Back to Page 1


_

References

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

Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse Publishers.

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

American Educational Research Association; American Psychological Association; National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington DC: AERA.

Armbruster, B. B., Lehr, F., & Osborn, J. (2003). A child becomes a reader: Birth through preschool. Washington, DC: Partnership for Reading (National Institute for Literacy, National Institute of Child Health and Human Development, U.S. Department of Education). Available online at www.nifl.gov

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: Partnership for Reading (National Institute for Literacy, National Institute of Child Health and Human Development, U.S. Department of Education). Available online at www.nifl.gov

Beder, H. & Medina, P. (2001). Classroom dynamics in adult literacy education. NCSALL Reports #18. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.

Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28(5), 874-886.

Campbell, P. (2003). Teaching reading to adults: A balanced approach. Edmonton, Alberta, Canada: Grass Roots Press.

Carnine, D. W., Silbert, J., & Kameenui. E. J. (1997). Direct reading instruction (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Chall, J. (1994). Patterns of adult reading. Learning Disabilities, 5(1), 29-33.

Chard, D. J. & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261-270.

Colvin, R. J. & Root, J. H. (1999). Reading evaluation adult diagnosis (READ) 5th edition. Syracuse, NY: New Readers Press.

Cunningham, J. W. (1982). Generating interactions between schemata and text. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research and instruction (pp. 42-47). Rochester, NY: National Reading Conference.

Curtis, M. E. & Longo, A. M. (1999). When adolescents can't read: Methods and materials that work. Newton, MA: Brookline Books.

Davey, B. (1983, October). Think aloud--modeling the processes of reading comprehension. Journal of Reading, 44-47.

Davidson, R. & Strucker, J. (2002). Patterns of word recognition errors among adult basic education native and non-native speakers of English. Scientific Studies of Reading, 6 (2), 299-316. Mahwah, NJ: Lawrence Erlbaum Associates.

Duke, N. K. & Pearson, D. P. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading (pp 205-242). Newark, DE: International Reading Association.

Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). Executive summary of the research synthesis of effective teaching principles and the design of quality tools for educators (Technical Report No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators. Retrieved May 6, 2004 from http://idea.uoregon.edu/~ncite/documents/techrep/tech06.html

Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (2000). The reading teacher's book of lists (4th ed.). San Francisco, CA: Jossey-Bass.

Hancock, O. (1987). Reading skills for college students. Englewood Cliffs, NJ: Prentice-Hall.

Hirsch, E. D. (2003, Spring). Reading comprehension requires knowledge--of words and the world. The American Educator, 10-29.

Holt, D. & Van Duzer, C. (2000). Assessing success in family literacy and adult ESL (rev. ed.). McHenry, IL & Washington, DC: Delta Systems & Center for Applied Linguistics.

Kibby, M. W. (n.d.) Thinking aloud and reading comprehension. Retrieved April 12, 2004, from http://www.readingcenter.buffalo.edu/center/research/think.html

Kirsch, I. S., Jungblut, A., Jenkins, L., & Kolstad, A. (1993). Adult literacy in America: A first look at the results of the national adult literacy survey (Report 16-PL-02). Princeton, NJ: Educational Testing Service.

Kruidenier, J. (2002). Research-based principles for adult basic education reading instruction. Washington, DC: National Institute for Literacy.

Lenz, B. K.; Bulgren, J. A.; Schumaker, J. B.; Deshler, D.D.; & Boudah, D. A. (1994). The unit organizer routine. Lawrence, KS: Edge Enterprises, Inc.

Lenz, B. K.; Marrs, R.W.; Schumaker, J. B.; & Deshler, D.D. (1993). The lesson organizer routine. Lawrence, KS: Edge Enterprises, Inc.

Lenz, B. K.; Schumaker, J. B.; Deshler, D.D; & Bulgren, J.A. (1998). The course organizer routine. Lawrence, KS: Edge Enterprises, Inc.

Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 48, 986-992.

Markman, E. M. (1979). Realizing you don't understand: Elementary school children's awareness of inconsistencies. Child Development, 50, 643-655.

Markman, E. M. (1981). Comprehension monitoring. In W.P. Dickson (Ed.), Children's oral communication skills (pp. 61-84). New York: Academic Press.

McNeil, J. & Donant, L. (1982). Summarization strategy for improving reading comprehension. In J. A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction (pp. 215-219). Rochester, NY: National Reading Conference.

Mellard, D. & Scanlon, D. (1998). The comprehensive adult education planner. Lawrence, KS: University of Kansas, Division of Adult Studies.

National Adult Literacy and Learning Disabilities Center. (1999). Bridges to Practice: A research-based guide for literacy practitioners serving adults with learning disabilities. Washington, DC: Author.

National Institute for Literacy. ARCS: The adult reading components study at NCSALL. Available on the Web site, Assessment Strategies and Reading Profiles http://www.nifl.gov/readingprofiles

National Institute for Literacy. (n. d.). Vocabulary instruction. Retrieved July 29, 2004 from http://www.nifl.gov/partnershipforreading/explore/vocabulary.html

National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Also available on-line: http://www.nichd.nih.gov/publications/nrp.report.htm

National Joint Committee on Learning Disabilities. (1994). Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: Pro-Ed.

