-
2
-
-
40149107465
-
Clarifying differences between reading skills and reading strategies
-
Afflerbach, P., Pearson, P. D., & Paris. S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61, 364-373.
-
(2008)
The Reading Teacher
, vol.61
, pp. 364-373
-
-
Afflerbach, P.1
Pearson, P.D.2
Paris, S.G.3
-
3
-
-
0011611285
-
What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers
-
Allington, R. L. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83, 740-747.
-
(2002)
Phi Delta Kappan
, vol.83
, pp. 740-747
-
-
Allington, R.L.1
-
4
-
-
84937291297
-
The nature of fourth graders’ sociocultural conflicts in peer-led and teacher-led discussions of literature
-
Almasi, J. F. (1995). The nature of fourth graders’ sociocultural conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 314-351
-
-
Almasi, J.F.1
-
5
-
-
1642584690
-
-
April, Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada
-
Anderson, E., & Guthrie, J. T. (1999, April). Motivating children to gain conceptual knowledge from text:The combination of science observation and interesting texts. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
-
(1999)
Motivating children to gain conceptual knowledge from text:The combination of science observation and interesting texts
-
-
Anderson, E.1
Guthrie, J.T.2
-
6
-
-
0002206288
-
Vocabulary knowledge
-
J. T. Guthrie (Ed.), Newark, DE: International Reading Association
-
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
-
(1981)
Comprehension and teaching: Research reviews
, pp. 77-117
-
-
Anderson, R.C.1
Freebody, P.2
-
7
-
-
84935595622
-
Growth in reading and how children spend their time outside of school
-
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
-
(1988)
Reading Research Quarterly
, vol.23
, pp. 285-303
-
-
Anderson, R.C.1
Wilson, P.T.2
Fielding, L.G.3
-
10
-
-
33845359559
-
Literacy development in elementary school second-language learners
-
August, D., Snow, C., Carlo, M., Proctor, C. P., Francisco, A. R., Duursma, E., & Szuber, A. (2006). Literacy development in elementary school second-language learners. Topics in Language Disorders, 26, 351-364.
-
(2006)
Topics in Language Disorders
, vol.26
, pp. 351-364
-
-
August, D.1
Snow, C.2
Carlo, M.3
Proctor, C.P.4
Francisco, A.R.5
Duursma, E.6
Szuber, A.7
-
11
-
-
73449111845
-
Vocabulary and reading comprehension: The nexus of meaning
-
S. E. Israel & G. G. Duffy (Eds.), New York: Routledge
-
Baumann, J. F. (2009). Vocabulary and reading comprehension: The nexus of meaning. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 323-346). New York: Routledge.
-
(2009)
Handbook of research on reading comprehension
, pp. 323-346
-
-
Baumann, J.F.1
-
12
-
-
0042307308
-
Teaching morphemic and contextual analysis to fift h-grade students
-
Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame’enui, E. J., & Olejnik, S. F. (2002). Teaching morphemic and contextual analysis to fift h-grade students. Reading Research Quarterly, 37, 150-176.
-
(2002)
Reading Research Quarterly
, vol.37
, pp. 150-176
-
-
Baumann, J.F.1
Edwards, E.C.2
Font, G.3
Tereshinski, C.A.4
Kame’enui, E.J.5
Olejnik, S.F.6
-
13
-
-
0031495295
-
Home and family influences on motivations for reading
-
Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
-
(1997)
Educational Psychologist
, vol.32
, Issue.2
, pp. 69-82
-
-
Baker, L.1
Scher, D.2
Mackler, K.3
-
14
-
-
0030118686
-
The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fift een years of age
-
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fift een years of age. Journal of Experimental Child Psychology, 61, 216-241.
-
(1996)
Journal of Experimental Child Psychology
, vol.61
, pp. 216-241
-
-
Barnes, M.A.1
Dennis, M.2
Haefele-Kalvaitis, J.3
-
15
-
-
0001110950
-
Conditions of vocabulary acquisition
-
R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), New York:Longman
-
Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol 2, pp. 789-814). New York:Longman.
-
(1991)
Handbook of reading research
, vol.2
, pp. 789-814
-
-
Beck, I.L.1
McKeown, M.G.2
-
16
-
-
33746353973
-
Paths to reading comprehension in at-risk second-grade readers
-
Berninger, V. W., Abbott, R. D., Vermeulen, K., & Fulton, C. M. (2006). Paths to reading comprehension in at-risk second-grade readers. Journal of Learning Disabilities, 39, 334-351.
-
(2006)
Journal of Learning Disabilities
, vol.39
, pp. 334-351
-
-
Berninger, V.W.1
Abbott, R.D.2
Vermeulen, K.3
Fulton, C.M.4
-
17
-
-
0038674304
-
Comparison of three approaches to supplementary reading instruction for low achieving second grade readers
-
Berninger, V., Vermeulen, K., Abbott, R., McCutchen, D., Cotton, S., Cude, J., et al. (2003). Comparison of three approaches to supplementary reading instruction for low achieving second grade readers. Language, Speech, and Hearing Services in Schools, 34, 101-116.
-
(2003)
Language, Speech, and Hearing Services in Schools
, vol.34
, pp. 101-116
-
-
Berninger, V.1
Vermeulen, K.2
Abbott, R.3
McCutchen, D.4
Cotton, S.5
Cude, J.6
-
18
-
-
85045006983
-
Teacher talk during whole-class lessons: Engagement strategies to support the verbal participation of students with learning disabilities
-
Berry, R. A. W. (2006). Teacher talk during whole-class lessons: Engagement strategies to support the verbal participation of students with learning disabilities. Learning Disabilities Research and Practice, 21, 211-232.
-
(2006)
Learning Disabilities Research and Practice
, vol.21
, pp. 211-232
-
-
Berry, R.A.W.1
-
19
-
-
84906753639
-
-
Retrieved June 18, 2008, from
-
Billman, A. K., Duke, N. K., Hilden, K. R., Zhang, S., Roberts, K., Halladay, J. L., et al. (2008). Concepts of Comprehension Assessment (COCA). Retrieved June 18, 2008, from http://www.msularc.org/html/project_COCA_main.html
-
(2008)
Concepts of Comprehension Assessment (COCA)
-
-
Billman, A.K.1
Duke, N.K.2
Hilden, K.R.3
Zhang, S.4
Roberts, K.5
Halladay, J.L.6
-
20
-
-
33751108815
-
How contingent questioning promotes extended student talk: A function of display questions
-
Boyd, M., & Rubin, D. (2006). How contingent questioning promotes extended student talk: A function of display questions. Journal of Literacy Research, 38, 141-169.
-
(2006)
Journal of Literacy Research
, vol.38
, pp. 141-169
-
-
Boyd, M.1
Rubin, D.2
-
21
-
-
85068756223
-
Metacognitive development and reading
-
R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Hillsdale, NJ: Erlbaum
-
Brown, A. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 453-482). Hillsdale, NJ: Erlbaum.
-
(1980)
Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education
, pp. 453-482
-
-
Brown, A.1
-
22
-
-
0347981291
-
A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers
-
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18-37.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 18-37
-
-
Brown, R.1
Pressley, M.2
Van Meter, P.3
Schuder, T.4
-
23
-
-
0024678104
-
Nursery rhymes, phonological skills and reading
-
Bryant, P. E., Bradley, L. L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407-428.
-
(1989)
Journal of Child Language
, vol.16
, pp. 407-428
-
-
Bryant, P.E.1
Bradley, L.L.2
Maclean, M.3
Crossland, J.4
-
24
-
-
0036770820
-
Below the bar: Profiles of students who fail state reading assessments
-
Buly, M. R., & Valencia, S. W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24, 219-239.
-
(2002)
Educational Evaluation and Policy Analysis
, vol.24
, pp. 219-239
-
-
Buly, M.R.1
Valencia, S.W.2
-
25
-
-
0002730528
-
Joint caregiver-child storybook reading: A route to literacy development
-
S. B. Neuman & D. K. Dickinson (Eds.), New York: Guilford
-
Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 179-191). New York: Guilford.
