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In R. Rudell & N. Unrau (Eds.), Theoretical models and processes of reading(5th ed.), (pp. 780-809). Newark, DE: International Reading Association.Colvin, C., & Scholosser, L. (1997/1998). Developing academic confidence to build literacy: What teachers can do. Journal of Adolescent and Adult Literacy, 41, 272-285. 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. 392-409). Newark, DE: International Reading Association. Fournier, D. N. E., & Graves, M. F. (2002). Scaffolding adolescents’ comprehension of short stories. Journal of Adolescent and Adult Literacy, 46, 30-38. Gambrell, L. B., Palmer, B. M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49, 518-533. Guthrie, J. T. & Wigfield, A., (1999). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (3rd ed.), (pp. 403-422). Mahwah, NJ: Erlbaum. Hammerburg, D. D. (2004). Comprehension instruction for socioculturally diverse classrooms: A review of what we know. The Reading Teacher, 57, 648-657. Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse. Henk, W. A. & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48, 470-482.Hirsch, Jr., E. D. (2003). 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, 10-29. Hones, D. (2002). In quest of freedom: Towards critical pedagogy in the education of bilingual youth. Teachers College Record, 104, 1163-1186. Jimenez, R. T. (2000). Literacy and identity development of Latina/o students. American Educational Research Journal, 37, 971-1000.Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21, 209-219. Langer, J. A. (1981). From theory to practice: A prereading strategy. Journal of Reading, 152-156. Lenters, K. (2006). Resistance, struggle, and the adolescent reader. Journal of Adolescent and Adult Literacy, 50, 136-146. Lubliner, S. (2004). Help for struggling upper-grade elementary readers. The Reading Teacher, 57, 430-438. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of instrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction III: Cognitive and affective process analysis (pp. 223-253). McLoyd, V. C. (1979). The effects of extrinsic rewards of differential value on high and low intrinsic interest. Child Development, 50, 1010-1019.Hilsdale, NJ: Erlbaum. Moss, B. (2005). Making a case and a place for effective content area literacy instruction in the elementary schools. The Reading Teacher, 59, 46-55. 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-reports of the subgroups. Washington, DC: National Institute of Child Health and Development. Oczkus, L. (2003). Reciprocal teaching for improving reading comprehension. Newark, DE: International Reading Association. Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58, 272-280. Pressley, M. (2006). Reading instruction that works. New York, NY: Guilford Press. Schoenbach, R., Braunger, J., Greenleaf, C., & Litman, C. (2003). Apprenticing adolescents to reading in subject-area classrooms. Phi Delta Kappan, 133-138.Schoenbach, R., Greenleaf, C., Cziko, C. & Hurwitz, L. (1999). Motivating students to take control of their reading. In R. Schoenbach, C. Greenleaf, C Cziko and L. Hurwitz, Reading for understanding: A guide to improving reading in middle and high school classrooms. New York, NY: Jossey-Bass. Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology, 1, 172-208. Short, K.G., Harste, J.C., & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann. Tinajero, J.V., & Hurley, S. (2000). Literacy and the intermediate and middle school learner. Newark, DE: International Reading Association. Tovani, C. (2004). Do I
really have to teach reading? Portland, ME: Stenhouse. http://www.nationalreadingpanel.org/ http://www.literacymatters.org/
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