Participants by entering functional level, 2001-2002 aggregate [Data file]. Washington, DC: U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy.

Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995). Listening to children read aloud. Washington, DC: U.S. Department of Education, National Center for Educational Statistics.

Podhajski, B. (1998). Reading through common sounds. Linkages: Linking Literacy and Learning Disabilities, 5(1), 1-3.

Pressley, M. (September, 2001). Comprehension instruction: What makes sense now, and what might make sense soon. Reading Online, 5(2). Available at http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/pressley/index.html

Raphael, T. E. & McKinney, J. (1983). An examination of fifth- and eighth-grade children's question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15 (1), 67-86.

Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-236.

Rasinski, T. V. (2000, October). Speed does matter in reading. The Reading Teacher, 54, 146-151.

Read, C. (1988). Phonological awareness and adult readers. A final report to the US DOE. Madison, WI: Center for Education Research, University of Wisconsin, Madison.

Reder, S. (2003, October). Giving literacy away, again: New concepts of promising practice. Power Point presentation at the Rutgers Invitational Symposium in Education.

Rosenshine, B. & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.

Roswell, F. & Chall, J. S. (1992). Diagnostic assessments of reading and trial teaching strategies. Chicago: Riverside Publishing Co.

Rudner, L. M. (1994). Questions to ask when evaluating tests. Practical Assessment, Research and Evaluation, 4(2). Retrieved July 29, 2004 from http://PAREonline.net/getvn.asp?v=4&n=2

Sabatini, J. P. (2002). Word reading processes in adult learners. In Assink, E. & Sandra, D. (Eds.). Reading complex words: Cross-language studies. Kluwer Academic.

Scarborough, H. S., Ehri, L. C., Olson, R. K., & Fowler, A. E. (1998). The fate of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2(2), 115-142.

Scholastic, (n. d.). U. S. immigration, 1880-1914. Retrieved April, 14, 2005 from http://teacher.scholastic.com/researchtools/researchstarters/immigration/

Sheinker, J. & Sheinker, A. (1989). Metacognitive approach to study strategies. Rockville, MD: Aspen.

Skinner, L., Gillespie, P., & Balkam, L. (1998). Teaching adults who learn differently: An extensive guide for literacy teachers and tutors. San Diego, CA: Red Van Publishers.

Snow, C. E. (2002). Reading for understanding: Toward a r & d program in reading comprehension. Santa Monica, CA: Rand.

Snow, C. E. & Biancarosa, G. (2003). Adolescent literacy and the achievement gap: What do we know and where do we go from here? New York: Carnegie Corporation of New York.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Snow, C. & Strucker, J. (2000). Lessons from Preventing reading difficulties in young children for adult learning and literacy. In Comings, Garner, and Smith (Eds.) Annual review of adult learning and literacy. V1. San Francisco: Jossey Bass.

Stanovich, K. E. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Stanovich, P. J. & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. Washington, DC: National Institute for Literacy.

Strucker, J. (1997a). The reading components approach. (Monograph). Boston, MA: Harvard University Graduate School of Education, National Center for the Study of Adult Learning and Literacy.

Strucker, J. (1997b). What silent reading tests alone can't tell you: Two case studies in adult reading differences. Focus on Basics, (1)(B). Retrieved February 12, 2004, from www.gse.harvard.edu/~ncsall/fob/1997/strucker.htm

Strucker, J. & Davidson, R. (2003). NCSALL research brief: Adult reading components study (ARCS). Boston, MA: National Center for the Study of Adult Learning and Literacy. Available from http://ncsall.gse.harvard.edu/publication.html

Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129-140.

Taylor, B. M., Pressley, M. & Pearson, D. Effective teachers and schools: Trends across recent studies. Paper prepared for the National Education Association. Retrieved May 2004, from http://education.umn.edu/CI/taylor/Files/EffTchrspaper.pdf

U. S. Department of Education, Planning and Evaluation Service, Elementary and Secondary Education Division. (2003). Third national Even Start evaluation: Program impacts and implications for improvement. Washington, DC: Education Publications Center.

Valdez-Pierce, L. & O'Malley, J. (Spring 1992). Performance and portfolio assessment for language minority students (Program Information Guide, Series 9). Washington, DC: National Clearinghouse for Bilingual Education.

Vaughn, J. L. & Estes, T. H. (1986.) Reading and reasoning beyond the primary grades. Needham Heights. MA: Allyn & Bacon.

Whitehurst, G. J. (2002). Evidence-based education (EBE). Presentation at the Student Achievement and School Accountability Conference. Retrieved October 2004, from http://www.ed.gov/nclb/methods/whatworks/eb/edlite-slide001.html

Woolfolk, A. E. (1998). Educational Psychology (7th ed.). Needham Heights, MA: Allyn & Bacon.


Back to top
Appendices