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Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.References (Lesson Two - Language Connections)
Catts, H. W., & Kamhi, A. G. (1999). Language and reading disabilities. Boston: Allyn & Bacon.
Clymer, T., Indrisano, R., Johnson, D. D., Pearson, P. D., & Venezky, R. (1985). Glad to meet you (pp. 222). Lexington, Massachusetts: Ginn and Company.
Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998). Metacognitive strategies: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 295-360). Mahwah, NJ: Lawrence Erlbaum Association, Inc.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (1999). Reading comprehension instruction for students with learning disabilities: A research synthesis (report). Washington, DC: U. S. Department of Education.
Jackson, J. B., Paratore, J. R., Chard, D. J., & Garnick, S. (1999). An early intervention supporting the literacy learning of children experiencing substantial difficulty. Learning Disabilities Research & Practice, 14(4), 254-267.
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Mastropieri, M. A., & Scruggs, T. E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 18(4), 197-213.
Mather, N. (1992). Whole language reading instruction for students with learning disabilities: Caught in the crossfire. Learning Disabilities Research and Practice, 7, 87-95.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1994). Becoming a strategic reader. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 788-810). Newark, DE: International Reading Association.
Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman.
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.
Pressley, M., Symons, S., Snyder, B. L., & Cariglia-Bull, T. (1989). Strategy instruction research comes of age. Learning Disabilities Quarterly, 86, 360-406.
Torgesen, J. K. (2000). Lessons learned from intervention research in reading: A way to go before we rest. Paper presented at the international meeting of The Council for Exceptional Children, Vancouver, BC.
Catts, H. W., & Kamhi, A. G. (1999). Language and reading disabilities. Needham Heights, MA: Allyn & Bacon.References (Lesson Three - Strategic Instruction)
Commission on Reading (1985). Becoming a nation of readers. Urbana: National Council of Teachers of English.
Donahue, P. L. (1999). NAEP 1998 reading report card for the nation and the states. Washington, DC: United States Government Printing Office.
Halliday, M. A. K. (1987). Spoken and written modes of meaning. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 55-82). San Diego: Academic.
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Pressley, M., Symons, S., McGoldrick, J. A., & Snyder, B. L. (1995). The comprehension instruction that students need: Instruction fostering constructively responsive reading. Learning Disabilities Research & Practice, 10(4), 215-224.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406.
Stearns, P. N., Schwartz, D. R., & Beyer, B. K. (1989). The first world war. In P. N. Stearns, D. R. Schwartz, & B. K. Beyer (Eds.), World history: Traditions and new directions (pp. 622-641). Menlo Park, CA: Addison-Wesley Publishing Company.
van Kleeck, A. (1994). Potential cultrual bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech Language Pathology, 3(1), 67-78.
Vellutino, F. R. (1977). Alternative conceptualizations of dyslexia: Evidence in support of a verbal deficit hypothesis. Harvard Educational Review, 47(3), 334-354.
Wiig, E., & Semel, E. (1984). Language assessment and intervention for the learning disabled. Paramus: Prentice-Hall.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. Handbook of Reading Research, 3, 353-394.
Borkowski, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25(4), 253-257.
Davey, B. (1983). Think aloud - Modeling the cognitive processes of reading comprehension. Journal of Reading, 44-47.
Deshler, D. D., & Lenz, B. K. (1989). The strategic instructional approach. International Journal of Disability, Development, and Education, 36(3), 203-224.
Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998). Metacognitive strategies: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 295-360). Mahway, NJ: Lawrence Erlbaum Association, Inc.
Dutton, B. P. (1983). American Indians of the southwest. Albuquerque, NM: University of New Mexico Press.
Ellis, E. S., & Lenz, B. K. (1987). A component analysis of effective learning strategies for learning disabilities. Learning Disabilities Focus, 2(2), 94-107.
Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17(4), 279-301.
Lenz, B. K., Alley, G. R., & Schumaker, J. B. (1987). Activating the inactive learner: Advance organizers in the secondary content classroom. Learning Disability Quarterly, 10(1), 53-67.
Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacogntion & knowledge. Annals of Child Development, 4, 89-129.
Pressley, M., Borkowski, J. G., & O'Sullivan, J. (1985). Children's metamemory and the teaching of memory strategies. In D. L. Forrest-Pressley, G. E. MacKinnon, & T. G. Waller (Eds.), Metacognition, cognition, and human performance: Theoretical perspectives (pp. 111-153). Orlando, FL: Harcourt Brace Jovanovich.
Pressley, M., & McCormick, C. B. (1995). Strategies and metacognitive regulation of strategies: Basic theory and research. In Advanced educational psychology for educators, researchers, and policymakers (pp. 27-47). New York: Harper Collins College Publishers.