The Impact of Summer Setback on the Reading Achievement Gap

Phi Delta Kappan

Volumn 85, Issue 1, 2003, Pages 68-75

  Allington, Richard L ^a   McGill Franzen, Anne ^b  

^a UNIVERSITY OF FLORIDA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141941560     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170308500119     Document Type: Review

References (73)

1. Anne M. McGill-Franzen and Virginia Coatley, "Title l and Special Education: Support for Children Who Struggle to Learn to Read," in Susan Neuman and David Dickinson, eds., Handbook of Early Literacy Research (New York: Guilford, 2001), pp. 471-83.
2. Geoffrey D. Borman and Jerome V. D'Agostino, "Title I and Student Achievement: A Meta-Analysis of Federal Results," Educational Evaluation and Policy Analysis, vol. 18, 1996, pp. 309-26; and David W. Grissmer et al., Student Achievement and the Changing American Family (Santa. Monica, Calif.: Institute on Education and Training, RAND Corporation, 1994).
3. Geoffrey D. Borman and Jerome V. D'Agostino, "Title I and Student Achievement: A Meta-Analysis of Federal Results," Educational Evaluation and Pol icy Analysis, vol. 18, 1996, pp. 309-26; and David W. Grissmer et al., Student Achievement and the Changing American Family (Santa. Monica, Calif.: Institute on Education and Training, RAND Corporation, 1994).
4. Patricia L. Donahue et al., NAEP Reading 1998: Reading Report Card for the Nation and the States (Washington, D.C.: Office of Educational Research and Improvement, 1999), p. 82.
5. Anne M. McGill-Franzen and Richard L. Allington, "Lost Summers: Few Books, Few Opportunities, Few Reasons to Read," Classroom Leadership On-Line, August 2001, available at www.ascd.org.
6. Bonnie B. Armbruster, Fran Lehr, and Jean Osborn, Put Reading First: The Research Blocks for Teaching Children to Read (Washington, D.C.: National Institute for Literacy, 2001).
7. Richard L. Allington, "What's Special About Special Programs for Children Who Find Learning to Read Difficult?," Journal of Reading Behavior, vol. 26, 1994, pp. 1-21; and Elfrieda H. Hiebert, "An Examination of Ability Grouping for Reading Instruction," Reading Research Quarterly, vol. 18, 1983, pp. 231-55.
8. Richard L. Allington, "What's Special About Special Programs for Children Who Find Learning to Read Difficult?," Journal of Reading Behavior, vol. 26, 1994, pp. 1-21; and Elfrieda H. Hiebert, "An Examination of Ability Grouping for Reading Instruction," Reading Research Quarterly, vol. 18, 1983, pp. 231-55.
9. Donald P. Hayes and Judith Grether, "The School Year and Vacations: When Do Students Learn?," Cornell Journal of Social Relations, vol. 17, 1983, p. 66.
10. Doris R. Entwisle, Karl L. Alexander, and Linda Steffel Olson, Children, Schools, and Inequality (Boulder, Colo.: Westview Press, 1997).
11. Hayes and Grether, p. 64.
12. Borman and D'Agostino, p. 323.
13. Michael J. Puma et al., Prospects: Final Report on Student Outcomes (Washington, D.C.: U.S. Department of Education, 1997).
14. Entwisle, Alexander, and Olson, p. 152.
15. Harris Cooper et al., "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review," Review of Educational Research, vol. 66, 1996, pp. 227-68.
16. See, for example, Jack Fletcher and G. Reid Lyon, "Reading: A Research-Based Approach," in William Evers, ed., What's Cone Wrong in America's Classrooms?(Stanford, Calif.: Hoover Institution Press, 1998); and Kenneth K. Wong and Margaret C. Wang, Rethinking Policy for AtRisk Students (Berkeley, Calif.: McCutcheon, 1998).
17. See, for example, Jack Fletcher and G. Reid Lyon, "Reading: A Research-Based Approach," in William Evers, ed., What's Cone Wrong in America's Classrooms?(Stanford, Calif.: Hoover Institution Press, 1998); and Kenneth K. Wong and Margaret C. Wang, Rethinking Policy for AtRisk Students (Berkeley, Calif.: McCutcheon, 1998).
