REFERENCES OF RESEARCH

A Comprehensive View of Literacy (Course 1)

Cartwright, K. B. (2021). Executive function: The glue that holds together reading's many processes.

Compton-Lilly, C., Ellison, T. L., & Rogers, R. (2019). The promise of family literacy: Possibilities and practices for educators. Language Arts, 97(1), 25-35.

Ehri, L. C. (2022). What teachers need to know and do to teach letter sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53-61.

Frankel, K. K., Becker, B. L., Rowe, M. W., & Pearson, P. D. (2016). From “what is reading?” to what is literacy?. Journal of Education, 196(3), 7-17.

ILA. Digital Resources in Early Childhood Literacy Development. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-digital-resources-early-childhood-literacy-development.pdf​

Kerkhoff, S. N., Kline, K., Lannin, A., O’Daniels, K. A., Sherman, J., & Singer, N. (2023, July). Co-creating school literacy action plans: Leading responsive and sustainable action for change in times of turmoil. International Literacy Association’s Literacy Today. ILA.

Kerkhoff, S. N., Kline, K., Lannin, A., O’Daniels, K. A., Sheerman, J., & Singer, N. R., Brosch, T., Hammond, D., & Obubo, L. (2023). Teacher-generated literacy action plans: School improvement that starts with teachers. English Leadership Quarterly, 45(3), 19-23.

Lonigan, C. J., & Shanahan, T. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute for Literacy.

Montoya, S. (2018). Defining literacy. UNESCO. https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-literacy.pdf​

NCTE. (2019). Definition of Literacy in a Digital Age. https://ncte.org/statement/nctes-definition-literacy-digital-age/​

Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (2020). Reaping the Rewards of the Reading for Understanding Initiative. National Academy of Education.

Sarigianides, S. T., Petrone, R., & Lewis, M. A. (2017). Rethinking the" adolescent" in adolescent literacy. National Council of Teachers of English.

Skerrett, A. (2016). Attending to pleasure and purpose in multiliteracies instructional practices: Insights from transnational youths. Journal of Adolescent & Adult Literacy, 60(2), 115-120.

Spires, H. A., Kerkhoff, S. N., & Paul, C. M. (2019). Read, write, inquire: Disciplinary literacy in grades 6–12. Teachers College Press.

Zapata, A., & Laman, T. T. (2016). " I write to show how beautiful my languages are": Translingual Writing Instruction in English-Dominant Classrooms. Language Arts, 93(5), 366-378.

Deep Dive into the Science of Reading (Course 2)

Aukerman, M., & Chambers Schuldt, L. (2021). What matters most? Toward a robust and socially just science of reading. Reading Research Quarterly, 56, S85-S103.

Cassano, C. M., & Rohde, L. E. (2020). Phonological Awareness in Early Childhood Literacy Development. Position Statement and Research Brief. International Literacy Association.

Cervetti, G. N., & Hiebert, E. H. (2015). The sixth pillar of reading instruction: Knowledge development. The Reading Teacher, 68(7), 548-551.

Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. IES What Works Clearinghouse.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.

ILA. (2016). Research Advisory on Dyslexia. https://s3.amazonaws.com/com.appolearning.files/production/uploads/uploaded_file/cf3cfe30-e85b-49ad-8584-74607bc53a1e/ila-dyslexia-research-advisory__1_.pdf

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES What Works Clearinghouse.

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. National Institute of Child Health and Human Development.

Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (2020). Reeping the rewards of the reading for understanding initiative. National Academy of Education

Rasinski, T., Padak, N., & Newton, J. (2017). The roots of comprehension. Educational Leaderhsip, 74(5), 41-45.

Spear‐Swerling, L. (2016). Common types of reading problems and how to help children who have them. The Reading Teacher, 69(5), 513-522.

Snow, C. et al. (2002). Reading for understanding:Toward an R&D program in reading comprehension. RAND.

Wang, Z., Sabatini, J., O’Reilly, T., & Weeks, J. (2019). Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387-401.

Woodruff, S., Schumaker, J. B., & Deshler, D. D. (2002). The effects of an intensive reading intervention on the decoding skills of high school students with reading deficits. Institute for Academic Access Research Report and University of Kansas Center for Research on Learning.

Fundamentals of Teaching Reading (Course 3)

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford.

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put Reading First. National Institute for Literacy.

Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy. Carnegie Corporation and Alliance for Excellent Education.

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A Practice Brief. Center on Instruction.

Duke, N. K., Cervetti, G. N., & Wise, C. N. (2018). Learning from exemplary teachers of literacy. The Reading Teacher, 71(4), 395-400.