-
(2001)
Handbook of early literacy research
, pp. 179-191
-
-
Bus, A.G.1
-
26
-
-
84875504903
-
Making sense of text: Skills that support text comprehension and its development
-
Cain, K. (2009). Making sense of text: Skills that support text comprehension and its development. Perspectives on language and literacy, 35(2), 11-14.
-
(2009)
Perspectives on language and literacy
, vol.35
, Issue.2
, pp. 11-14
-
-
Cain, K.1
-
27
-
-
85184399909
-
Inference making ability and its relation to comprehension failure in young children
-
Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and writing: An interdisciplinary Journal, 11, 489-503.
-
(1999)
Reading and writing: An interdisciplinary Journal
, vol.11
, pp. 489-503
-
-
Cain, K.1
Oakhill, J.V.2
-
28
-
-
33845526094
-
Profiles of children with specific reading comprehension difficulties
-
Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696.
-
(2006)
British Journal of Educational Psychology
, vol.76
, pp. 683-696
-
-
Cain, K.1
Oakhill, J.2
-
29
-
-
1642364684
-
Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills
-
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31-42.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 31-42
-
-
Cain, K.1
Oakhill, J.2
Bryant, P.3
-
30
-
-
10844237121
-
Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity
-
Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671-681.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 671-681
-
-
Cain, K.1
Oakhill, J.2
Lemmon, K.3
-
31
-
-
33845462695
-
Awareness of the structure and meaning of morphologically complex words: Impact on reading
-
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
-
(2000)
Reading and Writing: An Interdisciplinary Journal
, vol.12
, pp. 169-190
-
-
Carlisle, J.F.1
-
32
-
-
51249173324
-
Diagnosing comprehension deficits through listening and reading
-
Carlisle, J. F. (1989). Diagnosing comprehension deficits through listening and reading. Annals of Dyslexia, 39, 159-176.
-
(1989)
Annals of Dyslexia
, vol.39
, pp. 159-176
-
-
Carlisle, J.F.1
-
33
-
-
85055302297
-
Lexical processing of morphologically complex words in the elementary years
-
Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253.
-
(2003)
Scientific Studies of Reading
, vol.7
, pp. 239-253
-
-
Carlisle, J.F.1
Fleming, J.2
-
34
-
-
0032161365
-
Investigating reading disabilities using the Rauding diagnostic system
-
481
-
Carver, R. P., & Clark, S. W. (1998). Investigating reading disabilities using the Rauding diagnostic system. Journal of Learning Disabilities, 31, 453-471, 481.
-
(1998)
Journal of Learning Disabilities
, vol.31
, pp. 453-471
-
-
Carver, R.P.1
Clark, S.W.2
-
35
-
-
85047686011
-
Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children
-
Cartwright, K. B. (2002). Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 94, 56-63.
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 56-63
-
-
Cartwright, K.B.1
-
36
-
-
84986772908
-
Textual coherence and the development of inferential generalization skills
-
Casteel, M. A., & Simpson, G. B. (1991). Textual coherence and the development of inferential generalization skills. Journal of Research in Reading, 14, 116-129.
-
(1991)
Journal of Research in Reading
, vol.14
, pp. 116-129
-
-
Casteel, M.A.1
Simpson, G.B.2
-
37
-
-
0036929512
-
A longitudinal investigation of reading outcomes in children with language impairments
-
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.
-
(2002)
Journal of Speech, Language, and Hearing Research
, vol.45
, pp. 1142-1157
-
-
Catts, H.W.1
Fey, M.E.2
Tomblin, J.B.3
Zhang, X.4
-
38
-
-
84937189208
-
Language basis of reading and reading disabilities:Evidence from a longitudinal investigation
-
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, B. (1999). Language basis of reading and reading disabilities:Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
-
(1999)
Scientific Studies of Reading
, vol.3
, pp. 331-361
-
-
Catts, H.W.1
Fey, M.E.2
Zhang, X.3
Tomblin, B.4
-
39
-
-
33645168073
-
Developmental changes in reading and reading disabilities
-
H. W. Catts & A. G. Kamhi (Eds.), Mahwah, NJ: Erlbaum
-
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: Erlbaum.
-
(2005)
The connections between language and reading disabilities
, pp. 25-40
-
-
Catts, H.W.1
Hogan, T.P.2
Adlof, S.M.3
-
40
-
-
0037356675
-
Subgrouping poor readers on the basis of individual differences in reading-related abilities
-
Catts, H. W., Hogan, T., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36, 151-164.
-
(2003)
Journal of Learning Disabilities
, vol.36
, pp. 151-164
-
-
Catts, H.W.1
Hogan, T.2
Fey, M.E.3
-
41
-
-
54949093512
-
Reading and writing in the service of inquiry- based science
-
R. Douglas, M. Klentschy, & K. Worth (Eds.), Arlington, VA: NSTA Press
-
Cervetti, G., Pearson, P. D., Bravo, M. A., & Barber, J. (2006). Reading and writing in the service of inquiry- based science. In R. Douglas, M. Klentschy, & K. Worth (Eds.), Linking science and literacy in the K-8 classroom (pp. 221-244). Arlington, VA: NSTA Press.
-
(2006)
Linking science and literacy in the K-8 classroom
, pp. 221-244
-
-
Cervetti, G.1
Pearson, P.D.2
Bravo, M.A.3
Barber, J.4
-
42
-
-
79959322266
-
-
Cambridge,UK: Cambridge University Press
-
Clark, E. V. (2003). First language acquisition. Cambridge,UK: Cambridge University Press.
-
(2003)
First language acquisition
-
-
Clark, E.V.1
-
43
-
-
0038365567
-
Collaborative reasoning: Expanding ways for children to talk and think in school
-
Clark, A., Anderson, R. C., Kuo, L., Kim, I., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15, 181-198.
-
(2003)
Educational Psychology Review
, vol.15
, pp. 181-198
-
-
Clark, A.1
Anderson, R.C.2
Kuo, L.3
Kim, I.4
Archodidou, A.5
Nguyen-Jahiel, K.6
-
44
-
-
34247872821
-
Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet
-
Coiro, J., & Schmar-Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42, 214-257.
-
(2007)
Reading Research Quarterly
, vol.42
, pp. 214-257
-
-
Coiro, J.1
Schmar-Dobler, E.2
-
45
-
-
10844227231
-
Effective reading comprehension instruction:Examining child by instruction interactions
-
Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction:Examining child by instruction interactions. Journal of Educational Psychology, 96, 682-698.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 682-698
-
-
Connor, C.M.1
Morrison, F.J.2
Petrella, J.N.3
-
46
-
-
0039779212
-
Language opportunities during mealtimes in preschool classrooms
-
D. K. Dickinson & P. O. Tabors (Eds.), Baltimore: Paul H. Brookes
-
Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 205-221). Baltimore: Paul H. Brookes.
-
(2001)
Beginning literacy with language
, pp. 205-221
-
-
Cote, L.R.1
-
47
-
-
0037273919
-
Early positive predictors of later reading comprehension for African American students: A preliminary investigation
-
Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing in Schools, 34, 31-43.
-
(2003)
Language, Speech, and Hearing in Schools
, vol.34
, pp. 31-43
-
-
Craig, H.K.1
Connor, C.M.2
Washington, J.A.3
-
48
-
-
0031280356
-
Early reading acquisition and its relation to reading experience and ability 10 years later
-
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
-
(1997)
Developmental Psychology
, vol.33
, pp. 934-945
-
-
Cunningham, A.E.1
Stanovich, K.E.2
-
49
-
-
0000459958
-
Development of components of reading skill
-
Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656-669.
-
(1980)
Journal of Educational Psychology
, vol.72
, pp. 656-669
-
-
Curtis, M.E.1
-
50
-
-
33747056267
-
Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured
-
Cutting, L. E., & Scarborough, H. H. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.
