References

 

 

Home Page

Abstract

Biographical Data

Theory and Related Research

Literature Review

Project Design

Discussion of  Findings

Analysis of Data

Conclusions and Implications

References

 

 

 

 

 

 

 

 

Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and

practice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of

reading (5th ed., pp. 33-68). Newark, DE: International Reading Association.

Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2006). Profiles in comprehension.

       The Reading Teacher, 60(1), 48-57.

Au, K. H. (2000). A multicultural perspective on policies for improving literacy

achievement: Equity and excellence. In M. L. Kamil, P.B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research (Vol. 3, pp. 835-851). Mahwah, NJ: Lawrence Erlbaum Associates.

Beaver, J. M., & Carter, M. A. (2006). Developmental reading assessment 4-8 (2nd ed.).

       Parsippany, NJ: Celebration Press.

Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the

       author. New York: Scholastic.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life. New York: The

       Guilford Press.

Beck, I. L., McKeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning

       the author: A yearlong classroom implementation to engage students with text. The

       Elementary School Journal, 96(4), 385-414.

Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental

       validation of transactional studies instruction with low-achieving second-grade   

       readers. Journal of Educational Psychology, 88(1), 18-37.

Clark, K. F., & Graves, M. (2005). Scaffolding student’s comprehension of text. The

       Reading Teacher, 58(6), 570-580.

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.

Farr, R. C., & Strickland, D. S. (1999). Signatures: Rare Finds. Orlando, FL: Harcourt  

       Brace.

Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in education:

       The cognitive value of peer interaction. In R. B. Ruddell & N. J. Unrau (Eds.),

       Theoretical models and processes of reading (5th ed., pp. 163-186). Newark, DE:

       International Reading Association.

Freire, Paulo (2005). Pedagogy of the oppressed. New York: Continuum International   

       Publishing Group.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing

       motivation to read. The Reading Teacher, 49, 518-533.

Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of

reading and writing. Newark, DE: International Reading Association.

Hirsch, E. D. (2003). Reading comprehension requires knowledge of words and the  

       world. American Educator, 27 (1), 10-13, 16-22, 28-29, 48. (ERIC Document  

       Reproduction Service  No. EJ672462)

Ketch, A. (2005). Conversation: The comprehension connection. The Reading Teacher, 59

      (1), 8-13.   

Kragler, S., Walker, C. A., & Martin, L. E. (2005). Strategy instruction in primary

       content textbooks. The Reading Teacher, 59(3), 254-261.

Marks, M., Pressley, M., Coley, J. D., Craig, S., Gardener, R., DePinto, T., & Rose, W.

       (1993). Three teachers’ adaptations of reciprocal teaching in comparison to

       traditional reciprocal teaching. The Elementary School Journal, 94(2), 268-283.

McLaughlin, M., & DeVoogd, G.L.(2004a). Critical literacy as comprehension:  

       Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52-62.

McLaughlin, M., & DeVoogd, G. L. (2004b). Critical literacy: Enhancing students’

       comprehension of text. New York: Scholastic, Inc.

Moats, L. C. (2005). Language essentials for teachers of reading and spelling: Module 5.

        Getting up to speed: Developing fluency. Longmont, CO: Sopris West.

National Institute of Child Health and Human Development. (2000). Report of the

        National Reading Panel. Teaching children to read: An evidence-based assessment  

        instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government

        Printing Office.

Palincsar A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension: Fostering

       and monitoring activities. Cognition and Instruction, 1, 117-175.

Pearson, P.D., & Stephens, D. (1994). Learning about literacy: A 30-year journey. In

R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and

processes of reading (4th ed., pp. 22-42). Newark, DE: International Reading

Association.

Pinker, Steven. (2000). The language instinct: How the mind creates language.  New

      York: Perennial Classics, HarperCollins Publishers.

Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.

        L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading  

        research (Vol. 3, pp. 545-561). Mahwah, NJ: Lawrence Erlbaum Associates.

Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup,

        & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed.,

        pp. 291-309). Newark, DE: International Reading Association.

Pressley, M. (2006). Reading instruction that works: The case of balanced teaching (3rd

        ed.). New York: The Guilford Press.

