References:
Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy.
Allington, R.L. (2006). What really matters for struggling readers: Designing Research-Based Programs. Knoxville, TE: Pearson.
Ambruster, B. & Osborn, J. (2001). Put reading first: the research building blocks for teaching children to read. National Institute for Literacy.
Antunez, B. (2002). English Language Learners and the Five Essential Components of Reading Instruction. Retrieved from http://www.readingrockets.org/article/341/.
Barone, D. M., & Morrow, L. M. (Eds.). (2003). Literacy and young children: Research-based practices. New York: The Guilford Press.
Bean, R.M. & DeFord, D. (2007). Do’s and don’ts for literacy coaches: Advice from the field. (A brief written for Literacy Coaching Clearinghouse). http://www.literacycoachingonline.org.
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life. New York: The Guilford Press.
Blachowicz, C.L.Z. & Fisher, P.J. (2007). Best Practices in Vocabulary Instruction: In Gambrell, L.B., Morrow, L.M., Pressley, M. (3rd Ed.; 178-203). Best Practices in Literacy Instruction. New York: The Guilford Press.
Clay, M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
Ellery, V. (2009). Vocabulary. In Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (2nd Ed.; 143-144). Newark, DE: International Reading Association.
Fountas, I. & Pinnell, G.S. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Goodman, Y. M., & Burke, C. L. (1972) Reading miscue inventory. New York: Macmillan.
Goudvis, A. & Harvey, S. (2009). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.
Guth, N. D., & Pratt-Fartro, T. (2010). Literacy coaching to build adolescent learning: 5 pillars of practice. Thousand Oaks, CA: Corwin.
Hasbrouck, J. E. & Tindal, G. (1992). Curriculum-based oral reading fluency forms for students in Grades 2 through 5. Teaching Exceptional Children, (Spring), 41-44. and Howe, K. B. & Shinn, M. M. (2001). Standard reading assessment passages (RAPS) for use in general outcome measurements: A manual describing development and technical features. Eden Prairie, MN: Edformations.
Johnson, M. S., Kress, R. A., & Pikulski, J. J. (1987). Informal reading inventories. Newark, DE: International Reading Association.
Morrow, L. M. (2009). Literacy development in the early years: Helping children read and write. 6th edition. (pp. 186-231). Pearson Education, Inc. Boston, MA.
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
National Reading Panel Report: Teaching Children to Read: Report of the Subgroups (2000).
National Reading Panel. (2001). About the NRP - Charge. Retrieved November 30, 2012,
from http://www.nationalreadingpanel.org/NRPAbout/Charge.htm. Washington, DC: National Institute of Child Health and Human Development.
Pearson, P. David, L.R. Roehler, J.A. Dole, and G.G. Duffy. (1992). Developing expertise in reading comprehension. In S. Jay Samuels and Alan Farstrup, eds. What research has to say about reading instruction, 2nd Edition. Newark, DE: International Reading Association.
Pinnell, G. S., & Fountas, I. C. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Pinnell, G. S., Pikulski, J. J., Wixson, K.K., Campbell, J. R., Gough, P. B., and Beatty, A. S. (1 995). L.istening to children read aloud. U.S. Department of Education, National Center for Education Statistics, Washington, DC.
Rasinski, T. (2004). Creating fluent readers. What research says about reading, 61(6), 46-51.
Rasinski,T., Blachowicz, C., & Lems,K. (2012).Fluency instruction: Research-based best practices (2nd Ed). NY: Guilford Press.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties before kindergarten. In C. Snow, S. Burns, & P. Griffin (Eds.), Preventing reading difficulties in young children (pp 137-171). National Research Council.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Oral Reading Study.
Allington, R.L. (2006). What really matters for struggling readers: Designing Research-Based Programs. Knoxville, TE: Pearson.
Ambruster, B. & Osborn, J. (2001). Put reading first: the research building blocks for teaching children to read. National Institute for Literacy.
Antunez, B. (2002). English Language Learners and the Five Essential Components of Reading Instruction. Retrieved from http://www.readingrockets.org/article/341/.
Barone, D. M., & Morrow, L. M. (Eds.). (2003). Literacy and young children: Research-based practices. New York: The Guilford Press.
Bean, R.M. & DeFord, D. (2007). Do’s and don’ts for literacy coaches: Advice from the field. (A brief written for Literacy Coaching Clearinghouse). http://www.literacycoachingonline.org.
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life. New York: The Guilford Press.
Blachowicz, C.L.Z. & Fisher, P.J. (2007). Best Practices in Vocabulary Instruction: In Gambrell, L.B., Morrow, L.M., Pressley, M. (3rd Ed.; 178-203). Best Practices in Literacy Instruction. New York: The Guilford Press.
Clay, M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
Ellery, V. (2009). Vocabulary. In Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (2nd Ed.; 143-144). Newark, DE: International Reading Association.
Fountas, I. & Pinnell, G.S. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Goodman, Y. M., & Burke, C. L. (1972) Reading miscue inventory. New York: Macmillan.
Goudvis, A. & Harvey, S. (2009). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.
Guth, N. D., & Pratt-Fartro, T. (2010). Literacy coaching to build adolescent learning: 5 pillars of practice. Thousand Oaks, CA: Corwin.
Hasbrouck, J. E. & Tindal, G. (1992). Curriculum-based oral reading fluency forms for students in Grades 2 through 5. Teaching Exceptional Children, (Spring), 41-44. and Howe, K. B. & Shinn, M. M. (2001). Standard reading assessment passages (RAPS) for use in general outcome measurements: A manual describing development and technical features. Eden Prairie, MN: Edformations.
Johnson, M. S., Kress, R. A., & Pikulski, J. J. (1987). Informal reading inventories. Newark, DE: International Reading Association.
Morrow, L. M. (2009). Literacy development in the early years: Helping children read and write. 6th edition. (pp. 186-231). Pearson Education, Inc. Boston, MA.
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
National Reading Panel Report: Teaching Children to Read: Report of the Subgroups (2000).
National Reading Panel. (2001). About the NRP - Charge. Retrieved November 30, 2012,
from http://www.nationalreadingpanel.org/NRPAbout/Charge.htm. Washington, DC: National Institute of Child Health and Human Development.
Pearson, P. David, L.R. Roehler, J.A. Dole, and G.G. Duffy. (1992). Developing expertise in reading comprehension. In S. Jay Samuels and Alan Farstrup, eds. What research has to say about reading instruction, 2nd Edition. Newark, DE: International Reading Association.
Pinnell, G. S., & Fountas, I. C. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Pinnell, G. S., Pikulski, J. J., Wixson, K.K., Campbell, J. R., Gough, P. B., and Beatty, A. S. (1 995). L.istening to children read aloud. U.S. Department of Education, National Center for Education Statistics, Washington, DC.
Rasinski, T. (2004). Creating fluent readers. What research says about reading, 61(6), 46-51.
Rasinski,T., Blachowicz, C., & Lems,K. (2012).Fluency instruction: Research-based best practices (2nd Ed). NY: Guilford Press.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties before kindergarten. In C. Snow, S. Burns, & P. Griffin (Eds.), Preventing reading difficulties in young children (pp 137-171). National Research Council.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Oral Reading Study.