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Still Learning, reading beyond grade three: References

ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Retrieved February 5, 2008, from http://www.act.org/research/policymakers/pdf/reading_report.pdf.
 
Adelman, C. (2004). Principal indicators of student academic histories in postsecondary education, 1972–2000.Washington: U.S. Department of Education, Institute of Education Sciences.

Alvermann, D. E. (2004, Winter/Spring). Adolescent aliteracy: Are schools causing it? Voices in Urban Education, 3, 26-35.

Biancarosa G., and Snow, C. (2004). (2nd ed.). Reading next: A vision for action and research in middle and high school literacy. A Report to Carnegie Corporation of New York. New York: Carnegie Corporation. Retrieved on February 5, 2008, from http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf.

Center for Evaluation and Education Policy. (2005). Getting students ready for college: What student engagement data can tell us. Bloomington, IN: Author. Retrieved on February 5, 2008, fromhttp://ceep.indiana.edu/hssse/pdf/college_prep_hssse05.pdf.

Center for the Improvement of Early Reading Achievement (CIERA). (2003). Put reading first: The research building blocks for teaching children to read. Washington: National Institute for Literacy. Retrieved on from February 5, 2008, from http://www.nifl.gov/partnershipforreading/publications/Cierra.pdf.

Curtis, M. (2003). Adolescents who struggle with word identification: Research and practice. In T. Jetton and J. Dole (Eds.). Adolescent literacy research and practice. New York: Guilford.

Deussen, T., and Riddle Buly, M. (2006, Fall). Connecting coaching and improved literacy. Northwest Education Research Brief. Portland, OR: Northwest Regional Educational Laboratory. 12(1). Retrieved on February 5, 2008, from http://www.nwrel.org/nwedu/12-01/brief/.

Duffy, G. G. (2003, August). Teachers who improve reading achievement: What research says about what they do and how to develop them. The LSS Review, 2(4). Retrieved on February 5, 2008, fromhttp://www.temple.edu/lss/pdf/lssreview/lssrev_impread_v2n4.pdf.

Gaskins, I. W., Gensemer, E. W., and Six, L. M. (2003). Tailoring a middle school language arts class to meet the needs of struggling readers. In R.L. McCormack and J.R. Paratore. (Eds.). After early intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: International Reading Association.

Gersten, R., Fuchs, L. S., Williams, J. P., and Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320.

Guthrie, J. T., and Alvermann, D. E. (1999). Engaged reading: processes, practices, and policy implications. New York: Teachers College Press.

Hart, B., and Risley, T. R. (2003, Spring). The early catastrophe: The 30 million word gap by age 3. American Educator. Washington: American Federation of Teachers. Retrieved on February 5, 2008, fromhttp://www.aft.org/pubs-reports/american_educator/spring2003/catastrophe.html.

Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington: Alliance for Excellent Education.

Hirsch, E. D., Jr. (2003, Spring). Reading comprehension requires knowledge—of words and the world: Scientific insights into the fourth-grade slump and the nation’s stagnant comprehension scores. American Educator. Washington: American Federation of Teachers. Retrieved on February 5, 2008, fromhttp://www.aft.org/pubs-reports/american_educator/spring2003/AE_SPRNG.pdf.

International Reading Association. (2007). Teaching reading well. Newark, DE: Author.

Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington: Alliance for Education. Retrieved on February 5, 2008, from http://www.all4ed.org/publications/AdolescentsAndLiteracy.pdf.

Kennedy Manzo, K. (2005, February 15). Dynamic Duo. Education Week, 24(23), 37–39.

Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., and Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy. NCES 2007–480. Washington: National Center for Education Statistics, U.S. Department of Education. Retrieved on February 5, 2008, fromhttp://www.nces.ed.gov/Pubs2007/2007480.pdf.

Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.

Lee, J., Grigg, W., and Donahue, P. (2007). The nation’s report card: Reading 2007. NCES 2007–496. Washington: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved on February 5, 2008, from http://nces.ed.gov/nationsreportcard/pdf/main2007/2007496.pdf.

Lee, J., Grigg, W., and Dion, G. (2007). The nation’s report card: Mathematics 2007. NCES 2007–494. Washington: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved February 5, 2008, from http://nces.ed.gov/nationsreportcard/pdf/main2007/2007494.pdf.

Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B. (2001). Rethinking learning disabilities. In Rethinking special education for a new century, pp. 259–287. Washington: Thomas B. Fordham Foundation and the Progressive Policy Institute. Retrieved on February 5, 2008, fromhttp://www.ppionline.org/documents/SpecialEd_ch12.pdf.

McCormack, R. L. and Paratore, J. R. (Eds.). (2003). After early intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: International Reading Association.

McMurrer, J. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington: Center on Education Policy.

Moje, E. B. (2006). Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and development. Perspectives, 32(3), 10–14.

National Center for Education Statistics. (2003). Remedial education at degree-granting postsecondary institutions in fall 2000. Washington: U.S. Department of Education. Retrieved on February 5, 2008, fromhttp://nces.ed.gov/surveys/peqis/publications/2004010/index.asp?sectionID=5.

National Endowment for the Arts, Office of Research and Analysis. (2007). To read or not to read: A question of national consequence. Research Report 47. Washington: Author.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington: National Reading Panel. Retrieved on February 5, 2008, from http://www.nationalreadingpanel.org/Publications/summary.htm.

National School Boards Association. (2006). The next chapter: A school board guide to improving adolescent literacy. Alexandria, VA: Author.

Perie, M., Grigg, W. S., and Donahue, P. L. (2006). The nation’s report card: Reading 2005. Washington: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved on February 5, 2008, from http://www.nces.ed.gov/nationsreportcard/pdf/main2005/2006451.pdf.

RAND Reading Study Group, Catherine Snow, Chair. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND. Retrieved on February 5, 2008, fromhttp://www.rand.org/multi/achievementforall/reading/readreport.html.

Riddle Buly, M., and Valencia, S. (2003). Meeting the needs of failing readers: Cautions and considerations for state policy. Seattle, WA: Center for the Study of Teaching and Policy.

Salinger, T., and Bacevich, A. (2006). Lessons and recommendations from the Alabama Reading Initiative: Sustaining focus on secondary reading. Washington: American Institutes for Research. Retrieved on February 5, 2008, from http://www.air.org/publications/documents/ARI%20Popular%20Report_final.pdf.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Snow, C., Griffin, P., and Burns, M. S. (Eds.). (1998). Preventing reading difficulties in young children. Washington: National Academy Press.

Snow, C., Porche, M. V., Tabors, P. O., and Harris, S. R. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore, MD: Brookes Publishing Co.

Strickland, D. S., and Alvermann, D. E. (Eds.). (2004). Bridging the literacy achievement gap grades 4–12. New York: Teachers College Press.

Wade, S. E., & Moje, E. B. (2000). The role of text in classroom learning. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.). Handbook of reading research, Vol. III, 609-627. Mahwah, NJ: Lawrence Erlbaum Associates.




This research review was prepared for the Center for Public Education by freelance writer Eileen M. O'Brien with additional editorial contributions from Sally Banks Zakariya. Much of O'Brien's work has focused on access to quality education for disadvantaged and minority populations. She has a master of public administration from George Washington University and a bachelor of science degree in psychology from Loyola University of Chicago. Zakariya, a free-lance writer based in Arlington, Virginia, is former editor-in-chief of American School Board Journal and director of publications for the National School Boards Association.


Posted: March 6, 2009


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