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Reading Matters

Teaching Matters

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Reading Matters | Volume 16 • Winter 2016 |

scira.org

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57

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knowledge and concept-map structure on disorientation, cognitive load, and

learning.

Learning and Instruction, 19

, 376–386.

Beers, K., Probst, R., & Rief, L. (2007).

Adolescent Literacy: Turning Promise into

Practice

. Portsmouth, NH: Heinemann.

Bender, W. (2002).

Differentiating instruction for students with learning disabilities.

Thousand Oaks, CA: Corwin.

Berezina, K. (2011). The impact of the use of blogs on students’assignment

engagement.

Journal of Hospital Leisure Sports and Tourism Education, 10

(1),

99-105.

Boling, E., Castek, J., Zawilinski, L., Barton, K., & Neirlich, T. (2008). Collaborative

literacy: Blogs and internet projects.

The Reading Teacher, 61

(6), 504-506.

Botte, L. (2014, January 15). Telling stories about culture and geography with

green screen tech! #thanksTarrantInstitute #emsvt #bsdvt [Tweet]. Retrieved from

https://twitter.com/NiaLearns/status/555787273347018752

Boyd, P. (2013). Blogging in the classroom: Using technologies to promote learner-

centered pedagogies.

Researcher: An Interdisciplinary Journal

,

26

(3), 85-113.

Bramlett, R. K. (1994). Implementing cooperative learning: A field study

evaluating issues for school-based consultants.

Journal of School Psychology, 32

(1),

67-84.

Bryan, A. (2011, January 1). Elementary Reading Fluency and Comprehension: Do

Laptops Make a Difference?

ProQuest LLC

.

Celsi, R., &Wolfinbarger, M. (2002). Discontinuous Innovation: Waves of Change

for Marketing Education.

Journal of Marketing Education, 24

(1), 64-72.

Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer

feedback to enhance elementary students’writing through blogging.

British

Journal of Educational Technology 42

(1).

Chi, T. H., de Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994). Eliciting self-

explanations improves understanding

. Cognitive Science, 18

, 439–477.

Cheung, A., & Slavin, R. (2013). Effects of educational technology applications

on reading outcomes for struggling readers: A best-evidence synthesis.

Reading

Research Quarterly

,

48

(3), 277-299.

Day, D., & Kroon, S. (2010).“Online Literature Circles Rock!”Organizing Online

Literature Circles in a Middle School Classroom.

Middle School Journal (J3)

,

42

(2),

18-28.

De Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001). Effects of problem-

based discussion on studying a subsequent text: A randomized trial among first

year medical students.

Instructional Science, 29

, 33–44.

Delacruz, S. (2014). Using Nearpod in Elementary Guided Reading Groups.

Techtrends: Linking Research And Practice To Improve Learning

,

58

(5), 62-69.

Diller, D. (2011).

Math work stations: Independent learning you can count on, K-2

.

Portland, ME: Stenhouse.

Dils, A.K. (2000). Using technology in a middle school social studies classroom.

International Journal of Social Education,15

(1), 102-112.

Dimino, J. A., Simon, E., & Vaughn, S. (2007).

Collaborative strategic reading (CSR):

Improving reading comprehension skills

. National Center on Secondary Education

and Transition (NCSET) Conference Call Presentation, September 17, 2002.

Dotger, S., & Causton-Theoharis, J. (2010). Differentiation through choice: Utilizing

a think-tac-toe for science content.

Science Scope, 33

(6), 18-23.

Gallagher, J. (2010).“As Y’all Know”: Blog as Bridge.

Teaching English in the Two-

Year College, 37

(3), 286-94.

Gardner, H. (1983).

Frames of mind: The theory of multiple intelligences.

New York,

NY: Basic Books.

Halic, O., Lee, D., Paulus, T., Spence, M. (2010). To blog or not to blog: Student

perceptions of blog effectiveness for learning in a college-level course.

Internet

and Higher Education, 13

, 206- 213.

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

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

Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms

for students in grades 2 through 5.

TEACHING Exceptional Children, 24

(3), 41-44.

Hicks, D. & Swan, K. (2006). Through the democratic lens: the role of purpose in

leveraging technology to support historical inquiry in the social studies classroom.

International Journal of Social Education, 21

(2)

,

142-168.

Jones, J. Burr, S., Kaufmann, L., & Beck, J. (2013). Beyond the fluff: Integrating fine

arts in the common core classroom.

Focus on Inclusive Education, 10

(4). 1-7

Kimbell-Lopez, K. (2003). Just think of the possibilities: Formats for reading

instruction in the elementary classroom.

Reading Online, 6.

Retrieved from www.

readingonline.org/articles/art_index.

Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Ahwee, S. (2004).

Collaborative strategic reading: Real world lessons from classroom teachers.

Remedial and Special Education, 25

, 291–302.

Kostons, D., & van der Werf, G. (2015). The effects of activating prior topic and

metacognitive knowledge on text comprehension scores.

British Journal of

Educational Psychology 85

(3), 264–275.

Learning Point Associates. (2006). The National Reading Panel Report: Practical

advice for teachers. Retrieved from

http://www.learningpt.org/pdfs/literacy/

nationalreading.pdf.

Lee, S., Irving, K., Pape, S., & Owens, D. (2015). Teachers’Use of Interactive

Technology to Enhance Students’Metacognition: Awareness of Student Learning

and Feedback.

Journal Of Computers In Mathematics And Science Teaching

,

34

(2),

175-198.

Levy, S., Coleman, M., & Alsman, B. (2002). Reading instruction for elementary

students with emotional/ behavioral disorders: What’s a teacher to do?

Beyond

Behavior, 11

(3), 3-10.