-
(2006)
Scientific Studies of Reading
, vol.10
, pp. 277-299
-
-
Cutting, L.E.1
Scarborough, H.H.2
-
51
-
-
85203740458
-
Processing strategies for reading and listening
-
R. Horowitz & S. J. Samuels (Eds.), San Diego: Academic Press
-
Danks, J. H., & End, L. J. (1987). Processing strategies for reading and listening. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 271-294). San Diego: Academic Press.
-
(1987)
Comprehending oral and written language
, pp. 271-294
-
-
Danks, J.H.1
End, L.J.2
-
52
-
-
84925248919
-
Effects of phonological abilities and linguistic comprehension on the development of reading
-
de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51-77.
-
(2002)
Scientific Studies of Reading
, vol.6
, pp. 51-77
-
-
de Jong, P.F.1
van der Leij, A.2
-
53
-
-
0030503602
-
Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills
-
Demont, E., & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332.
-
(1996)
British Journal of Educational Psychology
, vol.66
, pp. 315-332
-
-
Demont, E.1
Gombert, J.E.2
-
54
-
-
0039779213
-
Parents and children reading books together
-
D. K. Dickinson & P. O. Tabors (Eds.), Baltimore: Paul H. Brookes
-
DeTemple, J. (2001). Parents and children reading books together. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 31-51). Baltimore: Paul H. Brookes.
-
(2001)
Beginning literacy with language
, pp. 31-51
-
-
DeTemple, J.1
-
55
-
-
0000970913
-
Long-term effects of preschool teachers’ book readings on low income children’s vocabulary and story comprehension
-
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.
-
(1994)
Reading Research Quarterly
, vol.29
, pp. 104-122
-
-
Dickinson, D.K.1
Smith, M.W.2
-
57
-
-
0038897558
-
Children’s genre knowledge: An examination of K-5 students’ performance on multiple tasks providing differing levels of scaffolding
-
Donovan, C. A., & Smolkin, L. B. (2002). Children’s genre knowledge: An examination of K-5 students’ performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly, 37, 428-465.
-
(2002)
Reading Research Quarterly
, vol.37
, pp. 428-465
-
-
Donovan, C.A.1
Smolkin, L.B.2
-
58
-
-
33745635438
-
Children searching and using information text
-
C. C. Block & M Pressley, (Eds.), New York: Guilford
-
Dreher, M. J. (2002). Children searching and using information text. In C. C. Block & M Pressley, (Eds.), Comprehension instruction: Research-based best practices (pp. 289-304). New York: Guilford.
-
(2002)
Comprehension instruction: Research-based best practices
, pp. 289-304
-
-
Dreher, M.J.1
-
59
-
-
1642597186
-
Reading to learn from the very beginning: Information books in early childhood
-
Duke, N. K. (2003). Reading to learn from the very beginning: Information books in early childhood. Young Children, 58(2), 14-20.
-
(2003)
Young Children
, vol.58
, Issue.2
, pp. 14-20
-
-
Duke, N.K.1
-
60
-
-
0032325452
-
“Can I say ‘once upon a time’?": Kindergarten children developing knowledge of information book language
-
Duke, N. K., & Kays, J. (1998). “Can I say ‘once upon a time’?": Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
-
(1998)
Early Childhood Research Quarterly
, vol.13
, pp. 295-318
-
-
Duke, N.K.1
Kays, J.2
-
61
-
-
0142032875
-
Effective practices for developing reading comprehension
-
A. E. Farstrup & S. J. Samuels (Eds.), 3rd ed., Newark, DE: International Reading Association
-
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association.
-
(2002)
What research has to say about reading instruction
, pp. 205-242
-
-
Duke, N.K.1
Pearson, P.D.2
-
62
-
-
84858833061
-
The genre-specific nature of reading comprehension and the case of informational text
-
D. Wyse, R. Andrews, & J. Hoffman (Eds.), London: Routledge
-
Duke, N. K., & Roberts, K. L. (2010). The genre-specific nature of reading comprehension and the case of informational text. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The international handbook of English language and literacy teaching (pp. 74-86). London: Routledge.
-
(2010)
The international handbook of English language and literacy teaching
, pp. 74-86
-
-
Duke, N.K.1
Roberts, K.L.2
-
63
-
-
33846612011
-
Comprehension and technology
-
M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), Mahwah, NJ: Erlbaum
-
Duke, N. K., Schmar-Dobler, E., & Zhang, S. (2006). Comprehension and technology. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology, Volume II (pp. 317-326). Mahwah, NJ: Erlbaum.
-
(2006)
International handbook of literacy and technology, Volume II
, pp. 317-326
-
-
Duke, N.K.1
Schmar-Dobler, E.2
Zhang, S.3
-
64
-
-
36348991490
-
School readiness and later achievement
-
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Hustun, A., Kebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 1428-1446.
-
(2007)
Developmental Psychology
, pp. 1428-1446
-
-
Duncan, G.J.1
Dowsett, C.J.2
Claessens, A.3
Magnuson, K.4
Hustun, A.5
Kebanov, P.6
-
66
-
-
33747081050
-
Sensitivity to text structure in reading and writing. A comparison between learning disabled and non-learning disabled students
-
Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing. A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
-
(1987)
Learning Disability Quarterly
, vol.10
, pp. 93-105
-
-
Englert, C.S.1
Thomas, C.C.2
-
67
-
-
0002854569
-
Preparing preschoolers for the academic and social challenges of school
-
M. E. Fey, J. Windsor & S. F. Warren (Eds.), Baltimore: Paul H. Brookes
-
Fey, M. E., Catts, H. W., & Larrivee, L. S. (1995). Preparing preschoolers for the academic and social challenges of school. In M. E. Fey, J. Windsor & S. F. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 3-37). Baltimore: Paul H. Brookes.
-
(1995)
Language intervention: Preschool through the elementary years
, pp. 3-37
-
-
Fey, M.E.1
Catts, H.W.2
Larrivee, L.S.3
-
68
-
-
0003160586
-
How early phonological development might set the stage for phoneme awareness
-
S. A. Brady & D. P. Shankweiler (Eds.), Hillsdale, NJ: Erlbaum
-
Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-118). Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological processes in literacy: A tribute to Isabelle Y. Liberman
, pp. 97-118
-
-
Fowler, A.E.1
-
69
-
-
0035354360
-
Teaching reading comprehension strategies to students with learning disabilities: A review of research
-
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320.
-
(2001)
Review of Educational Research
, vol.71
, pp. 279-320
-
-
Gersten, R.1
Fuchs, L.S.2
Williams, J.P.3
Baker, S.4
-
71
-
-
84937294805
-
Diverse learners participating in regular education “Book Clubs.”
-
Goatley, V. J., Brock, C. H., & Raphael, T. E. (1995). Diverse learners participating in regular education “Book Clubs.” Reading Research Quarterly, 30, 352-380.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 352-380
-
-
Goatley, V.J.1
Brock, C.H.2
Raphael, T.E.3
-
73
-
-
21444455124
-
The relationships between phonological sensitivity, syntactic processing and verbal working memory in the reading performance of third-grade children
-
Gottardo, A. Stanovich, K. E., & Siegel, L. S. (1996). The relationships between phonological sensitivity, syntactic processing and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-582.
-
(1996)
Journal of Experimental Child Psychology
, vol.63
, pp. 563-582
-
-
Gottardo, A.1
Stanovich, K.E.2
Siegel, L.S.3
-
74
-
-
34548850865
-
It’s a sign of the kind: Gestures and words guide infants’ inductive inferences
-
Graham, S. A., & Kilbreath, C. S. (2007). It’s a sign of the kind: Gestures and words guide infants’ inductive inferences. Developmental Psychology, 43, 1111-1123.
-
(2007)
Developmental Psychology
, vol.43
, pp. 1111-1123
-
-
Graham, S.A.1
Kilbreath, C.S.2
-
75
-
-
68249133803
-
Learning, teaching, and scholarship in a digital age
-
Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age. Educational Researcher, 38, 246-259.
