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From beginning to stellar: References
From beginning to stellar: References

Barnett, W. S., Lamy, C., & Jung, K. (2005). The Effects of State Prekindergarten Programs on Young Children’s School Readiness in Five States. New Brunswick, NJ: Rutgers University, National Institute for Early Education Research.

Burns, M. S. (1999). Reading and literacy: Teachers using reading research.” Teaching and Change, 6(2), 139-45.

Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington: Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council.

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 February 5, 2008, from http://www.nifl.gov/partnershipforreading/publications/Cierra.pdf.

Chall, J. (1996). Learning to read: The great debate (Rev. ed.). New York: McGraw-Hill.

Dervarics, C. (2007). LEA Improves Elementary Reading. Special Ed Advisor, 2(6), 1-2, 10-11.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71(3), 393-447.

Francis, D. J. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10(3), 301-22.

Gamse, B. C., et al. (2008). Reading First impact study: Interim report. Washington: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. Retrieved on September 10, 2008, from http://ies.ed.gov/ncee/pdf/20084016.pdf.

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(2), 279-320.

Glod, M. (2008, May 2). Study questions “No Child” act’s reading plan. Washington Post.

Hart, B., & 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, from http://www.aft.org/pubs-reports/american_educator/spring2003/catastrophe.html.

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, from http://www.aft.org/pubs-reports/american_educator/spring2003/AE_SPRNG.pdf.

International Reading Association. (2007). Teaching reading well: A synthesis of the International Reading Association’s research on teacher preparation for reading instruction. Newark, DE: Author.

Kennedy Manzo, K. (2008, January 10). Massive funding cuts to “Reading First” generate worries for struggling schools. Education Week, 27(19), 1.

Kennedy Manzo, K., & Klein, A. (2008, July 16). “Reading First” funds headed for extinction. Education Week, 27(43), 22-23.

Lee, J., Grigg, W., & 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.

Loomis, S. C., & Bourque, M. L. (Eds.). (2001). National Assessment of Educational Progress achievement levels 1992–1998 for reading. Washington: National Assessment Governing Board. Retrieved on February 5, 2008, from http://www.nagb.org/pubs/readingbook.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, from http://www.ppionline.org/documents/SpecialEd_ch12.pdf.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Brookes Publishing Co.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, supported by the National Institute of Child Health and Human Development. Retrieved on February 5, 2008, from http://www.nationalreadingpanel.org/Publications/summary.htm.

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005, July). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-82.

Perie, M., Grigg, W. S., & Donahue, P. L. (2006). The Nation's report card: Reading 2005. Washington: 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, from http://www.rand.org/multi/achievementforall/reading/readreport.html.

Riddle Buly, M., & 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., & 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.

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

Snow, C., Griffin, P.,  Burns, M. S., & the NAE Subcommittee on Teaching Reading. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass.

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

Snow, C., & Sweet, A. P. (Eds.). (2003). Rethinking reading comprehension. New York: Guilford Press.

Torgeson, J. K. (1998, Spring/Summer). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator. Washington: American Federation of Teachers. Retrieved on February 5, 2008, from http://www.aft.org/pubs-reports/american_educator/spring_sum98/torgesen.pdf.

U.S. Department of Education Office of Inspector General (2006). The Reading First Program’s Grant Application Process: Final Inspection Report. Washington: the Department. Retrieved on September 10, 2008, from http://www.ed.gov/about/offices/list/oig/aireports/i13f0017.pdf.

Vellutino, F. R. (2003). Individual differences as sources of variability in reading comprehension in elementary school children. In C. Snow & A.P. Sweet (Eds.). Rethinking reading comprehension. New York: Guilford Press.

Walsh, K., Glaser, D., & Dunne Wilcox, D. (2006). What education schools aren’t teaching about reading and what elementary teachers aren’t learning. Washington: National Council on Teacher Quality. Retrieved on February 5, 2008, from http://www.nctq.org/p/publications/docs/nctq_reading_study_app_20071202065019.pdf.

Home > Instruction: Also In Guide: Reading (elementary)