18. See, for example, Kathryn Au, "Social Constructivism and the School Literacy Learning of Students of Diverse Cultural Backgrounds," Journal of Literacy Research, vol. 30, 1998, pp. 297-319; and Gerald Coles, Reading Lessons: The Debate over Literacy (New York: Hill & Wang, 1998).
19. See, for example, Kathryn Au, "Social Constructivism and the School Literacy Learning of Students of Diverse Cultural Backgrounds," Journal of Literacy Research, vol. 30, 1998, pp. 297-319; and Gerald Coles, Reading Lessons: The Debate over Literacy (New York: Hill & Wang, 1998).
20. See, for example, Elfrieda H. Hiebert et al., "Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program," American Educational Research Journal, vol. 29, 1992, pp. 545-72; Anne McGill-Franzen et al., "Putting Books in the Room Seems Necessary but Not Sufficient," Journal of Educational Research, vol. 93, 1999, pp. 67-74; Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65; and Frank R.Vellutino et al., "Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability," Journal of Educational Psychology, vol. 88, 1996, pp. 601-38.
21. See, for example, Elfrieda H. Hiebert et al., "Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program," American Educational Research Journal, vol. 29, 1992, pp. 545-72; Anne McGill-Franzen et al., "Putting Books in the Room Seems Necessary but Not Sufficient," Journal of Educational Research, vol. 93, 1999, pp. 67-74; Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65; and Frank R.Vellutino et al., "Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability," Journal of Educational Psychology, vol. 88, 1996, pp. 601-38.
22. See, for example, Elfrieda H. Hiebert et al., "Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program," American Educational Research Journal, vol. 29, 1992, pp. 545-72; Anne McGill-Franzen et al., "Putting Books in the Room Seems Necessary but Not Sufficient," Journal of Educational Research, vol. 93, 1999, pp. 67-74; Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65; and Frank R.Vellutino et al., "Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability," Journal of Educational Psychology, vol. 88, 1996, pp. 601-38.
23. See, for example, Elfrieda H. Hiebert et al., "Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program," American Educational Research Journal, vol. 29, 1992, pp. 545-72; Anne McGill-Franzen et al., "Putting Books in the Room Seems Necessary but Not Sufficient," Journal of Educational Research, vol. 93, 1999, pp. 67-74; Barbara M. Taylor et al., "Effective Schools and Accomplished Teachers: Lessons About Primary Grade Reading Instruction in Low-Income Schools," Elementary School Journal, vol. 101, 2000, pp. 121-65; and Frank R.Vellutino et al., "Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability," Journal of Educational Psychology, vol. 88, 1996, pp. 601-38.
24. Entwisle, Alexander, and Olson, op. cit.
25. National Institute of Child Health and Human Development, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Washington, D.C.: U.S. Government Printing Office, 2000), p. 12, available at www.nationalreadingpanel.org.
26. Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp. 119-23.
27. Entwisle, Alexander, and Olson, op. cit.; and Barbara Heyns, "Summer Learning . . . and Some Are Not," paper presented at After the Bell: Education Solutions Outside the School, a conference organized by the New York University Center for Advanced Social Science Research, Jerome Levy Institute, Bard College, June 2001.
28. Entwisle, Alexander, and Olson, op. cit.; and Barbara Heyns, "Summer Learning . . . and Some Are Not," paper presented at After the Bell: Education Solutions Outside the School, a conference organized by the New York University Center for Advanced Social Science Research, Jerome Levy Institute, Bard College, June 2001.
29. David L. Share and Keith E. Stanovich, "Cognitive Processes in Early Reading Development: Accommodating Individual Differences in a Model of Acquisition," Issues in Education, vol. 1, 1995, p. 25.
30. Anne E. Cunningham and Keith E. Stanovich, "The Impact of Print Exposure on Word Recognition," in Jamie Metsala and Linnea Ehri, eds., Word Recognition in Beginning Literacy (Mahwah, N.J.: Erlbaum, 1998), pp. 235-62.
31. William Nagy, Richard C. Anderson, and Patricia Herman, "Learning Word Meanings from Context During Normal Reading," American Educational Research Journal, vol. 14, 1987, pp. 237-70; and M. S. L. Swanborn and K. DeGlopper, "Incidental Word Learning While Reading: A Meta-Analysis," Review of Educational Research, vol. 69, 1999, pp. 261-86.
