Research & Theory

Allington, R. (2002). You can’t learn much from books you can’t read. Reading and Writing in the Content Areas, 60(3), 16-19.

 

Beers, K. (2003). When kids can't read: What teachers can do. Porstmouth, NH: Heinemann.

 

Blachowicz, C. Z. (N.D.). Best practices in vocabulary instruction. Leadership Letters: Issues and Trends in Reading. Scott Foresman.

 

Chappuis, J., Stiggins, R. J., Chappuis, S. & Arter, J. A. (2012). Classroom assessment for student learning: Doing it right- using it well (2nd Ed.). Upper Saddle River, NJ: Pearson

 

Cunningham, A. E. & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.

 

Faggella-Luby, M. N. & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; What we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.

 

Gavelek, J. R. & Raphael, T. E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73(3), 182-192.

 

Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for language minority students. Center for Multilingual, Multicultural Research, Occasional Paper Series. Los Angeles, CA: University of Southern California Rossier School of Education.

 

Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press.

 

Johnson, D. W., Johnson, R. T. & Holubec, E. J. (2007). The nuts & bolts of cooperative learning. Edina, MN: Interaction Book Company.

 

McTighe, J. & Ferrara, S. (1998). Assessing learning in the classroom. Student Assessment Series. Washington DC: National Education Association. Eric ED 429 989

 

Morrow, L. M. & Gambrell, L. B. (2011). Best practices in literacy instruction (4th Ed.). New York, NY: The Guilford Press.

Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Long Beach, CA: Californians Together.

 

Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.

 

Roberts, G., Torgesen, J. K., Boardman, A. & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23(2), 63-69.

 

Rosenblatt, L. M. (1978). The reader, the text, the poem: The Transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.

 

Ruddell, R. B., Ruddell, M. R. & Singer, H. (Eds.) (1994). Theoretical models and processes of reading, 4th Ed. Newark, DE: International Reading Association.

 

Santa Barbara Classroom Discourse Group. (1992). Constructing literacy in classrooms: Literate action as social accomplishment. In Marshall, H. H. (Ed.) Redefining student learning (pp. 119-150), Norwood, NJ: Ablex.

 

Scarcella, R. C. (2003). Accelerating academic English: A focus on the English learner. Irvine, CA: University of Irvine.

 

Schoenbach, R., Greenleaf, C. & Cziko, C. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms (2nd Ed.). Hoboken, NJ: John Wiley & Sons.

 

Short, D. & Echevarria, J. (2005). Teacher skills to support English Language Learners. Educational Leadership, 62(3), 8-13.

 

Stein, N. & Trabasso, T. (1982). Children's understanding of stories: A basis for moral judgment and dilemma resolution. In C. J. Brainerd & M. Pressley (Eds.), Verbal processes in children, vol. 2 (pp. 161-188). New York: Springer-Verlag.

 

Strong, R. W., Silver, H. F. & Perini, M. J. (2001). Teaching What Matters Most: Standards and Strategies for Raising Student Achievement. Alexandria, VA: ASCD.

 

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

 

Trelease, J. (2013). The read-aloud handbook (7th Ed.). New York: Penguin.

 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

 

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd Ed.). Alexandria, VA: ASCD.