-
(2009)
Educational Researcher
, vol.38
, pp. 246-259
-
-
Greenhow, C.1
Robelia, B.2
Hughes, J.E.3
-
76
-
-
84990353484
-
Teaching for literacy engagement
-
Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30.
-
(2004)
Journal of Literacy Research
, vol.36
, pp. 1-30
-
-
Guthrie, J.T.1
-
77
-
-
34249663849
-
Reading motivation and reading comprehension growth in the later elementary years
-
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313.
-
(2007)
Contemporary Educational Psychology
, vol.32
, Issue.3
, pp. 282-313
-
-
Guthrie, J.T.1
Hoa, L.W.2
Wigfield, A.3
Tonks, S.M.4
Humenick, N.M.5
Littles, E.6
-
78
-
-
37649018192
-
Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading
-
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42, 237-250.
-
(2007)
Educational Psychologist
, vol.42
, pp. 237-250
-
-
Guthrie, J.T.1
McRae, A.2
Klauda, S.L.3
-
79
-
-
34248706672
-
The development of the Early Expository Comprehension Assessment (EECA): A look at reliability
-
Hall, K. M., Markham, J. C., Culatta, B. (2005). The development of the Early Expository Comprehension Assessment (EECA): A look at reliability. Communication Disorders Quarterly, 26(4), 195-206.
-
(2005)
Communication Disorders Quarterly
, vol.26
, Issue.4
, pp. 195-206
-
-
Hall, K.M.1
Markham, J.C.2
Culatta, B.3
-
80
-
-
0002728112
-
Towards a language-based theory of learning
-
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-116.
-
(1993)
Linguistics and Education
, vol.5
, pp. 93-116
-
-
Halliday, M.A.K.1
-
82
-
-
85071553748
-
Beginning reading instruction: Research on early interventions
-
M. Kamil, P. Mosenthal, R. Barr, & P. D. Pearson (Eds.), Mahwah, NJ: Erlbaum
-
Hiebert, E. H., & Taylor, B. M. (2000). Beginning reading instruction: Research on early interventions. In M. Kamil, P. Mosenthal, R. Barr, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 3, pp. 455-482). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of reading research
, vol.3
, pp. 455-482
-
-
Hiebert, E.H.1
Taylor, B.M.2
-
83
-
-
84906753640
-
-
Retrieved June 18, 2008, from
-
Hilden, K. R., Duke, N. K., Billman, A. K., Zhang, S., Halladay, J. L., Schaal, A. M., et al. (2008). Informational Strategic Cloze Assessment (ISCA). Retrieved June 18, 2008, from http://www.msularc.org/html/project_ISCA_main.html
-
(2008)
Informational Strategic Cloze Assessment (ISCA)
-
-
Hilden, K.R.1
Duke, N.K.2
Billman, A.K.3
Zhang, S.4
Halladay, J.L.5
Schaal, A.M.6
-
84
-
-
5644275647
-
Reading comprehension requires knowledge - of words and the world
-
16-22, 28-29, 48
-
Hirsch, E. D., Jr. (2003). Reading comprehension requires knowledge - of words and the world. American Educator, 27(1), 10-13, 16-22, 28-29, 48.
-
(2003)
American Educator
, vol.27
, Issue.1
, pp. 10-13
-
-
Hirsch, E.D.1
-
85
-
-
84990361054
-
The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 Observation System
-
Hoffman, J. V., Sailors, M., Duffy, G. G., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 Observation System. Journal of Literacy Research, 36, 303-334.
-
(2004)
Journal of Literacy Research
, vol.36
, pp. 303-334
-
-
Hoffman, J.V.1
Sailors, M.2
Duffy, G.G.3
Beretvas, S.N.4
-
86
-
-
44449094725
-
Preschool home literacy practices and children’s literacy development: A longitudinal analysis
-
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252-271.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 252-271
-
-
Hood, M.1
Conlon, E.2
Andrews, G.3
-
87
-
-
0006038386
-
Home environment and school learning: A quantitative synthesis
-
Iverson, B. A., & Walberg, H. J. (1982). Home environment and school learning: A quantitative synthesis. Journal of Experimental Education, 50, 144-151.
-
(1982)
Journal of Experimental Education
, vol.50
, pp. 144-151
-
-
Iverson, B.A.1
Walberg, H.J.2
-
88
-
-
0345149807
-
Sources of individual differences in reading comprehension and reading fluency
-
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 719-729
-
-
Jenkins, J.R.1
Fuchs, L.S.2
van den Broek, P.3
Espin, C.4
Deno, S.L.5
-
89
-
-
0040492488
-
Genre development and learning: Children writing stories, science reports, and poems
-
Kamberelis, G. (1999). Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403-460.
-
(1999)
Research in the Teaching of English
, vol.33
, pp. 403-460
-
-
Kamberelis, G.1
-
90
-
-
33745769054
-
Developing successful readers: Building early narrative comprehension skills through television viewing and listening
-
Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C., White, M., & Kremer, K. E. (2006). Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, 33, 91-98.
-
(2006)
Early Childhood Education Journal
, vol.33
, pp. 91-98
-
-
Kendeou, P.1
Lynch, J.S.2
van den Broek, P.3
Espin, C.4
White, M.5
Kremer, K.E.6
-
91
-
-
84937185849
-
Comprehension monitoring in beginning readers
-
Kinnunen, R., Vauras, M., & Niemi, P. (1998). Comprehension monitoring in beginning readers. Scientific Studies of Reading, 2, 353-376.
-
(1998)
Scientific Studies of Reading
, vol.2
, pp. 353-376
-
-
Kinnunen, R.1
Vauras, M.2
Niemi, P.3
-
93
-
-
12944252907
-
Using Book Club to engage culturally and linguistically diverse learners in reading, writing, and talking about books
-
Kong, A., & Fitch, E. (2002/2003). Using Book Club to engage culturally and linguistically diverse learners in reading, writing, and talking about books. The Reading Teacher, 56, 352-362.
-
(2002)
The Reading Teacher
, vol.56
, pp. 352-362
-
-
Kong, A.1
Fitch, E.2
-
94
-
-
0242626128
-
The importance of parenting during early childhood for school-age development
-
Landry, S. H., Smith, K. E., & Swank, P. R. (2003). The importance of parenting during early childhood for school-age development. Developmental Neuropsychology, 24, 559-591.
-
(2003)
Developmental Neuropsychology
, vol.24
, pp. 559-591
-
-
Landry, S.H.1
Smith, K.E.2
Swank, P.R.3
-
95
-
-
34248953462
-
Toward a theory of automatic information processing in reading
-
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
-
(1974)
Cognitive Psychology
, vol.6
, pp. 293-323
-
-
LaBerge, D.1
Samuels, S.J.2
-
96
-
-
33746948901
-
Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2
-
Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. M. (2005). Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2. International Journal of Educational Research, 43(4-5), 250-271.
-
(2005)
International Journal of Educational Research
, vol.43
, Issue.4-5
, pp. 250-271
-
-
Lepola, J.1
Niemi, P.2
Kuikka, M.3
Hannula, M.M.4
-
97
-
-
58149217391
-
Research on instruction and assessment in the new literacies of online reading comprehension
-
C. C. Block & S. Parris (Eds.), New York: Guilford
-
Leu, D. J., Coiro, J., Castek, J., Hartman, D. K., Henry, L. A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research-based best practices (pp. 321-345). New York: Guilford.
-
(2008)
Comprehension instruction: Research-based best practices
, pp. 321-345
-
-
Leu, D.J.1
Coiro, J.2
Castek, J.3
Hartman, D.K.4
Henry, L.A.5
Reinking, D.6
-
98
-
-
4544224897
-
Toward a theory of new literacies emerging from the Internet and other information and communication technologies
-
R. B. Ruddell & N. Unrau (Eds.), 5th ed., Newark, DE: International Reading Association
-
Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1568-1611). Newark, DE: International Reading Association.