32. William Nagy, Richard C. Anderson, and Patricia Herman, "Learning Word Meanings from Context During Normal Reading," American Educational Research Journal, vol. 14, 1987, pp. 237-70; and M. S. L. Swanborn and K. DeGlopper, "Incidental Word Learning While Reading: A Meta-Analysis," Review of Educational Research, vol. 69, 1999, pp. 261-86.
33. Keith E. Stanovich, "Does Reading Make You Smarter? Literacy and the Development of Verbal Intelligence," in Hayne Reese, ed., Advances in Child Development and Behavior, Vol. 24 (New York: Academic Press, 1999), pp. 133-80; and idem, Progress in Understanding Reading: Scientific Foundations and New Frontiers (New York: Guilford, 2000).
34. Keith E. Stanovich, "Does Reading Make You Smarter? Literacy and the Development of Verbal Intelligence," in Hayne Reese, ed., Advances in Child Development and Behavior, Vol. 24 (New York: Academic Press, 1999), pp. 133-80; and idem, Progress in Understanding Reading: Scientific Foundations and New Frontiers (New York: Guilford, 2000).
35. Carol Chomsky, "Stages in Language Development and Reading Exposure," Harvard Educational Review, vol. 42, 1972, pp. 1-33; and Stephen Krashen, The Power of Reading: Insights from the Research (Englewood, Colo.: Libraries Unlimited, 1993).
36. Carol Chomsky, "Stages in Language Development and Reading Exposure," Harvard Educational Review, vol. 42, 1972, pp. 1-33; and Stephen Krashen, The Power of Reading: Insights from the Research (Englewood, Colo.: Libraries Unlimited, 1993).
37. Linda B. Gambrell, Robert M. Wilson, and Walter N. Gantt, "Classroom Observations of Task-Attending Behaviors of Good and Poor Readers," Journal of Educational Research, vol. 74, 1981, pp. 400-404; Gerald W. Jorgenson, Nancy Klein, and V. K. Kumar, "Achievement and Behavioral Correlates of Matched Levels of Student Ability and Materials Difficulty," Journal of Educational Research, vol. 71, 1977, pp. 100-103; and Swanborn and DeGlopper, op. cit.
38. Linda B. Gambrell, Robert M. Wilson, and Walter N. Gantt, "Classroom Observations of Task-Attending Behaviors of Good and Poor Readers," Journal of Educational Research, vol. 74, 1981, pp. 400-404; Gerald W. Jorgenson, Nancy Klein, and V. K. Kumar, "Achievement and Behavioral Correlates of Matched Levels of Student Ability and Materials Difficulty," Journal of Educational Research, vol. 71, 1977, pp. 100-103; and Swanborn and DeGlopper, op. cit.
39. Linda B. Gambrell, Robert M. Wilson, and Walter N. Gantt, "Classroom Observations of Task-Attending Behaviors of Good and Poor Readers," Journal of Educational Research, vol. 74, 1981, pp. 400-404; Gerald W. Jorgenson, Nancy Klein, and V. K. Kumar, "Achievement and Behavioral Correlates of Matched Levels of Student Ability and Materials Difficulty," Journal of Educational Research, vol. 71, 1977, pp. 100-103; and Swanborn and DeGlopper, op. cit.
40. Richard L. Allington, "Content Coverage and Contextual Reading in Reading Groups," Journal of Reading Behavior, vol. 16, 1984, pp. 85-96; Charles W. Fisher and David C. Berliner, Perspectives on Instructional Time (New York: Longmans, 1985); Albert J. Harris and Blanche L. Serwer, "The CRAFT Project: Instructional Time in Reading Research," Reading Research Quarterly, vol. 2, 1966, pp. 27-57; and Hiebert, op. cit.
41. Richard L. Allington, "Content Coverage and Contextual Reading in Reading Groups," Journal of Reading Behavior, vol. 16, 1984, pp. 85-96; Charles W. Fisher and David C. Berliner, Perspectives on Instructional Time (New York: Longmans, 1985); Albert J. Harris and Blanche L. Serwer, "The CRAFT Project: Instructional Time in Reading Research," Reading Research Quarterly, vol. 2, 1966, pp. 27-57; and Hiebert, op. cit.
42. Richard L. Allington, "Content Coverage and Contextual Reading in Reading Groups," Journal of Reading Behavior, vol. 16, 1984, pp. 85-96; Charles W. Fisher and David C. Berliner, Perspectives on Instructional Time (New York: Longmans, 1985); Albert J. Harris and Blanche L. Serwer, "The CRAFT Project: Instructional Time in Reading Research," Reading Research Quarterly, vol. 2, 1966, pp. 27-57; and Hiebert, op. cit.
