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 CONTENTSMarzano, 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.