: Findings from research. Portland, OR: Northwest Regional Educational Laboratory.

Dechant, E. (1991).  Understanding and teaching reading: An interactive model.  Hillsdale, NJ: Lawrence Erlbaum Associates.

Dreher, S. (2003).  A novel idea: Reading aloud in a high school English classroom. English Journal, 93, 50-53.

Duffelmeyer, F.A., Baum, D.D., & Merkley, D.J. (1987). Maximizing reader-text confrontation with an extended anticipation guide. Journal of Reading, 31, 146-150.

Dufflemeyer, F. A. & Baum, D. D. (1992).  The extended anticipation guide, revisited.  Journal of Reading, 35, 654-656.

Dufflemeyer, F. A. (1994).  Effective anticipation guide statements for learning from expository prose.  Journal of Reading, 37, 452-457.

Eby, J. (1998).   Reflective Planning, Teaching, and Evaluation, K-12 (2nd ed.).

Upper Saddle River, NJ: Merrill Prentice Hall.

Egan, M.  (1999).  Reflections on effective use of graphic organizers.  The Journal of Adolescent and Adult Literacy, 42, 641-645.

Fisher, D., Brozo, W., Frey, N., & Ivey, G. (2007).  Fifty content area strategies for adolescent literacy.

Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall.

Fisher, D., Frey, N., & Williams, D. (2002).  Seven literacy strategies that work. Educational Leadership, 60(3), 70-73.

Freire, P. (1970).  Pedagogy of the oppressed (30th anniversary ed.).

New York: Continuum.

Fry, E. (2004).  Four phonics frequency tables.  The California Reader, 37(4), 36-43.

Gardner, H. (2006).  Changing minds: The art and science of changing our own and other people’s minds.


Commented

Boston: Harvard Business School Press.

Grave, B., & Graves, M.  (1995). Harness motivation with a scaffolded reading experience.  The California Reader, 29(1), 28-31.

Haggard, M. R. (1988).  Developing critical thinking with the directed reading-thinking activity.  The Reading Teacher, 41, 526-531.

Harvey, W. F. (1910). August Heat. Midnight house and other tales.  London, UK: J. M. Dent.

Hayes, D. A. (1989).  Helping students GRASP the knack of writing summaries.  Journal of Reading, 33(2), 96-101.

Hemingway, E. (1952). The old man and the sea.

London, UK: Jonathan Cape.

Jacobs, W. W. (1902). The monkey’s paw. Harper’s Monthly, 105, 634-639.

Johnston, F.  R. (1993).  Improving student response in DR-TAs and DL-TAs.  The Reading Teacher, 46, 448-449.

MacLachlan, P. (1985). Sarah, Plain and Tall.

New York, NY: Harper Collins.

Malcolm X. (1997). Hair

in C. B. Divakaruni (Ed.), Multitudes: Cross-Cultural Readings for Writers, (pp. 327-329).  New York, NY: McGraw-Hill.

Mandeville, T. (1994).  KWLA:  Linking the affective and cognitive domains.  The Reading Teacher, 47. 679-680.

Marks, M., Pressley, M., Coley, J. D., Craig, S., Gardner, R., DePinto, T., et al. (1993).  Three teachers’ adaptations of reciprocal teaching in comparison to traditional reciprocal teaching.  The Elementary School Journal, 94, 267-283.

Ogle, D., & Carr, E.  (1987).  K-W-L plus:  A strategy for comprehension and summarization.  Journal of Reading, 30, 626-631.

Ogle, D.  (1986).  K-W-L:  A teaching model that develops active reading of expository text.  The Reading Teacher, 39, 564-570.

Oldfather, P. (195).  Commentary: What’s needed to maintain and extend the motivation for literacy in the middle grades. Journal of Reading, 38, 420-422.

Palincsar, A. S. & Brown. A. L. (1984).  Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.  Cognition and Instruction, 1, 117-175.

Postman, N. (1992). Technopoly: The surrender of culture to technology.

New York, NY: Vintage Books.

Raphael, T. E. (1984).  Teaching learners about sources of information for answering questions.  Journal of Reading, 27, 303-311.

Raphael, T. E. (1986).  Teaching question-answer relationships, revisited. The Reading Teacher, 39, 516-520.

Ridgeway, V. G.  (1999).  A view from the other side:  A [former] science teacher speaks out.  Presentation at the 44th annual convention of the International Reading Association, San Diego, CA.  6 May.

Rosenshine, B., & Meister, C. (1994).  Reciprocal teaching: A review of the research.  Review of Educational Research, 64, 479-530.

Ross, P., & McDaniel, C. (2004). The impact of clinical experience on the reading comprehension instruction of K-12 inservice teachers.  Yearbook of the National Reading Conference, 53, 321-341.

Ryder, R. J., & Graves, M. F. (2003).  Reading and learning in content areas (3rd ed.).  New York: John Wiley & Sons.

Sagor, R. (2000).  Guiding school improvement with action research.

Alexandria, VA: Association for Supervision and Curriculum Development.

Schmidt, P.  (1999).  KWLQ:  Inquiry and literacy learning in science.  The Reading Teacher, 52. 789-792.

Sippola, A. (1995).  K-W-L-S.  The Reading Teacher, 48, 6, 542-543.

Stauffer, R. G. (1969).  Teaching reading as a thinking process.  New York: Harper and Row, Publishers.

Strickland, D. (1998).  What’s basic in beginning reading? Finding common ground. Educational Leadership, 55, 6-10.

Tompkins, G. (2003).  Literacy for the 21st century (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Vacca, R. T., & Vacca, J. L. (2005).  Content area reading: Literacy and learning across the curriculum (8th ed.).


Commented

Boston: Pearson Education.

Walker, B. J. (2005).  Thinking aloud: Struggling readers often require more than a model.  The Reading Teacher, 58, 688-692.

Wilhelm, J. D. (1999).  Think-alouds boost reading comprehension.  Instructor, 111(4), 26-28.

Wilhelm, J. D. (2001).  Getting kids into the reading game: You gotta know the rules.  Voices from the Middle, 8(4), 25-36.

Wilson, E.  (1997).  A trip to historic Philadelphia on the Web.  Social Education, 61(3), 170-172.

Leave a Reply

Your email address will not be published. Required fields are marked *

Share