43. Richard L. Allington, "Content Coverage and Contextual Reading in Reading Groups," Journal of Reading Behavior, vol. 16, 1984, pp. 85-96; Charles W. Fisher and David C. Berliner, Perspectives on Instructional Time (New York: Longmans, 1985); Albert J. Harris and Blanche L. Serwer, "The CRAFT Project: Instructional Time in Reading Research," Reading Research Quarterly, vol. 2, 1966, pp. 27-57; and Hiebert, op. cit.
44. Barbara Heyns, Summer Learning and the Effects of Schooling (New York: Academic Press, 1978); and idem, "Schooling and Cognitive Development: Is There a Season for Learning?," Child Development, vol. 58, 1987, pp. 1151-60.
45. Barbara Heyns, Summer Learning and the Effects of Schooling (New York: Academic Press, 1978); and idem, "Schooling and Cognitive Development: Is There a Season for Learning?," Child Development, vol. 58, 1987, pp. 1151-60.
46. Linda Lamme, "Are Reading Habits and Abilities Related?," Reading Teacher, vol. 30, 1976, pp. 21-27.
47. Richard L. Allington and Sherry Guice, "Something to Read: Putting Books in Their Desks, Backpacks, and Bedrooms," in Phillip H. Dreyer, ed., Visions and Realities in Literacy: Yearbook of the 60th Claremont Reading Conference (Claremont, Calif.: Claremont Graduate School, 1996), pp. 1-16; Nell K. Duke, "For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low-and Very High-Socioeconomic Status First-Grade Classrooms," American Educational Research Journal, vol. 37, 2000, pp. 441-78; and Jeffrey McQuillan, The Literacy Crisis: False Claims, Real Solutions (Portsmouth, N.H.: Heinemann, 1998).
48. Richard L. Allington and Sherry Guice, "Something to Read: Putting Books in Their Desks, Backpacks, and Bedrooms," in Phillip H. Dreyer, ed., Visions and Realities in Literacy: Yearbook of the 60th Claremont Reading Conference (Claremont, Calif.: Claremont Graduate School, 1996), pp. 1-16; Nell K. Duke, "For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low-and Very High-Socioeconomic Status First-Grade Classrooms," American Educational Research Journal, vol. 37, 2000, pp. 441-78; and Jeffrey McQuillan, The Literacy Crisis: False Claims, Real Solutions (Portsmouth, N.H.: Heinemann, 1998).
49. Richard L. Allington and Sherry Guice, "Something to Read: Putting Books in Their Desks, Backpacks, and Bedrooms," in Phillip H. Dreyer, ed., Visions and Realities in Literacy: Yearbook of the 60th Claremont Reading Conference (Claremont, Calif.: Claremont Graduate School, 1996), pp. 1-16; Nell K. Duke, "For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low-and Very High-Socioeconomic Status First-Grade Classrooms," American Educational Research Journal, vol. 37, 2000, pp. 441-78; and Jeffrey McQuillan, The Literacy Crisis: False Claims, Real Solutions (Portsmouth, N.H.: Heinemann, 1998).
50. Sherry Guice et al., "Access?: Books, Children, and Literature-Based Curriculum in Schools," New Advocate, vol. 9,1996, pp. 197-207; and Anne M. McGill-Franzen, Cindy Lanford, and Ellen Adams, "Learning to Be Literate: A Comparison of Five Urban Preschools," Journal of Educational Psychology, vol. 94, 2002, pp. 433-64.
51. Sherry Guice et al., "Access?: Books, Children, and Literature-Based Curriculum in Schools," New Advocate, vol. 9,1996, pp. 197-207; and Anne M. McGill-Franzen, Cindy Lanford, and Ellen Adams, "Learning to Be Literate: A Comparison of Five Urban Preschools," Journal of Educational Psychology, vol. 94, 2002, pp. 433-64.
52. Susan Neuman and Donna Celano, "Access to Print in Low-Income and Middle-Income Communities," Reading Research Quarterly, vol. 36, 2001, pp. 8-26.
