0% found this document useful (0 votes)
13 views3 pages

References

The document is a comprehensive list of references related to reading instruction, fluency, and comprehension strategies. It includes various studies, articles, and books that explore effective interventions and teaching methods for improving literacy among students, particularly those with learning disabilities. The references span multiple decades and cover a wide range of topics within the field of education and reading research.

Uploaded by

jayroseroqueno5
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
13 views3 pages

References

The document is a comprehensive list of references related to reading instruction, fluency, and comprehension strategies. It includes various studies, articles, and books that explore effective interventions and teaching methods for improving literacy among students, particularly those with learning disabilities. The references span multiple decades and cover a wide range of topics within the field of education and reading research.

Uploaded by

jayroseroqueno5
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

REFERENCES

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT
Press.

Al Otaiba, S., Rivera, M. O. (2006). Individualized guided oral reading fluency instruction for
students with emotional and behavioral disorders. Intervention in School & Clinic, 41(3),
144-134.

Alber-Morgan, S. R., Ramp, E. M., Anderson, L. L., Martin, C. M. (2007). Effects of repeated readings,
error correction, and performance feedback on the fluency and comprehension of middle school
students with behavior problems. The Journal of Special Education, 41(1), 17-30.

Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36, 556-561.

Allor, J. H., & McCathren, R. B. (2004). The efficacy of an early literacy tutoring program
implemented by college students. Learning Disabilities Research and Practice, 19, 116-129.

Allor, J. H., Gansle, K. A., & Denny, R. K. (2006). The stop and go phonemic awareness game:
Providing modeling, practice, and feedback. Preventing School Failures, 50(4), 23-30.

Ambe, E. B. (2007). Inviting reluctant adolescent readers into the literacy club: Some comprehension
strategies to tutor individuals or small groups of reluctant readers. Journal of Adolescent &
Adult Literacy, 50(8), 632-639.

Anderson, D. (2006). In or out: Surprises in reading comprehension instruction. Intervention in


School & Clinic, 41(3), 175-179.

Anderson, B. (1980). The missing ingredient: Fluent oral reading. The Elementary School Journal, 81,
173-177.

Archer, J. (2004). Characteristics of an effective teacher of reading in an elementary


school setting. Unpublished doctoral dissertation, Louisiana State University.

Arreaga-Mayer, C., Terry, B., & Greenwood, C. R. (1998). Classwide Peer Tutoring. In K. Topping & S.
Ehly (Eds.), Peer-assisted learning (pp.105-119). Mahwah, NJ: Erlbaum.

Ash, G. E., Kuhn, M. R., &Walpole, S. (2003, December). Flying in the face of research: Inservice
teachers’ use of round robin reading (research in progress). Paper presented at the
National Reading Conference, Scottsdale, AZ

Aulls, M. (1978). Developmental and remedial reading. Boston: Allyn & Bacon.

Bear, D. R. (2001). Learning to fasten the seat of my union suit without looking around: The
synchrony of literacy development. Theory into Practice, 30(3), 149-157.

Bolton, F. (2007, March). Top level structures. Teaching PreK-8, 46-47.

Ceci, S. J. (Ed.). (1987). Handbook of cognitive, social, and neuropsychological aspects of learning
disabilities (Vol. 2). Hillside, NJ: Lawrence Erlbaum.

Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for
building reading fluency with elementary students with learning disabilities. Journal of Learning
Disabilities, 35. 386-407.
Collins, J., & Smith, E. E. (1982). Teaching the process of reading comprehension. In D.K. Detterman
& R.J. Sternberg (Eds.), How and how much can intelligence be increased (pp. 173-185). Norwood,
NJ: Ablex.

Conderman, G., & Strobel, D. (2006). Problem solving with guided repeated oral reading instruction.
Intervention in School & Clinic, 42(1), 34-39.

Cullinan, B., Jaggar, A., & Strickland, D. (1974). Language expansion for Black children in the primary
grades: A research report. Oung Children, 29, 98-112.

Cutler, A., & Isdard , S. (1980). The production of prosody. Language Production, 245- 270.

