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Research Project References

Agnew, M. L. (2000, March). DRAW: A motivational readingcomprehension strategy for disaffected readers. Journal of Adolescent and Adult Literacy 43(6),  574-576.  Retrieved January 18, 2003 from http://proquest.umi.com/pqdlink?Ver=1&Exp=07-01-2003&FMThtml.

 Allington, R. L. (2002).  Research on reading/learning disability interventions.   In A. E. Farstrup & S. J. Samuels, (Eds.),  What research has to say about reading instruction (pp. 261-290).  Newark, DE: International Reading Association.

 Ash, G. E. (2002, March).  Teaching readers who struggle: A pragmatic middle school framework.  Reading Online, 5(7).  Retrieved February14, 2003 from http://readingonline.org/articles/art_index.asp?HREF=ash/index.html

Barry, A. (2000). High  school reading programs revisited.  In D. W. Moore, D. E. Alverman, & K. A. Hinchman (Eds.),   Struggling adolescent readers: A collection of teaching strategies (pp. 317-325).  Newark, DE: IRA.

 Bean, T. W. (2002, November).  Making reading relevant for adolescents.  Educational Leadership, 60(3),  34-37.

 Bean, T. (2000).  Reading in the content areas: Social constructivist dimensions.  In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (Eds.),  Handbook of reading research, vol. III (pp. 629-644).  Mahwah, NJ: Lawrence Erlbaum Associates.

 Boyle, E. A., Washburn, S. G., Rosenberg, M. S., Connolly, V. J., Brinkerhoff, L. C., & Banerjee, M. (2002, November/December). Reading’s SLiCK with new audio texts and strategies. Teaching Exceptional Children, 35(2), 50-55. 

Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1994). Instructing comprehension-fostering in interactive learning situations.  In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.). Theoretical models and  processes of reading (4th ed.) (pp. 757-787). Newark, Delaware: International Reading Association.

Brozo, W. G. (2000).  Hiding out in secondary content classrooms: Coping strategies of unsuccessful readers.  In D. W.   Moore, D. E. Alverman, & K. A.  Hinchman (Eds.), Struggling adolescent readers: A collection of teaching strategies  (pp. 51-55).   Newark, DE: International Reading Association.   

Cavanaugh, T. (2002, November/December).  Ebooks and accommodations: Is this the future of print accommodation?  Teaching Exceptional Children, 35(2), 56-61.  

D’Arcangelo, M. (2002, November). The challenge of content area reading: A conversation with Donna Ogle.  Educational Leadership, 60(3), 12-15.  

Duke, N. K. & Pearson, D. (2002).  Effective practices for developing reading comprehension.  In A. E. Farstrup & S. J. Samuels, S. J. (Eds.),  What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association. 

Flood, J. & Lapp, D. (2000). Reading comprehension instruction for at-risk students: Research based practice that can    make a difference.  In D. W. Moore, D. E. Alverman, & K. A. Hinchman, (Eds.), Struggling adolescent readers: A collection of teaching strategies (pp. 138-147).  Newark, DE: International Reading Association. 

Graves, M. F. & Watts_Taffe, S. M.  (2002).  The place of word consciousness in a research-based vocabulary program.  In A. E. Farstrup & S. J. Samuels, (Eds.), What research has to say about reading instruction (pp. 140-165). Newark, DE: International Reading Association.

Green, M. (2000). Rapid retrieval of information: Reading aloud with a purpose.  In D. W. Moore, D. E. Alverman, & K. A.  Hinchman, (Eds.),  Struggling adolescent readers: A collection of teaching strategies (pp. 171-173).  Newark, DE: IRA.

Harris, T. L. & Hodges, R. E. (1995).  The literacy dictionary: The vocabulary of reading and writing.  Newark, DE: International Reading Association.  

Ivey, G. (2002, November).  Getting started: Manageable literacy practices.  Educational Leadership, 60(3),  20-23.  

Joyce, B., Hrycauk, M. & Calhoun, E. (2001, March).  A second chance for struggling readers.  Educational                    Leadership,  58(6), 42-56.  

