Instructional practices, struggling readers, and a university-based reading clinic

Journal of Adolescent and Adult Literacy

Volumn 50, Issue 5, 2007, Pages 328-336

  Dunston, Pamela J ^a  

^a CLEMSON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847371684     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: 10.1598/JAAL.50.5.1     Document Type: Review

References (8)

1. Allington, R.L. (2006). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston: Allyn & Bacon.
2. Alvermann, D.E. (2003). Seeing themselves as capable and engaged readers: Adolescents and re/mediated instruction. Retrieved May 16, 2005, from http://www.learningpt. org/pdfs/literacy/readers.pdf
3. Cunningham, P.M., Moore, S.A., Cunningham, J.W., & Moore, D.W. (2004). Reading and writing in elementary classrooms: Research-based K-4 instruction (5th ed.). Boston: Allyn & Bacon.
4. Lipson, M.Y., & Wixson, K.K. (2003). Assessment and instruction of reading and writing difficulty: An interactive approach (3rd ed.). New York: Allyn & Bacon.
5. Luke. A., & Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
6. Morris, D. (2005). The Howard Street tutoring manual: Teaching at-risk readers in the primary grades (2nd ed.). New York: Guilford.
7. Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: Guilford.
8. Ridgeway, V.G. (2004). One teacher's journey. Journal of Adolescent & Adult Literacy, 47, 364-368.