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy grades K-12: Implementing the practices that work best to accelerate student learning. Corwin Press.

Fletcher, J. M. & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What's Gone Wrong in America's Classrooms (pp. 49-90). Hoover Institution.

Gambrell, L. B., Malloy, J. A., & Mazzoni, S. A. (2019). Evidence-based best practices for developing literate communities. In L. M. Morrow & L. B. Gambrell (Eds.), Best Practices in Literacy Instruction (6th ed., pp. 3-26). Guilford.

Hougen, M. (2015). Evidence-based reading instruction for adolescents, grades 6-12 (Document No. IC-13). University of Florida Collaboration for Effective Educator, Development, Accountability, and Reform Center.

Kosanovich, M. (2012). Using" Instructional Routines" to Differentiate Instruction: A Guide for Teachers. ERIC Clearinghouse.

Lee, C. D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Carnegie Corporation.

Lesaux, N. K., Galloway, E. P., & Marietta, S. H. (2016). Teaching advanced literacy skills: A guide for leaders in linguistically diverse schools. Guilford Press.

Manyak, P. C., Baumann, J. F., & Manyak, A. M. (2018). Morphological analysis instruction in the elementary grades: Which morphemes to teach and how to teach them. The Reading Teacher, 72(3), 289-300.

Mesmer, H. A., & Kambach, A. (2022). Beyond labels and agendas: Research teachers need to know about phonics and phonological awareness. The Reading Teacher.

O’Brien, D. G., Dillon, D. R., Lee, Y., & Norton, C. (2022). The role of motivation in engaged literacy practices of adolescents. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction (pp. 40-61). Guilford.

Vellutino, F.R., Scanlon, D. M., Sipay, H., & Denckla, M. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers. Journal of Educational Psychology, 88, 601-636.

Making Meaning with Texts (Course 4)

Brown, R. (2008). The road not yet taken: A transactional strategies approach to comprehension instruction. The Reading Teacher, 61(7), 538-547.

Brown, R., & Pressley, M. (2023). Self-regulated reading and getting meaning from text: The transactional strategies instruction model and its ongoing validation. In Self-regulation of learning and performance (pp. 155-179). Routledge.

Duke, N., Ward, A., Person, P. D. (2021). The science of reading comprehension.

Hall, C. et al., (2020). Remedial and Special Education, 41(5), 259-270. https://eric.ed.gov/?id=EJ1266300

Fisher, D., & Frey, N. (2020). The skill, will, and thrill of reading comprehension. The Reading Teacher, 73(6), 819–824.

Fitzgerald, J., & Graves, F. (2004). Scaffolded reading experiences help English language learners master both reading and content. Educational Leadership, 62(4), 68-71.

Grifenhagen, J. F., & Barnes, E. M. (2022). Reimagining discourse in the classroom. The Reading Teacher, 75(6), 739-748.

Hall, L. A. (2016). The role of identity in reading comprehension development. Reading & Writing Quarterly, 32(1), 56-80.

Kennedy, U., & Chinokul, S. (2020). Effect of the scaffolded reading experience using a graphic novel on the English reading comprehension and reading motivation of Thai EFL students. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 158-175.

Kesler, T., Mills, M., & Reilly, M. (2020). I hear you: Teaching social justice in interactive read-aloud. Language Arts, 97(4), 207-222.

Murphy, P. K., Croninger, R. M., Baszczewski, S. E., & Tondreau, C. L. (2022). Enacting Quality Talk discussions about text: From knowing the model to navigating the dynamics of dialogic classroom culture. The Reading Teacher, 75(6), 717-731.

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

Pearson, P. D., McVee, M. B., & Shanahan, L. E. (2019). In the beginning: The historical and conceptual genesis of the gradual release of responsibility. In The gradual release of responsibility in literacy research and practice (pp. 1-21). Emerald.

Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The reading teacher, 65(7), 446-456.

Snow, C. (2002). Reading for Understanding. RAND.

Stauffer, R.G. (1975). Directing the reading-thinking process. Harper & Row.

Wilkinson, I. A., & Son, E. H. (2011). A dialogic turn in research on learning and teaching to comprehend. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P.P. Afflerbach (Eds.), Handbook of Reading Research (Vol. 4 pp. 359-387). Routledge.

Zapata, A., Fugit, M., & Moss, D. (2017). Awakening socially just mindsets through visual thinking strategies and diverse picturebooks. Journal of Children's Literature, 43(2), 62-69.