-
(2004)
Theoretical models and processes of reading
, pp. 1568-1611
-
-
Leu, D.J.1
Kinzer, C.K.2
Coiro, J.3
Cammack, D.4
-
99
-
-
68249140120
-
Expanding the new literacies conversation
-
Leu, D. J., O’Byrne, W. I., Zawilinski, J., McVerry, G., & Everett-Cacopardo, H. (2009). Expanding the new literacies conversation. Educational Research, 38, 264-269.
-
(2009)
Educational Research
, vol.38
, pp. 264-269
-
-
Leu, D.J.1
O’Byrne, W.I.2
Zawilinski, J.3
McVerry, G.4
Everett-Cacopardo, H.5
-
100
-
-
0038855896
-
Children’s communication
-
R. Grieve & M. Hughes (Eds.), Cambridge, MA: Basil Blackwell
-
Lloyd, P. (1990). Children’s communication. In R. Grieve & M. Hughes (Eds.), Understanding children (pp. 51-70). Cambridge, MA: Basil Blackwell.
-
(1990)
Understanding children
, pp. 51-70
-
-
Lloyd, P.1
-
101
-
-
85008770450
-
Automaticity and reading: Perspectives from the instance theory of automatization
-
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13, 123-147.
-
(1997)
Reading & Writing Quarterly
, vol.13
, pp. 123-147
-
-
Logan, G.D.1
-
102
-
-
72749104503
-
Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling
-
Louisville, KY: National Center for Family Literacy
-
Lonigan, C. J., Schatschneider, C., Westberg, L., & the National Early Literacy Panel. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55-106). Louisville, KY: National Center for Family Literacy.
-
(2008)
Developing early literacy: Report of the National Early Literacy Panel
, pp. 55-106
-
-
Lonigan, C.J.1
Schatschneider, C.2
Westberg, L.3
-
103
-
-
72749119129
-
Impact of shared-reading interventions on young children’s early literacy skills
-
Washington, DC: National Institute for Literacy and National Center for Family Literacy
-
Lonigan, C. J., Shanahan, T., & Cunningham, A., with the National Early Literacy Panel. (2008). Impact of shared-reading interventions on young children’s early literacy skills. In Developing early literacy:Report of the National Early Literacy Panel (pp. 153-172). Washington, DC: National Institute for Literacy and National Center for Family Literacy.
-
(2008)
Developing early literacy:Report of the National Early Literacy Panel
, pp. 153-172
-
-
Lonigan, C.J.1
Shanahan, T.2
Cunningham, A.3
-
104
-
-
27744582354
-
The effects of morphological versus phonological awareness training in kindergarten on reading development
-
Lyster, S. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing, 15, 261-294.
-
(2002)
Reading and Writing
, vol.15
, pp. 261-294
-
-
Lyster, S.H.1
-
105
-
-
85145848384
-
Interventions to enhance informational text comprehension
-
in press, R. Allington & A. McGill-Franzen (Eds.), London: Routledge
-
Martin, N. M., & Duke, N. K. (in press). Interventions to enhance informational text comprehension. In R. Allington & A. McGill-Franzen (Eds.), Handbook of reading disabilities research. London: Routledge.
-
Handbook of reading disabilities research
-
-
Martin, N.M.1
Duke, N.K.2
-
106
-
-
10644244151
-
Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events
-
Matthews, M. W., & Kesner, J. (2003). Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events. Reading Research Quarterly, 38, 208-234.
-
(2003)
Reading Research Quarterly
, vol.38
, pp. 208-234
-
-
Matthews, M.W.1
Kesner, J.2
-
107
-
-
84925979179
-
Awareness of text structure: Effects on children’s recall of expository text
-
McGee, L. M. (1982). Awareness of text structure: Effects on children’s recall of expository text. Reading Research Quarterly, 17, 581-590.
-
(1982)
Reading Research Quarterly
, vol.17
, pp. 581-590
-
-
McGee, L.M.1
-
108
-
-
84890570940
-
Children’s attitudes toward reading: A national survey
-
McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934-956.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 934-956
-
-
McKenna, M.C.1
Kear, D.J.2
Ellsworth, R.A.3
-
109
-
-
33846614574
-
Assistive technology in the reading clinic: Its emerging potential
-
McKenna, M. C., & Walpole, S. (2007). Assistive technology in the reading clinic: Its emerging potential. Reading Research Quarterly, 42, 140-145.
-
(2007)
Reading Research Quarterly
, vol.42
, pp. 140-145
-
-
McKenna, M.C.1
Walpole, S.2
-
110
-
-
84856144371
-
Transformations in narrative thought during late childhood and adolescence: A comparison of average and exceptional story writers
-
F. J. Mönks & H. Wagner (Eds.), Bad Honnef, Germany: Verlag Karl Heinrich Bock
-
McKeough, A., & Genereux, R. (2002). Transformations in narrative thought during late childhood and adolescence: A comparison of average and exceptional story writers. In F. J. Mönks & H. Wagner (Eds.), Development of human potential: Investment into our future, Proceedings of the 8th conference of the European Council for High Ability (ECHA) (pp. 38-41). Bad Honnef, Germany: Verlag Karl Heinrich Bock.
-
(2002)
Development of human potential: Investment into our future, Proceedings of the 8th conference of the European Council for High Ability (ECHA)
, pp. 38-41
-
-
McKeough, A.1
Genereux, R.2
-
111
-
-
0000780083
-
Mental models and reading comprehension
-
R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), New York: Longman
-
McNamara, T., Miller, D., & Bransford, J. D. (2000). Mental models and reading comprehension. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 490-511). New York: Longman.
-
(2000)
Handbook of reading research
, vol.2
, pp. 490-511
-
-
McNamara, T.1
Miller, D.2
Bransford, J.D.3
-
112
-
-
0001812004
-
Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability
-
J. L. Metsala & L. C. Ehri (Eds.), Mahwah, NJ: Erlbaum
-
Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Erlbaum.
-
(1998)
Word recognition in beginning literacy
, pp. 89-120
-
-
Metsala, J.L.1
Walley, A.C.2
-
113
-
-
0001749268
-
Retelling stories: A strategy for improving children’s comprehension, concept of story structure, and oral language complexity
-
Morrow, L. M. (1985). Retelling stories: A strategy for improving children’s comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85, 647-661.
-
(1985)
The Elementary School Journal
, vol.85
, pp. 647-661
-
-
Morrow, L.M.1
-
114
-
-
5644259859
-
-
Chestnut, MA: International Study Center, Boston College
-
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries. Chestnut, MA: International Study Center, Boston College.
-
(2007)
PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries
-
-
Mullis, I.V.S.1
Martin, M.O.2
Kennedy, A.M.3
Foy, P.4
-
115
-
-
67949106670
-
Examining the effects of classroom discussion on students’ high-level comprehension of text: A meta-analysis
-
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N. & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ high-level comprehension of text: A meta-analysis. Journal of Educational Psychology, 101, 740-764.
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 740-764
-
-
Murphy, P.K.1
Wilkinson, I.A.G.2
Soter, A.O.3
Hennessey, M.N.4
Alexander, J.F.5
-
116
-
-
35348843891
-
Metalinguistic awareness and the vocabulary-comprehension connection
-
R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), New York: Guilford
-
Nagy, W. E. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 52-77). New York: Guilford.
-
(2007)
Vocabulary acquisition: Implications for reading comprehension
, pp. 52-77
-
-
Nagy, W.E.1
-
117
-
-
85071568347
-
Vocabulary processes
-
M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
-
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-284). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of reading research
, vol.3
, pp. 269-284
-
-
Nagy, W.E.1
Scott, J.A.2
-
118
-
-
13244251069
-
Beyond phonological skills: Broader language skills contribute to the development of reading
-
Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342-356.
-
(2004)
Journal of Research in Reading
, vol.27
, pp. 342-356
-
-
Nation, K.1
Snowling, M.J.2
-
120
-
-
33646516399
-
The knowledge gap: Implications of leveling the playing field for low-income and middle-income children
-
Neuman, S. B. (2006). The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly, 41, 176-201.
