Reading Research References
Topic: Echo reading
Knapp, N. F., & Winsor, A. P. (1998). A reading apprenticeship for delayed primary readers. Reading Research and Instruction, 38, 13-29.
Topping, K. (1987). Paired reading: A powerful technique for parent use. The Reading Teacher, 40, 604-614.
Topic: Elkonin boxes (to segment sounds of spoken words in a sequential fashion and make them aware of the positions of sounds in spoken words)
Elkonin, D. B. (1973). USSR. In J. Dowing (Ed.), Comparative Reading (pp. 551-579), New York: MacMillan.
Topic: generating questions
Davey, B., & McBride, S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology, 78, 256-262.
Rosenshine, B. , Meister, C. & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research 66, 181-221.
Topic: isolating middle sounds in words
Bradley, L., & Bryant, P.E. (1983). Categorizing sounds and beginning to read—A casual connection. Nature, 301, 419-421.
Maslanka, P., & Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool
children. Reading Psychology: An International Quarterly, 23, 271-288.
Topic: main idea maps
Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading
Research Quarterly, 21,161-178.
Topic: mental imagery or visualization
Gambrell, L. B. & Bates, R. B. (1986). Mental imagery and the comprehension-monitoring of fourth- and fifth-grade poor readers.
Reading Research Quarterly, 21, 454-464.
Gambrell, L. B. & Jawitz, P. B. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading
Research Quarterly, 23, 265-273.
Topic: onsets and rimes
Adams, G. I., & Englemann, S. (1996) Research on Direct Instruction: 25 Years beyond DISTAR. Seattle, WA: Educational
Achievement Systems.
Gaskins, I. W., Downer, M. A., Anderson, R. C., Cunningham, P. M. , Gaskins, R. W., Schommer, M., & The Teachers of Benchmark
School (1988). A metacognitive approach to phonics: Using what you know to decode what you don’t know.
Remedial and Special Education, 9, 36-41.
Goswani, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child
Psychology, 42, 73-83.
Johnston, F. R. (1999). The timing and teaching of word families. The Reading Teacher, 53, 64-75.
Topic: predicting
Pressley, M. (1999). Self-regulated comprehension processing and its development through instruction. In L. B. Gambelll, L. M. Morrow, S. B. Neuman, and M.Pressley (Eds.), Best Practices in Literacy Instruction (pp. 90-97). New York:Guilford Press.
Gambrell, L. B., and Massoni, S. A. (1999) Principles of best practice: Finding the common ground. In L. B. Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Eds.), Best Practices in Literacy Instruction (pp. 11-21). New York: Guilford Press.
Topic: Readers’ Theater
Keehn, S. (2003). The effect of instruction and practice through readers’ theater on young readers’ oral reading fluency. Reading Research and Instruction, 42, 40-61.
Topic: Reciprocal questioning
Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C. (1996). Reading comprehension: A synthesis of research in learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.). Advances in Learning and Behavioral Disabilities (Vol.10, pp. 277-303). Greenwich, CT: JAL.
Topic: Reciprocal Teaching
Lysynchuk, L. M. Pressley, M., & Vye, N. J. (1990). Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders. The Elementary School Journal, 90, 469-484.
Topic: repeated reading
Rasinski, T. (1990) Effects of repeated reading and listening while reading on reading fluency. Journal of Educational Research, 83, 147-150.
McCormick. S. (Ed.). (2003) Instructing Students Who Have Literacy Problems. Upper Saddle River, NJ: Prentice Hall.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21.
Topic: semantic webs
Dufflemeyer, F. A., & Banwart, B. H. (1993). Word maps for adjectives and verbs. The Reading Teacher, 46, 351-353.
Rupley, W. H., Logan, J. W., & Nichols, W. D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, 336-346.
Topic: sound boxes
Ball, E., & Blachman, B. (1991). Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Bentin, S., & Leshem, H. (1993). On the interaction of between phonological awareness and reading acquisition: It’s a two-way street. Annals of Dyslexia, 43, 125-148.
Bryne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451-455.
Hohn, W. E., & Ehri, L. C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75, 752-762.
Topic: sound manipulation activities (identifying beginning, middle, and ending sounds in isolation; substituting sounds; sound deletion; blending sounds)
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.
Edelen-Smtih, P.J. (1997) Hownow brown cow: Phoneme awareness activities for collaborative classrooms. Intervention for School and Clinic, 33, 103-111.
Wagner, R. K., Torgesen, J.K., Laughon P., Simmons, K., & Raschotte, C.A. (1993). Development of young readers’ phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
Topic: story maps
Awe-Hwa, K., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilites, 37, 105-118.
Boulineau, T., Fore, C., Hagan-Burke, S., & Burke, M. D. (2004) Use of story mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disabilities Quarterly, 27, 105-120.
Davis, Z. T. (1994). Effects of prereading story-mapping on elementary readers’ comprehension. Journal of Educational Research, 87, 353-360.
Gardill, M. C., & Jitendra, A. K. (1999). Advanced story-map instruction. Effects on the reading comprehension of students with learning disabilities. Journal of Special Education, 33, 2-17.
Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
Vallecorsa, A. L., & deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-189.
Topic: Think-Alouds
Davey, B. (1983). Think Aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27, pp. 44-47.
Olshavsky, J. E. (1976-1977). Reading as problem-solving: An investigation of strategies. Reading Research Quarterly, 12, pp. 654-674.
Topic: word sorts
Juel, C. & Midden-Cup, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-489.
Santa, C. M., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention or reading problems. Reading Research Quarterly, 34, 54-79.
Zutell, J. (21998). Word sorting: A developmental spelling approach to word study fordelayed readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14, 219-238.
These references can be located in the following sources:
Beers, K. (2003). When kids can’t read, what teachers can do. Portsmouth, NH: Heinemann.
Joseph, L. M. (2006). Understanding, assessing, and intervening on reading problems. Bethesda, MD: National Association of School Psychologists.