What is the reading component skill profile of adolescent struggling readers in urban schools?

Learning Disability Quarterly

Volumn 32, Issue 1, 2009, Pages 21-38

  Hock, Michael F ^a,b   Brasseur, Irma F ^b   Deshler, Donald D ^b   Catts, Hugh W ^a   Marquis, Janet G ^a   Mark, Caroline A ^b   Stribling, Jean Wu ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF KANSAS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 62449330701     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/25474660     Document Type: Article

References (60)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U. S. Department of Education.
3. Allensworth, E. M., & Easton, J. Q. (2005). The On-Track Indicator as a predictor of high school graduation. Chicago: Consortium on Chicago School Research.
4. Berman, I., & Biancarosa, G. (2005). Reading to achieve: A governor's guide to adolescent literacy. Washington, DC: NGA Center for Best Practices.
5. Biancarosa, G., & Snow, C. E. (2004). Reading next - A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
6. Block, C. C, & Pressley, M. (2002). Comprehension instruction: Research-based practices. New York: Guilford Press.
7. Boudett, K. P., City, E. A., & Murnane, R. J. (2005). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
8. Buly, M. R., & Valencia, S. (2003). Meeting the needs of failing readers: Cautions and considerations for state policy. Seattle: University of Washington, Center for the Study of Teaching and Policy.
9. Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M. & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37, 231-242.
10. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
11. Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25-40). Mahwah, NJ: Lawrence Erlbaum Associates.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Council of Great City Schools. (2001). A decade of outcomes in the nation's urban schools 1990-1999: A report on urban student achievement and course taking. Washington, DC: Author.
14. Curtis, M. B. (2002). Adolescent literacy: A synthesis of research. Boston: Lesley College, The Center for Special Education.
15. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition. Circle Pines, MN: American Guidance Service.
16. Ehri, L. C. (1997). Sight word learning in normal readers and dyslexics. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 163-189). Mahwah, NJ: Erlbaum.
17. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus, and Giroux.
18. Garcia-Reid, P., Reid, R. J., & Peterson, N. A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37, 257-275.
19. Gleason, P. M., & Cain, G. G. (1997). Earnings of black and white youth and their relation to poverty (discussion Paper No. 1136-97). Madison: University of Wisconsin, Institute for Research on Poverty.
20. Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
21. Hock, M. F., & Deshler, D. D. (2003). Adolescent literacy: Ensuring that no child is left behind. Principal Leadership, 13(4), 55-61.
22. Jarrett, R. L. (1997). Bringing families back in: Neighborhoods' effects on child development. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 2. Policy implications in studying neighborhoods (pp. 48-64). New York: Russell Sage Foundation
23. Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.
24. Kansas State Department of Education. (2005). Report card 2004-2005. Retrieved February 12, 2007, from http://onlineksde.org/rcard/.
25. Kansas State Department of Education. (2008). Kansas special education process handbook. Retrieved August 9, 2008, from http://online.ksde.org/ rcard/.
26. Kintsch, E. (2005). Comprehension theory as a guide for the design of thoughtful questions. Topics in Language Disorders, 25, 51-64.
27. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, United Kingdom: Cambridge University Press.
28. Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications, Inc.
29. Leach, J. M., Scarborough, H. S., & Rescorla, L. (2003). Late-emerging reading disabilities. Journal of Educational Psychology, 95(2), 211-224.
30. Lee, C. L., Spencer, M. B., & Harpalani, V. (2003). Every shut eye ain't sleep: Studying how people live culturally. Educational Researcher, 32(5), 6-13.
31. Lemke, M., Sen, A., Johnston, J. S., Pahlke, E., Williams, T., Kastberg, D., & Jocelyn, L. (2005). Characteristics of U. S. 15-year-old low achievers in an international context: Findings from PISA 2000 (NCES 2006-010). U. S. Department of Education, National Center for Education Statistics. Washington, DC: U. S. Government Printing Office.
32. Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126,(2), 309-337.
33. Leventhal, T., & Brooks-Gunn, J. (2003). Children and youth in neighborhood contexts. Current Directions in Psychological Science, 12, 27-31.
34. Leventhal, T., Graber, G. A., & Brooks-Gunn, J. (2001). Adolescent transitions to young adulthood: Antecedents, correlates, and consequences of adolescent employment. Journal of Research on Adolescence, 11(3), 297-323.
35. Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.
36. Lyon, G. R., Alexander, D., & Yaffee, S. (1997). Progress and promise in research in learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 8, 1-6.
37. McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. New York: Brookes.
38. McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40(4), 633-645.
39. Nash, J. K., & Bowen, G. L. (1999). Perceived crime and informal social control in the neighborhood as a context for adolescent behavior: A risk and resilience perspective. Social Work Research, 23, 171-186.
40. National Center for Educational Statistics (NCES). (2004). The nation's report card: Reading 2002. Washington, DC: U. S. Department of Education.
41. National Center for Educational Statistics (NCES). (2005). The nation's report card: Reading 2005. Washington, DC: U. S. Department of Education, http://nces.ed.gov/nationsreportcard/nrc/reading-math-2005/s0002.asp? printver/
42. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
43. National Institute of Child Health and Human Development. No Child Left Behind Act of 2001, Pub. L. 107-110, 115 Stat. 1425 (2002).
44. Newman, K. (1999). No shame in my game: The working poor in the inner city. New York: Knopf & the Russell Sage Foundation.
45. Phelps, S. (2005). Ten years of research on adolescent literacy, 1999-2004: A review. Chicago: Learning Point Associates.
46. Rury, J. L. (2005). Urban education in the United States: A historical reader. New York: Palgrave MacMillan.
47. Sampson, R. J., Raudenbush, S. W. & Earls, F. (1997, August 15). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924.
48. Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions pom Educational Psychology, 35, 1-57.
49. Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND.
50. Stanovich, K. E. (1988). Children reading and the development of phonological awareness. Detroit, MI: Wayne State University Press.
51. Thurlow, M. L., Sinclair, M. F., & Johnson, D. R. (2002). Students with disabilities who drop out of school: Implications for policy and practice. Issue Brief, 2(2), 1-7, Minneapolis: University of Minnesota, National Center on Secondary Education and Transition.
52. Torgesen, J.K., & Hoskyn, M. (Eds.). (1999). Assessment and instruction for phonemic awareness and word recognition skills. Needham Heights, NJ: Allyn & Bacon.
53. Torgesen, J. K., Rashotte, C. A., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 334-355). Parkton, MD: York Press.
54. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of Word Reading Efficiency. Lake Oswego, OR: Northwest Evaluation Association.
55. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing & reading. Journal of Learning Disabilities, 27, 276-286.
56. United States Census Bureau. (2002). 2000 Census Bureau of population and housing, summary population and housing characteristics. Washington, DC: Author.
57. U. S. Congress. (2001). No Child Left Behind Act of 2001. Public Law 107-110, 107th Congress. Washington, DC: Government Printing Office.
58. Wentzel, K. R. (1999). Socio-emotional processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
59. Wiederholt, J. L., & Bryant, B. R. (2001). GORT4: Gray Oral Reading Test. Austin, TX: PRO-ED.
60. Woodcock, R. (1991). Woodcock Language Proficiency Battery-Revised. Allen, TX: DLM Teaching Resources.