-
(2006)
Reading Research Quarterly
, vol.41
, pp. 176-201
-
-
Neuman, S.B.1
-
123
-
-
0039491228
-
Intertextual connections in read-alouds of information books
-
Oyler, C., & Barry, A. (1996). Intertextual connections in read-alouds of information books. Language Arts, 73, 324-329.
-
(1996)
Language Arts
, vol.73
, pp. 324-329
-
-
Oyler, C.1
Barry, A.2
-
124
-
-
9744268171
-
The role of text and text-reader interactions in young children’s reading development and achievement
-
Palincsar, A. S., & Duke, N. K. (2004). The role of text and text-reader interactions in young children’s reading development and achievement. The Elementary School Journal, 105, 183-197.
-
(2004)
The Elementary School Journal
, vol.105
, pp. 183-197
-
-
Palincsar, A.S.1
Duke, N.K.2
-
125
-
-
77956545267
-
Attending to the nature of subject matter in text comprehension assessments
-
S. G. Paris & S. A. Stahl (Eds.), Mahwah, NJ: Erlbaum
-
Palincsar, A. S., Magnusson, S. J., Pesko, E., & Hamlin, M. (2005). Attending to the nature of subject matter in text comprehension assessments. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 257-278). Mahwah, NJ: Erlbaum.
-
(2005)
Children’s reading comprehension and assessment
, pp. 257-278
-
-
Palincsar, A.S.1
Magnusson, S.J.2
Pesko, E.3
Hamlin, M.4
-
126
-
-
84965372434
-
Is narrative “primary”? Some insights from kindergarteners’ pretend readings of stories and information books
-
Pappas, C. (1993). Is narrative “primary”? Some insights from kindergarteners’ pretend readings of stories and information books. Journal of Reading Behavior, 25, 97-129.
-
(1993)
Journal of Reading Behavior
, vol.25
, pp. 97-129
-
-
Pappas, C.1
-
127
-
-
35348942659
-
The zone of proximal development: Virtues and pitfalls of a metaphorical representation of children’s learning
-
Paris, S. G., & Cross, D. R. (1988). The zone of proximal development: Virtues and pitfalls of a metaphorical representation of children’s learning. Genetic Epistemologist, 16, 27-37.
-
(1988)
Genetic Epistemologist
, vol.16
, pp. 27-37
-
-
Paris, S.G.1
Cross, D.R.2
-
128
-
-
84927458507
-
The benefits of informed instruction for children’s reading awareness and comprehension skills
-
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55, 2083-2093.
-
(1984)
Child Development
, vol.55
, pp. 2083-2093
-
-
Paris, S.G.1
Jacobs, J.E.2
-
129
-
-
9744254956
-
Assessing narrative comprehension in young children
-
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76.
-
(2003)
Reading Research Quarterly
, vol.38
, pp. 36-76
-
-
Paris, A.H.1
Paris, S.G.2
-
131
-
-
0012674764
-
Comprehension instruction in the primary grades
-
C. C. Block & M. Pressley (Eds.), New York:Guilford
-
Pearson, P. D., & Duke, N. K. (2002). Comprehension instruction in the primary grades. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 247-258). New York:Guilford.
-
(2002)
Comprehension instruction: Research-based best practices
, pp. 247-258
-
-
Pearson, P.D.1
Duke, N.K.2
-
132
-
-
0025412411
-
Joint reading between black Head Start children and their mothers
-
Pellegrini, A. D., Perlmutter, J. C., Galda, L., & Brody, G. H. (1990). Joint reading between black Head Start children and their mothers. Child Development, 61, 443-453.
-
(1990)
Child Development
, vol.61
, pp. 443-453
-
-
Pellegrini, A.D.1
Perlmutter, J.C.2
Galda, L.3
Brody, G.H.4
-
133
-
-
35548940640
-
Reading ability: Lexical quality to comprehension
-
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357-383.
-
(2007)
Scientific Studies of Reading
, vol.11
, pp. 357-383
-
-
Perfetti, C.1
-
134
-
-
7544237016
-
Comprehension strategies instruction: A turn-of-the-century status report
-
C. C. Block & M. Pressley, (Eds.), New York: Guilford
-
Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. In C. C. Block & M. Pressley, (Eds.), Comprehension instruction: Research-based best practices (pp. 11-27). New York: Guilford.
-
(2002)
Comprehension instruction: Research-based best practices
, pp. 11-27
-
-
Pressley, M.1
-
136
-
-
33645733885
-
The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension
-
Proctor, C. P., August, D., & Carlo, M. S. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159-169.
-
(2006)
Journal of Educational Psychology
, vol.98
, pp. 159-169
-
-
Proctor, C.P.1
August, D.2
Carlo, M.S.3
-
137
-
-
20444504425
-
Native Spanish-speaking children reading in English: Toward a model of comprehension
-
Proctor, C. P., Carlo, M., August, D., & Snow, C. E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.
-
(2005)
Journal of Educational Psychology
, vol.97
, pp. 246-256
-
-
Proctor, C.P.1
Carlo, M.2
August, D.3
Snow, C.E.4
-
138
-
-
84936368454
-
Lexical and syntactic knowledge of written narrative held by well-read-to kindergarteners and second graders
-
Purcell-Gates, V. (1988). Lexical and syntactic knowledge of written narrative held by well-read-to kindergarteners and second graders. Research in the Teaching of English, 22, 128-160.
-
(1988)
Research in the Teaching of English
, vol.22
, pp. 128-160
-
-
Purcell-Gates, V.1
-
139
-
-
0000688570
-
Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge
-
Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.
-
(1996)
Reading Research Quarterly
, vol.31
, pp. 406-428
-
-
Purcell-Gates, V.1
-
140
-
-
33846265495
-
Learning to read and write genre-specific text:Roles of authentic experience and explicit teaching
-
Purcell-Gates, V., Duke, N. K., & Martineau, J. A. (2007). Learning to read and write genre-specific text:Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45.
-
(2007)
Reading Research Quarterly
, vol.42
, pp. 8-45
-
-
Purcell-Gates, V.1
Duke, N.K.2
Martineau, J.A.3
-
141
-
-
84937282916
-
Learning written storybook language in school:A comparison of low-SES children in skills-based and whole language classrooms
-
Purcell-Gates, V., McIntyre, E., & Freppon, P. A. (1995). Learning written storybook language in school:A comparison of low-SES children in skills-based and whole language classrooms. American Educational Research Journal, 32, 659-685.
-
(1995)
American Educational Research Journal
, vol.32
, pp. 659-685
-
-
Purcell-Gates, V.1
McIntyre, E.2
Freppon, P.A.3
-
142
-
-
33746365821
-
Child bookreading in low-income families: Correlates and outcomes during the first three years of life
-
Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J. Tarullo, H., Raikes, A., & Rodriguez, E. T. (2006). Child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924-953
-
(2006)
Child Development
, vol.77
, pp. 924-953
-
-
Raikes, H.1
Pan, B.A.2
Luze, G.3
Tamis-LeMonda, C.S.4
Brooks-Gunn, J.5
Constantine, J.6
Tarullo, H.7
Raikes, A.8
Rodriguez, E.T.9
-
144
-
-
1642628207
-
Oral reading in the school literacy curriculum
-
Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38, 510-522.
-
(2003)
Reading Research Quarterly
, vol.38
, pp. 510-522
-
-
Rasinski, T.V.1
Hoffman, J.V.2
-
145
-
-
85055302006
-
Morphology in word identification: A word-experience model that accounts for morpheme frequency effects
-
Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219-237.
-
(2003)
Scientific Studies of Reading
, vol.7
, pp. 219-237
-
-
Reichle, E.D.1
Perfetti, C.A.2
-
146
-
-
22944466707
-
Age 13 language and reading outcomes in late-talking toddlers
-
Rescorla, L. (2005). Age 13 language and reading outcomes in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 48, 459-472.
-
(2005)
Journal of Speech, Language, and Hearing Research
, vol.48
, pp. 459-472
-
-
Rescorla, L.1
-
147
-
-
84937266400
-
Exploration of the developmental components contributing to elementary children’s reading comprehension
-
Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary children’s reading comprehension. Scientific Studies of Reading, 2, 143-158.