Kiddey, P. & Waring, F. (2001). Success for all: Selecting appropriate Reading strategies.  Carlton, South Victoria: Curriculum  Corporation.  

Klenk, L. & Kibby, M.  (2000). Re-mediating reading difficulties: Appraising the past, reconciling the present, constructing the future.  In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr, (Eds.), Handbook of reading research, vol. III (pp.667-690). Mahwah, NJ: Lawrence Erlbaum Associates.  

Lee, N. G. & Neal, J. C.  (2000). Reading rescue: Intervention for a student at promise. In D. W. Moore, D. E.  Alverman, & K. A. Hinchman, (Eds.), Struggling  adolescent readers: A collection of teaching strategies  (pp. 19-26).  Newark, DE: International Reading Association.  

Lewkowitz, N. K. (2000). On the question of teaching decoding skills to older students.   In D.W. Moore, D. E. Alverman, & K. A. Hinchman, (Eds.), Struggling adolescent readers: A collection of teaching strategies  (pp. 189-195).  Newark, DE: International Reading Association.   

Moats, L. C. (2001, March).  When older students can’t read. Educational Leadership, 58(6),  36-40.  

Moore, D. W., Bean, T. W., Birdyshaw, D. & Rycik, J. A. (1999). Adolescent literacy: A position statement for the Commission on Adolescent Literacy of the International Reading Association.  Newark, DE: International Reading Association.  

Morris, D., Ervin, C, & Conrad, K. (2000). A case study of middle school reading disability.  In D. W.  Moore, D. E.  Alverman, & K. A. Hinchman, (Eds.), Struggling adolescent readers: A collection of teaching strategies  (pp. 8-18).  Newark, DE: International Reading Association.

Mulholland, R. (2002, October). Using high interest materials to engage secondary students in reading. Reading Online, 6(3).  Retrieved January 22, 2003 from http://wwwreadingonline.org/articles/art_index.HREF=mulholland/index.html.  

           Pressley, M.  (2002).  Metacognition and self-regulated comprehension.  In E. Farstrup & S. J. Samuels (Eds.),  What research has to say about  reading  instruction (pp.291-309).  Newark, DE: International Reading Association.

 Pressley, M. What should comprehension instruction be the instruction of?  In M. L. Kamil,  et al. (Eds.),  Handbook of reading research, vol. III ( pp. 545-561). Mahwah, NJ: Lawrence Erlbaum Associates.

Rothenberg, S. S. & Watts, S. M. (2000).  Students with learning disabilities meet Shakespeare: Using a scaffolded reading experience.  In D. W. Moore, D. E. Alverman, & K. A. Hinchman, (Eds.), Struggling adolescent readers: A collection of teaching strategies (148-156).  Newark, DE: International Reading Association.

Salembier, G. B. (1999, February).  SCAN and RUN: A reading comprehension strategy that works.  Journal of Adolescent and Adult Literacy 42 (5), 386-394.

Samuels, S. J. (2002).  Reading fluency: Its development and assessment.  In A.E. Farstrup & S. J. Samuels (Eds.),  What research has to say about reading instruction (pp.166-183).  Newark, DE: International Reading Association.

Sternberg, R. J., Grigorenko, E. L., & Jarvin, L. (2001, March).  Improving reading instruction: The triarchic model. Educational Leadership, 58(6), 47-52.

Supporting young adolescents’ literacy learning: A joint position statement of the International     Reading Association and the National Middle School Association. (2002).   Newark, DE:  International Reading Association.

Vacca, R. T. (2002).  Making a difference in adolescent’s school lives: Visible and invisible aspects of content area reading.  In A. E. Farstrup. & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 184-204).  Newark, DE: International Reading Association.

          Vacca, R. T. (2002, November). From efficient decoders to strategic readers.  Educational Leadership, 60(3), 6-11.

Williams, J. P. (2002).  Reading comprehension strategies and teacher preparation.  In A.E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading  instruction  (pp. 243-260).  Newark, DE: IRA. 

Ysseldyke, J.E., Algozzine, B., & Thurlow, M. L. (2000).  Critical issues in special education (pp. 195-202).   Boston, MA: Houghton-Mifflin.

Due to technical difficulties not all entries are in APA format.

 

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