Questions teachers ask about struggling readers and writers

Reading Teacher

Volumn 57, Issue 2, 2003, Pages 118-128

  Ganske, Kathy ^a   Monroe, Joanne K ^b   Strickland, Dorothy S ^c  

^a ROWAN UNIVERSITY   (United States)

^b Clinton Township School District   (United States)

^c The State University of New Jersey   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10244271283     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (32)

1. Beck, I.L & McKeown, M.G. (2001), Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20
2. Berninger, V., Mizokawa, D., & Bragg. R. (1991). Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29, 57-79.
3. Cary, S. (2000). Working with second language learners: Answers to teachers' top ten questions. Portsmouth. NH: Heinemann.
4. Cooter, R.B., Mills-House, E., Marrin, P., Mathews, B.A., Campbell, S., & Baker, T. (1999). Family and community involvement: The bedrock of reading. The Reading Teacher, 52, 891-896.
5. Fletcher, R., & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. Portland, ME: Stenhouse.
6. Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
7. Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford.
8. Graves, D. (1989). Investigate nonfiction. Portsmouth, NH: Heinemann.
9. Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
10. International Reading Association. (1999). High-stakes assessments in reading: A position statement of the International Reading Association. Newark, DE: Author.
11. Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology. 80, 437-447.
12. Keene, E.O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Helnemann.
13. McGill-Franzen, A., & Allington, R.L. (1991). Every child's right: Literacy. The Reading Teacher, 45, 86-90.
14. Morrow, LM. (2002). The literacy center: Contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.
15. National Center for Education Statistics. (2001). National assessment of educational progress. Retrieved February 19, 2003, from http://nces.ed.gov/nationsreportcard/reading/ National Reading Panel. (2000). Teaching children to read. Washington, DC: National Institute of Child Health and Human Development.
16. Oldfather, P. (1995). Commentary: What's needed to maintain and extend motivation for literacy in the middle grades. Journal of Reading, 38,420-422.
17. Padak, N., & Rasinski, T. (1996). LEA in ERIC. Language Experience Forum, 26,4-5.
18. Palmer, B., Codling, R., & Gambrell, L. (1994). In their own words: What elementary students have to say about motivation to read. The Reading Teacher, 48,176-178.
19. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica. CA: RAND.
20. Snow, C.E., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
21. Spandel, V. (2001). Creating writers: Through 6-trait writing assessment and instruction (3rd ed.). New York: Longman.
22. Strickland, D.S., Ganske, K., & Monroe, J.K. (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Portland, ME: Stenhouse.
23. Sweet, A.P. (1997). Teacher perceptions of student motivation and their relation to literacy learning. In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 86-101). Newark, DE: International Reading Association.
24. Taylor, B.M., Pressley, M.P., & Pearson, P.D. (2000). Research-supported characteristics of teachers and schools that promote reading achievement. Washington, DC: National Education Association.
25. Tierney, R., Carter, M., & Desai, L. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon.
26. Torgesen, J.K. (2000). Individual differences in response to early intervention in reading: The lingering problem of treatment registers. Learning Disabilities Researchers and Practices, 15(1), 55-64.
27. U.S. Department of Education. (2002). Helping your child. Retrieved February 19, 2003, from http://www.ed.gov/ pubs/parents/hyc.html
28. Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S. (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36, 367-397.
29. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
30. Wollman-Bonilla, J. (2000). Family message journals: Teaching writing through family involvement. Urbana, IL: National Council of Teachers of English.
31. Wong, H.K., & Wong, R.T. (1998). The first days of school: How to be an effective teacher (2nd ed.). Mountain View, CA: Harry K. Wong Publications.
32. Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in schools. Reading Research Quarterly, 34, 12-27.