Erratum: Guided reading: The romance and the reality (Reading Teacher (2012) 66:4 (268-284) DOI: 10.1002/TRTR.01123);Guided reading: The romance and the reality

Reading Teacher

Volumn 66, Issue 4, 2012, Pages 268-284

  Fountas, Irene C ^a   Pinnell, Gay Su ^b  

^a LESLEY UNIVERSITY   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84871262323     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1002/TRTR.01164     Document Type: Erratum

References (21)

1. Biancarosa, G., Hough, H., Dexter, E., & Bryk, A. (2008, March). Assessing the value-added effects of coaching on student learning. Paper presented at the meeting of the National Reading Conference, Orlando, FL.
2. Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles and systems. In Glaser, R. (Ed.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum.
3. Bryk, A., Kerbow, D., Pinnell, G. S., Rodgers, E., Hung, C., Scharer, P. L., et al. (2007). Measuring change in the instructional practices of literacy teachers. Unpublished manuscript.
4. Clay, M. M. (1991). Becoming literate: The construction of inner control. Auckland, New Zealand: Heinemann.
5. Clay, M. M. (1993). An Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann.
6. Clay, M. M. (1998). Different paths to common outcomes. Portland, ME: Stenhouse.
7. Clay, M. M. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann.
8. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
9. Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
10. Fountas, I. C., & Pinnell, G. S. (2009). Prompting guide part 1: For oral reading and early writing. Portsmouth, NH: Heinemann.
11. Fountas, I. C., & Pinnell, G. S. (2011). Fountas and Pinnell benchmark assessment systems 1 and 2 (2nd ed.). Portsmouth, NH: Heinemann.
12. Fountas, I. C., & Pinnell, G. S. (2012). Prompting guide part 2: For comprehension. Portsmouth, NH: Heinemann.
13. Holdaway, D. (1979). Foundations of literacy. Sydney, Australia: Ashton Scholastic.
14. Kaye, E. L. (2006). Second graders' reading behaviors: A study of variety, complexity, and change. Literacy Teaching and Learning, 10(2), 51-75.
15. Newkirk, T. (2011). The art of slow reading. Portsmouth, NH: Heinemann.
16. Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning, grades preK-8: A guide to teaching (2nd ed.). Portsmouth, NH: Heinemann.
17. Rasinski, T., & Hamman, P. (2010). Fluency: Why it is "Not Hot." Reading Today, 28, 26.
18. Rosenblatt, L. M. (1994). The transactional theory of reading and writing. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1057-1092). Newark, DE: International Reading Association. doi:10.1598/0872075028.48
19. Sperling, M., & Freedman, S. W. (2001). Research on writing. In Richardson, V. (Ed.), Handbook of research on teaching (4th ed., pp. 370-389). Washington, DC: American Educational Research Association.
20. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
21. Wollman, J. E. (2007). "Are we on the same book and page?" The value of shared theory and vision. Language Arts, 84(5), 410-418.