53. Tamara Halle, Beth Kurtz-Costes, and Joseph Mahoney, "Family Influences on School Achievement in Low-Income, African-American Children, " Journal of Educational Psychology, vol. 89, 1997, pp. 527-37; Susan Neuman, "The Home Environment and Fifth-Grade Students' Leisure Reading," Elementary School Journal, vol. 86, 1986, pp. 335-43; Courtney Smith, Rebecca Constantino, and Stephen Krashen, "Differences in Print Environment: Children in Beverly Hills, Compton, and Watts," Emergency Librarian, vol. 24, 1997, pp. 8-9; and Douglas Waples, Research Memorandum on Social Aspects of Reading in the Depression (1937; reprint, New York: Arno Press, 1972).
54. Tamara Halle, Beth Kurtz-Costes, and Joseph Mahoney, "Family Influences on School Achievement in Low-Income, African-American Children, " Journal of Educational Psychology, vol. 89, 1997, pp. 527-37; Susan Neuman, "The Home Environment and Fifth-Grade Students' Leisure Reading," Elementary School Journal, vol. 86, 1986, pp. 335-43; Courtney Smith, Rebecca Constantino, and Stephen Krashen, "Differences in Print Environment: Children in Beverly Hills, Compton, and Watts," Emergency Librarian, vol. 24, 1997, pp. 8-9; and Douglas Waples, Research Memorandum on Social Aspects of Reading in the Depression (1937; reprint, New York: Arno Press, 1972).
55. Tamara Halle, Beth Kurtz-Costes, and Joseph Mahoney, "Family Influences on School Achievement in Low-Income, African-American Children, " Journal of Educational Psychology, vol. 89, 1997, pp. 527-37; Susan Neuman, "The Home Environment and Fifth-Grade Students' Leisure Reading," Elementary School Journal, vol. 86, 1986, pp. 335-43; Courtney Smith, Rebecca Constantino, and Stephen Krashen, "Differences in Print Environment: Children in Beverly Hills, Compton, and Watts," Emergency Librarian, vol. 24, 1997, pp. 8-9; and Douglas Waples, Research Memorandum on Social Aspects of Reading in the Depression (1937; reprint, New York: Arno Press, 1972).
56. Tamara Halle, Beth Kurtz-Costes, and Joseph Mahoney, "Family Influences on School Achievement in Low-Income, African-American Children, " Journal of Educational Psychology, vol. 89, 1997, pp. 527-37; Susan Neuman, "The Home Environment and Fifth-Grade Students' Leisure Reading," Elementary School Journal, vol. 86, 1986, pp. 335-43; Courtney Smith, Rebecca Constantino, and Stephen Krashen, "Differences in Print Environment: Children in Beverly Hills, Compton, and Watts," Emergency Librarian, vol. 24, 1997, pp. 8-9; and Douglas Waples, Research Memorandum on Social Aspects of Reading in the Depression (1937; reprint, New York: Arno Press, 1972).
57. Anne McGill-Franzen and Richard L. Allington, "What Are They to Read? Not All Kids, Mr. Riley, Have Easy Access to Books," Education Week, 13 October 1993, p. 26.
58. Puma et al., op. cit.
59. Alan Wigfield, "Children's Motivations for Reading and Reading Engagement," in John T. Guthrie and Alan Wigfield, eds., Reading Engagement: Motivating Readers Through Integrated Instruction (Newark, Del.: International Reading Association, 1997), pp. 14-33.
60. Alan Wigfield and John T. Guthrie, "Relations of Children's Motivations for Reading to the Amount and Breadth of Their Reading," Journal of Educational Psychology, vol. 89, 1997, pp. 420-32.
61. Richard L. Allington, "Teacher Interruption Behaviors During Primary Grade Oral Reading," Journal of Educational Psychology, vol. 72, 1980, pp. 371-77; J. H. Block "Success Rate," in Carolyn Denham and Anne Lieberman, eds., Time to Learn (Washington, D.C.: National Institute of Education, 1980); Gambrell, Wilson, and Gannt, op. cit.; and Jorgenson, Klein, and Kumar, op. cit.
62. Richard L. Allington, "Teacher Interruption Behaviors During Primary Grade Oral Reading," Journal of Educational Psychology, vol. 72, 1980, pp. 371-77; J. H. Block "Success Rate," in Carolyn Denham and Anne Lieberman, eds., Time to Learn (Washington, D.C.: National Institute of Education, 1980); Gambrell, Wilson, and Gannt, op. cit.; and Jorgenson, Klein, and Kumar, op. cit.