Daly, E. J., Chafouleas, S., & Skinner, C. H. (2004). Interventions for reading problems: Designing
and evaluating effective strategies. New York: Guilford.

Dewitz, Peter, Dewitz, Pamela (2003). They can read the words, but they can’t understand: Refining
comprehension assessment: Comprehension problems can be difficult to detect and treat. Here are
some suggestions for catching these problems and addressing students shortcomings. The Reading
Teacher, 56(5), 422-429.

Dole, J., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from old to new: Research in
reading comprehension. Review of Educational Research, 61, 239-264.

Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-
507.

Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory IntoPractice,


30, 165-173.

Eme, E., Puustinen, M., & Coutelet, B., (2006). Individual and developmental differences in reading
monitoring: When and how do children evaluate their comprehension? European Journal of
Psychology of Education, 21(1), 91-115.

Fluency Training. (2004, May). NetNews, 4(5).

Fountas, I., & Pinnell, G. S.(1996). Guided reading. Portsmouth, NH: Heinemann.

Fuchs, Douglas, & Lynn S. (2005). Peer-assisted learning strategies: Promoting word recognition,
fluency, and reading comprehension in young children. The Journal of Special Education, 39(1),
34-44.

Fuchs, L. S., & Fuchs, D. (1998). General educators’ instructional adaptation for students with
learning disabilities. Learning Disability Quarterly, 21, 23-33.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies:
Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-
206.

Fuchs, D., Fuchs, L. S., Thompson, A. Svenson, E., Yen, L., Al Otsiba, S., et al. (2001). Peer assisted
learning strategies in reading. Remedial and Special Education, 22(1), 15-25.

Fuchs, L. S., Fuchs D., & Hosp, M. K. (2001). Oral reading fluency as an indicator of reading
competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading,
5(3), 239-25
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What,
why, and how? The Reading Teacher, 58, 702-714.

Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for
small groups: Repeated reading and wide-reading approaches were evaluated for their usefulness
in improving fluency. The Reading Teacher, 58(4), 338-347.

Kuhn, M., & Stahl, S. (2003). Fluency: A review of developmental and remedial practices. Journal of
Educational Psychology, 95(1), 3-21.

Kuhn, M. R. (2000). A comparative study of small group fluency instruction. Unpublished doctoral
dissertation, University of Georgia, Athens.

LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in
reading. Cognitive Psychology, 6, 293-323.

Langdon, T. (2004). DIBELS: A teacher-friendly basic literacy accountability tool for the primary
classroom. Teaching Exceptional Children, 37(2), 54-58.

Lipson, M. (1983). The influence of religious affiliation on children’s memory for text information.
Reading Research Quarterly, 18, 445-457.

Magliano, J., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension.
Journal of Educational Psychology, 91, 615-630.

Malone, L. D., Mastropieri, M. A. (1991). Reading comprehension instruction: summarization and


self-monitoring training for students with learning disabilities. Exceptional Children, 58(3), 270-281.

Marston, D. B. (1989). Acurriculum-based measurement approach to assessing academic


performance: What it is and when to do it. In M.R. Shinn (Ed.), Curriculum based measurement:
Assessing special children (pp. 18-78). New York: Guilford.

Mastropieri, M. A., Leinart, A. M., & Scruggs, T. E. (1999). Strategies to increase reading fluency.
Intervention in School & Clinic, 34, 278-285.

Mathes, P. G., & Fuchs. L. S. (1994). The efficacy of peer tutoring in reading for students with mild
disabilities: A best-evidence synthesis. School Psychology Review, 23, 59-80.

McCormick, S. (1999). Instructing students who have literacy problems. Upper Saddle River, NJ:
Merrill/Prentice Hall.

Miccinati, J. L. (1985). Using prosodic cues to teach oral reading fluency. The Reading Teacher,
39, 206-211.

Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse Publishers.

Moje, E. B., Dillon, D. R., & O’Brien, D. (2000). Reexamining roles of learners, text, and context in
secondary literacy. Journal of Educational Research, 93, 165-180.

Moyer, S. B., (2001). Repeated reading. Journal of Learning Disabilities, 15(10), 619-623.

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. Washington, DC:
National Institute of Child Health and Human Development.

You might also like