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References

 

 

 

 

 

                                                                     

 

 

                                                

     

   

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Allington, R. L. (2001). What really matters for struggling readers designing researched based program. New York: Addison-Wesley. 

 

Anderson, R.C. (2004). Role of the reader’s schema in comprehension, learning, and memory. In R.B. Rudell & N. Unrau (Eds.), Theoretical models and process of reading (5th ed., pp. 594- 606).  Newark, DE: International Reading Association.

 

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Bloodgood, J. W., & Pacifici, L. C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher, 58(3), 250-263.

 

Bransford, J. D. (2004). Schema activation and schema acquisition: Comments on

Richard C. Anderson’s  remarks. In R.B. Rudell & N. Unrau (Eds.), Theoretical models and process of  reading (5th ed., pp. 607- 619). Newark, DE: International Reading Association.

 

Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in education:The cognitive  value of peer interaction.   In  R. B.  Rudell, & N.J. Unrau (Eds.), Theoretical models and  processes of reading- (5th ed., pp. 163 -186).  Newark, DE:    International Reading Association. 

 

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Gill, C., & Scharer, P. L. (1993, Dec). Beyond Memorization, lists and trial tests: Exploring the influence of  teacher knowledge of developmental spelling on pedagogical decisions. Paper presented at the Annual Meeting of the National Reading Conference, Charleston, SC.

 

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Invernizzi, M., Abouzeid, M., & Gill, J. T. (1994). Using students' invented spelling as a guide for spelling instruction that emphasizes word study. The Elementary School Journal, 95, 155-167.

 

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Mesmer, H. A. E., & Griffith, P. L. (2005). Everybody’s selling it – But just what is explicit, systematic phonics instruction? The Reading Teacher, 59(4), 366-376.

 

Nagy, W.E., & Scott, J. A. (2004). Vocabulary processes. In R.B. Rudell & N. Unrau (Eds.), Theoretical models and process of  reading (5th ed., pp. 574 – 593). Newark, DE: International Reading Association.

 

Pearson, P. D., & Stephens, D. (1994). Learning about literacy: A 30-year journey. In R.B. Rudell, M. R.  Rudell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 22-42). Newark, DE: International Reading Association.

 

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Templeton, S., & Morris, D. (2000). Spelling.  In P. B. Mosenthal. M. K. Kamil, P. D. Pearson, & R. Barr,  (Eds.), Handbook of reading research (vol.iii.pp. 525-543). Mahwah, NJ: Lawerence Earlbaum  Associates.

 

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Zutell, J. (1998). Word Sorting: A developmental spelling approach to word study for delayed readers. Reading and Writing Quarterly, 14, 219-230.

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