SUGGESTED
READINGS
ORAL LANGUAGE
Cunningham,
P. & Allington, R. (2003). Classrooms that work: They can all read and
write. (3rd ed.). Boston, MA: Allyn and Bacon.
Deasy,
J. & Deckers, J. (1998). Field guide for promoting independent reading.
Erickson,
B. (2000). Read-alouds that
reluctant readers relish. In D. W.
Moore, D. E. Alverman, & K. A. Hinchman (Eds.), Struggling adolescent
readers: A collection of teaching strategies (pp265-268).
Newark, DE: International Reading Association.
VOCABULARY/WORD
ANALYSIS
Cunningham,
P. M. (1992). What kind of phonics
instruction will we have? In C. K.
Kinzer & D. J. Leu (Eds.), Literary research, theory, and practice: Views
from many perspectives. Chicago, IL: National Reading conference.
Deasy,
J. & Deckers, J. (1997). Field guide for teaching phonics.
Gaskins,
I. W. (1998). There’s more to teaching at-risk and delayed readers than good
reading instruction. The Reading
Teacher, 51, 534-547.
Harmon,
J. (2000). Vocabulary teaching and
learning in a seventh grade literature-based classroom.
In D. W. Moore, D. E. Alverman, & K. A. Hinchman (Eds.), Struggling
adolescent readers: A collection of teaching strategies (pp. 174-188).
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.
Rasinski,
T. R. (1989). Fluency for everyone:
Incorporating fluency instruction
in the classroom. The reading
teacher, 690-693.
Readence,
J. E. Moore, D. W. & Rickleman, R. J.
Prereading activities for content area reading and learning. (3rd
ed.). Newark, DE: International
Reading Association.
WRITTEN LANGUAGE
Anderson,
J. (1992). Journal writing: The
promise and the reality. Journal
of Reading, 36, 304-309.
Andrews,
S. E. (1997). Writing to learn in
content area reading class. In D.
W. Moore, D. E. Alverman, & K. A. Hinchman (Eds.), Struggling adolescent
readers: A collection of teaching strategies (pp.217-219).
Newark, DE: International Reading Association.
Hansen,
J. (1992). Literacy portfolios
emerge. The Reading Teacher, 45, 604-607.
COMPREHENSION
Caverly,
D. C., Mandeville, T. & Nicholson, S. A.
(1995). PLAN: A study
strategy for informational text. Journal
of Adolescent and Adult Literacy, 39, 190-199.
Deckers,
J. & Deasy, J. (1997). Field Guide for scaffolding reading experiences.
Deckers,
J. & Deasy, J. (2000). Reading
to learn: Helping students become strategic readers of informational texts.
Huffman,
L. E. (2000). Spotlighting
specifics by combining focus questions with K-W-L.
In D. W. Moore, D. E. Alverman, & K. A. Hinchman (Eds.), Struggling
adolescent readers: A collection of teaching strategies (pp.220-222).
Newark, DE: International Reading Association.
McCandless,
S. M. (1989). PSRT- A reading comprehension strategy. Journal of Reading, 419-427.
Palincsar,
A. S. & Brown, A. L. (1986).
Interactive teaching to promote independent learning from text.
The Reading Teacher, 771-777.
Samuels,
S. J. (1997). The method of repeated readings.
The Reading Teacher, (50), 376-382.
EXTERNAL
FACTORS
Bintz, W. P. (1993). Resistant readers in secondary education: Some insights and implications. Journal of Reading, 604-615.
Wiggins,
G. W. & McTighe, J. (1998).
Understanding by Design. Alexandria,
VA: Association for Supervision and Curriculum Development.
Young,
J. P., Mathews, S. R. Kietzmann, A. M. & Westerfield, T. (2000).
Getting disenchanted adolescents to participate in school literacy
activities: Portfolio conferences.
In D. W. Moore, D. E. Alverman, & K. A. Hinchman (Eds.), Struggling
adolescent readers: A collection of teaching strategies (pp.302-316).
Newark, DE: International Reading Association.
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