-
(1998)
Scientific Studies of Reading
, vol.2
, pp. 143-158
-
-
Rupley, W.H.1
Willson, V.L.2
Nichols, W.D.3
-
148
-
-
85145840618
-
Comprehension in the primary grades: A review of the research
-
K. Ganske and D. Fisher (Eds.), New York:Guilford
-
Roberts, K., & Duke, N. K. (2010). Comprehension in the primary grades: A review of the research. In K. Ganske and D. Fisher (Eds.), A comprehensive look at reading comprehension (pp. 23-45). New York:Guilford.
-
(2010)
A comprehensive look at reading comprehension
, pp. 23-45
-
-
Roberts, K.1
Duke, N.K.2
-
149
-
-
84930559159
-
The interaction between knowledge and structure variables in the processing of expository prose
-
Roller, C. M. (1990). The interaction between knowledge and structure variables in the processing of expository prose. Reading Research Quarterly, 25, 79-89.
-
(1990)
Reading Research Quarterly
, vol.25
, pp. 79-89
-
-
Roller, C.M.1
-
150
-
-
0039738330
-
Implementing an in-depth expanding science model in elementary schools: Multi-year findings, research issues, and policy implications
-
Romance, N. R., & Vitale, M. R. (2001). Implementing an in-depth expanding science model in elementary schools: Multi-year findings, research issues, and policy implications. International Journal of Science Education, 23, 373-404.
-
(2001)
International Journal of Science Education
, vol.23
, pp. 373-404
-
-
Romance, N.R.1
Vitale, M.R.2
-
151
-
-
23044534465
-
A longitudinal analysis of the connection between oral language and early reading
-
Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95(5), 259-272.
-
(2002)
Journal of Educational Research
, vol.95
, Issue.5
, pp. 259-272
-
-
Roth, F.P.1
Speece, D.L.2
Cooper, D.H.3
-
152
-
-
0013289266
-
Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice
-
S. B. Neuman & D. K. Dickinson (Eds.), New York: Guilford
-
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
-
(2001)
Handbook of early literacy research
, pp. 97-110
-
-
Scarborough, H.S.1
-
153
-
-
84916944795
-
Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts
-
H. W. Catts & A. G. Kamhi (Eds.), Mahwah, NJ: Erlbaum
-
Scarborough, H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 3-24). Mahwah, NJ: Erlbaum.
-
(2005)
The connections between language and reading disabilities
, pp. 3-24
-
-
Scarborough, H.S.1
-
155
-
-
33645191909
-
Syntactic contributions to literacy learning
-
C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), New York: Guilford
-
Scott, C. M. (2004). Syntactic contributions to literacy learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy (pp. 340-362). New York: Guilford.
-
(2004)
Handbook of language and literacy
, pp. 340-362
-
-
Scott, C.M.1
-
156
-
-
28344454453
-
Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation
-
Seigneuric, A., & Ehrlich, M. F. (2005). Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 18, 617-656.
-
(2005)
Reading and Writing: An Interdisciplinary Journal
, vol.18
, pp. 617-656
-
-
Seigneuric, A.1
Ehrlich, M.F.2
-
157
-
-
33646717976
-
Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure
-
Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59-87.
-
(2006)
Scientific Studies of Reading
, vol.10
, pp. 59-87
-
-
Sénéchal, M.1
-
158
-
-
0002168437
-
Differential effects of home literacy experiences on the development of oral and written language
-
Sénéchal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
-
(1998)
Reading Research Quarterly
, vol.33
, pp. 96-116
-
-
Sénéchal, M.1
LeFevre, J.2
Thomas, E.M.3
Daley, K.E.4
-
159
-
-
34248723734
-
The relation between reading ability and morphological skills: Evidence from derivational suffixes
-
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219-252.
-
(2000)
Reading and Writing: An Interdisciplinary Journal
, vol.12
, pp. 219-252
-
-
Singson, M.1
Mahoney, D.2
Mann, V.3
-
160
-
-
18144405653
-
Those two gingerbread boys could be brothers”: How children use intertextual connections during storybook readalouds
-
Sipe, L. R. (2000). Those two gingerbread boys could be brothers”: How children use intertextual connections during storybook readalouds. Children’s Literature in Education, 31(2), 73-90.
-
(2000)
Children’s Literature in Education
, vol.31
, Issue.2
, pp. 73-90
-
-
Sipe, L.R.1
-
161
-
-
0013208040
-
-
January, Chicago: Chicago Consortium on School Research
-
Smith, J. B., Lee, V. E., & Newmann, F. E. (2001, January). Instruction and achievement in Chicago elementary schools. Chicago: Chicago Consortium on School Research.
-
(2001)
Instruction and achievement in Chicago elementary schools
-
-
Smith, J.B.1
Lee, V.E.2
Newmann, F.E.3
-
162
-
-
84935568789
-
-
Cambridge, MA: Harvard University Press
-
Snow, C. E., Barnes, W., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.
-
(1991)
Unfulfilled expectations: Home and school influences on literacy
-
-
Snow, C.E.1
Barnes, W.2
Chandler, J.3
Goodman, I.4
Hemphill, L.5
-
164
-
-
70450231024
-
-
Baltimore: Paul H. Brookes
-
Snow, C. E., Porche, M. V., Tabors, P. O., & Harris, S. R. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore: Paul H. Brookes.
-
(2007)
Is literacy enough? Pathways to academic success for adolescents
-
-
Snow, C.E.1
Porche, M.V.2
Tabors, P.O.3
Harris, S.R.4
-
165
-
-
33746889257
-
Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read
-
H. W. Catts, & A. G. Kamhi (Eds.), Mahwah, NJ: Erlbaum
-
Snowling, M. J. (2005). Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read. In H. W. Catts, & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 55-75). Mahwah, NJ: Erlbaum.
-
(2005)
The connections between language and reading disabilities
, pp. 55-75
-
-
Snowling, M.J.1
-
166
-
-
0033239085
-
The relevance of oral language skills to early literacy: A multivariate analysis
-
Speece, D. L., Roth, F. A., Cooper, D. H., & de la Paz, S. (1999). The relevance of oral language skills to early literacy: A multivariate analysis. Applied Psycholinguistics, 20, 167-190.
-
(1999)
Applied Psycholinguistics
, vol.20
, pp. 167-190
-
-
Speece, D.L.1
Roth, F.A.2
Cooper, D.H.3
de la Paz, S.4
-
167
-
-
85068805084
-
Constructive processes in prose comprehension and recall
-
R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.), Hillsdale, NJ:Erlbaum
-
Spiro, R. J. (1980). Constructive processes in prose comprehension and recall. In R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 245-278). Hillsdale, NJ:Erlbaum.
-
(1980)
Theoretical issues in reading comprehension
, pp. 245-278
-
-
Spiro, R.J.1
-
168
-
-
2542554390
-
Proof, practice, and promise: Comprehension strategy instruction the primary grades
-
Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction the primary grades. The Reading Teacher, 57, 598-610.
-
(2004)
The Reading Teacher
, vol.57
, pp. 598-610
-
-
Stahl, K.A.D.1
-
170
-
-
0001098854
-
Listening and reading
-
P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Mahwah, NJ: Erlbaum
-
Sticht, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (Vol. 2, pp. 293-317). Mahwah, NJ: Erlbaum.
-
(1984)
Handbook of reading research
, vol.2
, pp. 293-317
-
-
Sticht, T.G.1
James, J.H.2
-
171
-
-
84936334471
-
Children’s emergent reading of favorite storybooks: A developmental study
-
Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.
-
(1985)
Reading Research Quarterly
, vol.20
, pp. 458-481
-
-
Sulzby, E.1
-
172
-
-
84937334616
-
Strategy instruction for elementary students searching informational text
-
Symons, S., MacLatchy-Gaudet, H., Stone, T. D., & Reynolds, P. L. (2001). Strategy instruction for elementary students searching informational text. Scientific Studies of Reading, 5, 1-33.
