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Reading Matters

Teaching Matters

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58

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Reading Matters | Volume 16 • Winter 2016 |

scira.org CLICK HERE TO RETURN TO TABLE OF CONTENTS

Marzano, R. (2009).

Designing and teaching learning goals and objectives

.

Englewood, CO: Marzano Research Laboratory.

McCoy, K. (2005). Strategies for teaching social studies.

Focus on Exceptional

Children, 38

(3), 1-16.

McMahon, S., Raphael, T., Goatley, V., & Pardo, L. (1997).

The book club connection:

Literacy learning and classroom talk.

New York, NY: Teachers College Press.

Meyer, M., & Felton, R. (1999). Repeated reading to enhance fluency: Old

approaches and new directions.

Annals of Dyslexia, 49

,283-306.

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. Retrieved from

http://www.nichd.nih.gov/publications/pubs/

nrp/documents/report.pdf

O’Shea, D. J., McQuiston, K., & McCollin, M. (2009). Improving Fluency Skills of

Secondary-Level Students From Diverse Backgrounds.

Preventing School Failure

,

54

(1), 77-80

Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill,

and text cohesion in the comprehension of science texts.

Learning and Instruction,

19

, 228–242.

Rasinski, T. (2003, March 7).

Fluency: Chasing the illusive reading goal.

Presentation

at the annual meeting of the Michigan Reading Association, Grand Rapids, MI.

Reutzel, R., Fawson P., & Smith, J. (2008). Reconsidering silent sustained reading:

An exploratory study of scaffolded silent reading.

Journal of Educational Research,

102

, 37- 51.

Samblis, K. (2006). Think-Tac-Toe, a motivating method of increasing

comprehension.

Reading Teacher

,

59

(7), 691-694. Samuels, S. J. (1997). The

method of repeated reading.

The Reading Teacher, 50

, 376-381.

Sencibaugh, J. M. (2007). Meta-Analysis of reading comprehension interventions

for students with learning disabilities: Strategies and implications.

Reading

Improvement 44

(1), 6–22.

Shanker, J. L., & Ekwall, E. E. (1998).

Locating and correcting reading difficulties (7th

ed.).

Upper Saddle River, NJ: Merrill/Prentice Hall.

Torgesen, J., Wagner, R., & Rashotte, C. (1994). Longitudinal students of

phonological processing and reading.

Journal of Learning Disabilities, 19

, 623-630.

Trainin, G., & Andrzejczak, N. (2006).

Reader’s theatre: A viable reading

strategy?

Paper presented at the annual meeting of the American Educational

Research Association, San Francisco, CA. Retrieved from

cehs.unl.edu/artslinc/

researchandevaluation/files/publications/ReadersTheatre.pdf

Walker, B. J. (2005).

Techniques for reading assessment and instruction

. Boston, MA:

Pearson Educational Publishing.

What Works Clearinghouse, (ED). (2014).

Repeated Reading

. What Works

Clearinghouse Intervention Report. What Works Clearinghouse.

Wilson, D., & Conyers, M. (2000).

Courageous learners: Unleashing the brain power

of students from at risk situations.

Winter Park, FL: BrainSMART.

Yearta, L., Jones, J., & Griffin, J. (2014). Focus on inclusive education: Inclusion

solutions: Exploring standards, English language arts, and the inclusion classroom.

Childhood Education

,

90

(5), 375-378.