Resources
Afflerbach, P., Guthrie, J.T., Schafer, W., & Wang, Y., Y. (1995). Relations of instruction to amount of reading: An exploration of social, cognitive, and instructional connection. Reading Research Quarterly. 30, 8-25.
Barton, J. (1996). Interpreting character emotions for literature comprehension. Journal of Adolescent & Adult Literacy. 40, 22-28.
Faust, M.A. & Kieffer, R.D. (1998). Challenging expectations: Why we ought to stand by the IRA/NCTE Standards for the English Language Arts. Journal of Adolescent & Adult Literacy, 41, 540-547.
Fielding, L.G. & Pearson, P.D. (1994) Reading comprehension: What works. Educational Leadership, Feb. 62-68.
Guthrie, J.T., McCann, A.D., Van Meter, P., & Wigfield, A. (1996). Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-332.
Loranger, A. (1997). Comprehension strategies instruction: Does it make a difference? Reading Psychology: An International Quarterly, 18, 31-63.
McKeown, M.G., Beck, I.L., Sintra,G.M., & Loxterman, J.A. (1992). The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly,27, 79-93.
Palincsar, A.S. & Ransom, K. (1988) From the mystery spot to the thoughtful spot: The instruction of metacognitive strategies. The Reading Teacher, April, 784-789.
Pressley, M. & Rankin, J. (1994). More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Practice, 9, 157-168.
Rasinski, T.V. (1989). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, May, 690-692.
Rhodes, L.K., (Ed.). (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann.
Ruddell, R.B., Ruddell, M.R., & Singer, H. (Eds.). (1994). Theoretical Models and Processes of Reading. Newark, Delaware: International Reading Association.
Rumelhart, D.E. (as cited in Harris & Sipay, 1990). How to increase reading ability: A guide to developmental & remedial methods. White Plains, NY: Longman.
Samuels, S.J. (1998). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher. April, 756-760.
Stahl.S.A., Jacobson, M.G., Davis, C. E., & Davis, R. L. (1989). Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text. Reading Research Quarterly, 24,
27-43.
Sulzby, E. (1980). Using children's dictated stories to aid comprehension. The Reading
Teacher, 33, 772-778.
Yopp, R. H., & Dreher, M. J. (1994). Effects of active comprehension instruction on attitudes and motivation in reading. Reading Horizons,34, 288-302.
IRA/NCTE Standards for the English Language Arts. (1996). (class handout)
www.bmpub.com
www.ed.gov
www.edweek.org
www.geocities.com
www.ncrel.org
www.novel.nifl.gov
www.reading.org
www.solutions.ibm.com