-
(2001)
Scientific Studies of Reading
, vol.5
, pp. 1-33
-
-
Symons, S.1
MacLatchy-Gaudet, H.2
Stone, T.D.3
Reynolds, P.L.4
-
173
-
-
33749849252
-
Relationships between word knowledge and reading comprehension in third-grade children
-
Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10, 381-398.
-
(2006)
Scientific Studies of Reading
, vol.10
, pp. 381-398
-
-
Tannenbaum, K.R.1
Torgesen, J.K.2
Wagner, R.K.3
-
174
-
-
85121161386
-
Effective schools and accomplished teachers:Lessons about primary-grade reading instruction in low-income schools
-
Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers:Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101, 121-165.
-
(2000)
The Elementary School Journal
, vol.101
, pp. 121-165
-
-
Taylor, B.M.1
Pearson, P.D.2
Clark, K.3
Walpole, S.4
-
175
-
-
0842338312
-
Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning
-
Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104, 3-28.
-
(2003)
The Elementary School Journal
, vol.104
, pp. 3-28
-
-
Taylor, B.M.1
Pearson, P.D.2
Peterson, D.S.3
Rodriguez, M.C.4
-
177
-
-
21344469924
-
Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement
-
Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105, 419-441.
-
(2005)
The Elementary School Journal
, vol.105
, pp. 419-441
-
-
Tivnan, T.1
Hemphill, L.2
-
178
-
-
85070003382
-
Language prediction skill, phonological recoding ability, and beginning reading
-
C. Hulme & M. Joshi (Eds.), Mahwah, NJ: Erlbaum
-
Tunmer, W. E., & Chapman, J. W. (1998). Language prediction skill, phonological recoding ability, and beginning reading. In C. Hulme & M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 33-67). Mahwah, NJ: Erlbaum.
-
(1998)
Reading and spelling: Development and disorders
, pp. 33-67
-
-
Tunmer, W.E.1
Chapman, J.W.2
-
179
-
-
33749540135
-
Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers
-
Valencia, S. W., Place, N. A., Martin, S. D., & Grossman, P. L. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers. The Elementary School Journal, 107, 93-120.
-
(2006)
The Elementary School Journal
, vol.107
, pp. 93-120
-
-
Valencia, S.W.1
Place, N.A.2
Martin, S.D.3
Grossman, P.L.4
-
180
-
-
0345149828
-
The development of comprehension of main ideas in narratives: Evidence from the selection of titles
-
van den Broek, P., Lynch, J.S., Naslund, J., Ievers-Landis, C. E., & Verduin, K. (2003). The development of comprehension of main ideas in narratives: Evidence from the selection of titles. Journal of Educational Psychology, 95, 707-718.
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 707-718
-
-
van den Broek, P.1
Lynch, J.S.2
Naslund, J.3
Ievers-Landis, C.E.4
Verduin, K.5
-
181
-
-
0030373845
-
Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
-
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 601-638
-
-
Vellutino, F.R.1
Scanlon, D.M.2
Sipay, E.R.3
Pratt, A.4
Chen, R.5
Denckla, M.B.6
-
182
-
-
33645512481
-
Response to intervention as a vehicle for distinguishing between children with and without learning disabilities: Evidence for the role of kindergarten and first-grade interventions
-
Velluntino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without learning disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157-169.
-
(2006)
Journal of Learning Disabilities
, vol.39
, pp. 157-169
-
-
Velluntino, F.R.1
Scanlon, D.M.2
Small, S.3
Fanuele, D.P.4
-
183
-
-
34249884783
-
Components of reading ability: Multivariate evidence for a convergent skills model of reading development
-
Vellutino, F. R., Tumner, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3-32.
-
(2007)
Scientific Studies of Reading
, vol.11
, pp. 3-32
-
-
Vellutino, F.R.1
Tumner, W.E.2
Jaccard, J.J.3
Chen, R.4
-
184
-
-
84937326111
-
The origins of the present-day chasm between adult literacy needs and school literacy instruction
-
Venezky, R. L. (2000). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Scientific Studies of Reading, 4, 19-39.
-
(2000)
Scientific Studies of Reading
, vol.4
, pp. 19-39
-
-
Venezky, R.L.1
-
185
-
-
42449138671
-
Prediction of the development of reading comprehension: A longitudinal study
-
Verhoeven, L., & Van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
-
(2008)
Applied Cognitive Psychology
, vol.22
, pp. 407-423
-
-
Verhoeven, L.1
Van Leeuwe, J.2
-
186
-
-
84930559816
-
Using think alouds to assess comprehension
-
Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43, 442-451.
-
(1990)
The Reading Teacher
, vol.43
, pp. 442-451
-
-
Wade, S.E.1
-
187
-
-
77957599029
-
Promising avenues for better understanding:Implications of vocabulary development for reading comprehension
-
R. K. Wagner, A. E. Muse & K. R. Tannenbaum (Eds.), New York: Guilford
-
Wagner, R. K., Muse, A. E., & Tannenbaum, K. R. (2007). Promising avenues for better understanding:Implications of vocabulary development for reading comprehension. In R. K. Wagner, A. E. Muse & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 276-292). New York: Guilford.
-
(2007)
Vocabulary acquisition: Implications for reading comprehension
, pp. 276-292
-
-
Wagner, R.K.1
Muse, A.E.2
Tannenbaum, K.R.3
-
188
-
-
28144446015
-
Collaborative models of instruction and intervention: Choices, decisions, and implementation
-
E. R. Silliman & L. C. Wilkinson (Eds.), New York: Guilford
-
Wallach, G. P., & Ehren, B. J. (2004). Collaborative models of instruction and intervention: Choices, decisions, and implementation. In E. R. Silliman & L. C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 39-59). New York: Guilford.
-
(2004)
Language and literacy learning in schools
, pp. 39-59
-
-
Wallach, G.P.1
Ehren, B.J.2
-
190
-
-
18844461702
-
Ecological influences of the home and the child-care center on preschool-age children’s literacy development
-
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children’s literacy development. Reading Research Quarterly, 40, 204-233.
-
(2005)
Reading Research Quarterly
, vol.40
, pp. 204-233
-
-
Weigel, D.J.1
Martin, S.S.2
Bennett, K.K.3
-
191
-
-
2942681306
-
A language perspective on executive functioning, metacognition, and self-regulation in reading
-
C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), New York: Guilford
-
Westby, C. (2004). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy (pp. 398-427). New York: Guilford.
-
(2004)
Handbook of language and literacy
, pp. 398-427
-
-
Westby, C.1
-
192
-
-
58149371106
-
Accelerating language development through picture-book reading
-
Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558.
-
(1988)
Developmental Psychology
, vol.24
, pp. 552-558
-
-
Whitehurst, G.J.1
Falco, F.2
Lonigan, C.J.3
Fischel, J.E.4
DeBaryshe, B.D.5
Valdez-Menchaca, M.C.6
-
193
-
-
85071546757
-
Classroom language and literacy learning
-
M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
-
Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 337-360). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of reading research
, vol.3
, pp. 337-360
-
-
Wilkinson, L.C.1
Silliman, E.R.2
-
194
-
-
32844466168
-
Expository text comprehension in the primary grade classroom
-
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550.
-
(2005)
Journal of Educational Psychology
, vol.97
, pp. 538-550
-
-
Williams, J.P.1
Hall, K.M.2
Lauer, K.D.3
Stafford, K.B.4
DeSisto, L.A.5
deCani, J.S.6
-
195
-
-
84933483139
-
A structural equation model for reading comprehension based on background, phonemic and strategy knowledge
-
Willson, V. L., & Rupley, W. H. (1997). A structural equation model for reading comprehension based on background, phonemic and strategy knowledge. Scientific Studies of Reading, 1, 45-63.
-
(1997)
Scientific Studies of Reading
, vol.1
, pp. 45-63
-
-
Willson, V.L.1
Rupley, W.H.2
|