Assessment conversations

Reading Teacher

Volumn 57, Issue 1, 2003, Pages 90-92

  Johnston, Peter ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7544221758     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (8)

1. Allington, R.L., & Johnston, P.H. (Eds.). (2002). Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford.
2. International Reading Association. (1999). High-stakes assessments in reading. Retrieved March 20, 2003, from http://www.reading.org/pdf/_hjgh_stakes.pdf
3. International Reading Association & National Council of Teachers of English Joint Task Force on Assessment. (1994). Standards for the assessment of reading and writing. Newark, DE: Author.
4. Johnston, P.M., Jiron, H.W., & Day, J.P. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233.
5. Lyons, C. (1991). Helping a learning disabled child enter the literate world. In D.E. DeFord, C.A. Lyons, & G.S. Pinnell (Eds.), Bridges to literacy: Learning from reading recovery (pp. 205-216) Portsmouth, NH: Heinemann.
6. Lyons, C.A., Pinnell, G.S., & DeFord, D.E. (1993). Partners in learning: Teachers and children in Reading Recovery. New York: Teachers College Press.
7. Vellutino, F.R., & Scanlon, D.M. (2002). The interactive strategies approach to reading intervention. Contemporary Educational Psychology. 27, 573-635.
8. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard, MA: Harvard University Press.