63. Richard L. Allington, "Teacher Interruption Behaviors During Primary Grade Oral Reading," Journal of Educational Psychology, vol. 72, 1980, pp. 371-77; J. H. Block "Success Rate," in Carolyn Denham and Anne Lieberman, eds., Time to Learn (Washington, D.C.: National Institute of Education, 1980); Gambrell, Wilson, and Gannt, op. cit.; and Jorgenson, Klein, and Kumar, op. cit.
64. Richard L. Allington, "Teacher Interruption Behaviors During Primary Grade Oral Reading," Journal of Educational Psychology, vol. 72, 1980, pp. 371-77; J. H. Block "Success Rate," in Carolyn Denham and Anne Lieberman, eds., Time to Learn (Washington, D.C.: National Institute of Education, 1980); Gambrell, Wilson, and Gannt, op. cit.; and Jorgenson, Klein, and Kumar, op. cit.
65. Anne M. McGill-Franzen, "'I Could Read the Wordsl': Selecting Good Books for Inexperienced Readers," Reading Teacher, vol. 46, 1993, pp. 424-26.
66. See, for example, Richard L. Allington, What Really Matters for Struggling Readers: Designing Research-Based Programs (Boston: Allyn and Bacon, 2001); David C. Berliner, "Academic Learning Time and Reading Achievement," in John Guthrie, ed., Comprehension and Teaching: Research Reviews (Newark, Del.: International Reading Association, 1981), pp. 203-25; and H. Lee Swanson and Maureen Hoskyn, "Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes," Review of Educational Research, vol. 68, 1998, pp. 277-321.
67. See, for example, Richard L. Allington, What Really Matters for Struggling Readers: Designing Research-Based Programs (Boston: Allyn and Bacon, 2001); David C. Berliner, "Academic Learning Time and Reading Achievement," in John Guthrie, ed., Comprehension and Teaching: Research Reviews (Newark, Del.: International Reading Association, 1981), pp. 203-25; and H. Lee Swanson and Maureen Hoskyn, "Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes," Review of Educational Research, vol. 68, 1998, pp. 277-321.
68. See, for example, Richard L. Allington, What Really Matters for Struggling Readers: Designing Research-Based Programs (Boston: Allyn and Bacon, 2001); David C. Berliner, "Academic Learning Time and Reading Achievement," in John Guthrie, ed., Comprehension and Teaching: Research Reviews (Newark, Del.: International Reading Association, 1981), pp. 203-25; and H. Lee Swanson and Maureen Hoskyn, "Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes," Review of Educational Research, vol. 68, 1998, pp. 277-321.
69. John T. Guthrie and Ellen Anderson, "Engagement in Reading: Processes of Motivated, Strategic, Knowledgeable, Social Readers," in John T. Guthrie and Donna Alvermann, eds., Engaged Reading: Processes, Practices, and Policy Implications (New York: Teachers College Press, 1999), pp. 17-45.
70. John T. Guthrie and Alan Wigfield, "Engagement and Motivation in Reading," in Peter Mosenthal et al., eds., Handbook of Reading Research, Vol. 111 (Mahwah, N.J.: Erlbaum, 2000), pp. 403-22; and Julianne C. Turner, "The Influence of Classroom Contexts on Young Children's Motivation for Literacy," Reading Research Quarterly, vol. 30, 1995, pp. 410-41.
71. John T. Guthrie and Alan Wigfield, "Engagement and Motivation in Reading," in Peter Mosenthal et al., eds., Handbook of Reading Research, Vol. 111 (Mahwah, N.J.: Erlbaum, 2000), pp. 403-22; and Julianne C. Turner, "The Influence of Classroom Contexts on Young Children's Motivation for Literacy," Reading Research Quarterly, vol. 30, 1995, pp. 410-41.
72. Gerald G. Duffy, "The Case for Direct Explanation of Strategies," in Kathy C. Block and Michael Pressley, eds., Comprehension Instruction: Research-Based Best Practices (New York: Guilford, 2001); and Michael Pressley, Reading Instruction That Works: The Case for Balanced Teaching (New York: Guilford, 1998).
73. Gerald G. Duffy, "The Case for Direct Explanation of Strategies," in Kathy C. Block and Michael Pressley, eds., Comprehension Instruction: Research-Based Best Practices (New York: Guilford, 2001); and Michael Pressley, Reading Instruction That Works: The Case for Balanced Teaching (New York: Guilford, 1998).