Pressley, M., Wharton-McDonald, R., Hampston, J. M. (2006) Expert primary-level

teaching of literacy is balanced teaching. In Pressley, M., Reading instruction that works: The case of balanced teaching (3rd ed., pp.240-292). New York, NY: The Guilford Press.

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking

       across grades and content areas. The Reading Teacher, 59(3), 206-221.

Raphael, T. E., & McKinney, J. (1983).  An examination of 5th and 8th grade children’s   

       question answering behavior: An instructional study in metacognition.  Journal of  

       Reading Behavior, 15, 67-86.

Raphael T. E., & Pearson, P. D. (1985).  Increasing students’ awareness of sources of   

       information for answering questions.  American Educational Research Journal, 22,      

       217- 236.

Raphael, T. E., & Wonnacott, C. A. (1985).  Heightening fourth-grade students’ sensitivity  

       to sources of information for answering comprehension questions.  Reading Research

       Quarterly, 20, 282-296.

Rasinski, T. (2003). The fluent reader. New York: Scholastic.

Richards, J. C. (2006). Question, connect, transform (QTC): A strategy to help middle

        school students engage critically with historical fiction. Reading and Writing   

        Quarterly, 22, 193-198.

Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. B. Ruddell, & N. J.

       Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed., pp. 1363-1398).

       Newark, DE: International Reading Association.

Ruddell, R. B. & Unrau, N.J. (2004). Reading as a meaning-construction process:  The

reader, the text, and the teacher. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical

models and processes of reading (5th ed., pp. 1462-1521). Newark, DE: International

Reading Association.

Rush, L. S., (2004). First steps toward a full and flexible literacy: Case studies of the four 

        resources model. Reading Research and Instruction, 43 (3), 37-55.

Samuels, S. J. (2004). Toward a theory of automatic information processing in reading,

revisited. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of

reading (5th ed., pp. 1127-1148). Newark, DE: International Reading Association.

Sandora, C., Beck, I. & McKeown, M. (1999).  A comparison of two discussion

        strategies on students’ comprehension and interpretation of complex literature.  

        Reading Psychology, 20 (3), 177-212.

Shepard, L. A. (2004). The role of assessment in a learning culture.  In R. B. Ruddell &

N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1614-1635). Newark, DE: International Reading Association.

Singer, H. (1985). A century of landmarks in reading research. In H. Singer & R. B.

        Ruddell, (Eds.), Theoretical models and processes of reading (3rd ed., pp. 8-20).

        Newark, DE: International Reading Association.

Wilkinson, L. C. & Sillman, 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: Lawrence Erlbaum Associates.

Williams, K. T. (2001). Group Reading Assessment and Diagnostic Evaluation. Circle

       Pines, MN: American Guidance Service.

Williams, J. P. (2002). Using the theme scheme to improve story comprehension. In   

         C. C. Block, & M. Pressley, (Eds.), Comprehension instruction: Research based  

        practices (pp. 126-139). New York: The Guilford Press.

Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2005). Classroom talk for rigorous

       reading comprehension instruction. Reading Psychology, 25, 27-53

 

Children’s Literature Sources Cited:

 

Ada, A. F. (1994). The Gold Coin. New York: Aladdin Books.

Anderson, H. C. (1984). The Nightingale. New York: North-South Books.

Cherry, L. ( 1990). The Great Kapok Tree.  SanDiego, CA: Harcourt Brace Jovanovich.

Karim, R. (1994). Mandy Sue Day. New York: Clarion Books.

Lobel, A. (1980).  The Young Rooster.  In Fables. New York: Harper & Row.

Martin, J. (1993). Hiding Out. New York: Crown Publishers.

McCully, E. A. (1992).  Mirette on the High Wire.  New York: G. P. Putnam’s Sons.

Patent, D. H. (1994).  Hugger to the Rescue.  New York: Cobblehill Books.

Selden, B. (1987). The Story of Anne Sullivan, Helen Keller’s Teacher.  New York: Dell.

Siebert, D. (1991). Sierra.  New York: Harper Collins.

Soto, G. ( 1995).  The Skirt .  New York: Random House Children’s Books.

 

 

back to top