Plugged-in to Reading Research Basis

Selected Readings & Citations

Motivation
Motivation is fostered by creating a classroom environment based on choices and variety. Sharing and collaboration can also activate a sense of intrinsic motivation through a feeling of social support.

Alvermann, D.E. 2002. Effective literacy instruction for adolescents. Journal of Literacy Research, 34 (2), 189-208.
Discusses the importance of keeping adolescents’ interests and needs foremost in the mind when designing literacy instruction at the middle and high school level.

Apel, K., and L.K. Swank. 1999. Second chances: Improving decoding skills in the older student. Language, Speech and Hearing Services in Schools, 30 (3), 231-42.
“[T]he self-concept and motivational level of these students [who are older and have reading impairments and other language difficulties] must be recognized and addressed in their intervention program, or success may be unobtainable.”

Board on Children, Youth, and Families. 2003. Engaging Schools: Fostering High School Students’ Motivation to Learn.
“Successful high school reforms convey high expectations and promote a sense of competence in a student’s ability to succeed ...”

Brophy, J. 1999. Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34 (2), 75-85.
“Recent research has shown that systematic modeling and related socialization by teachers can induce parallel motivational orientations in their students.”

Assisted Reading
A substantial body of research supports repeated reading and guided oral repeated reading as more effective instructional interventions than [unassisted] independent reading. Assisted reading gives the support struggling readers need to become better readers.

Adams, M.J. 1990.
Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.

Anderson, R.C., I.A.G. Wilkinson, and J.A. Mason. 1991. A microanalysis of small-group, guided reading lessons: Effects of an emphasis on global story meaning.
Reading Research Quarterly, 26, 417-41.

Brett, A., L. Rothlein, and M. Hurley. 1996. Vocabulary acquisition from listening to stories and explanations of target words. Elementary School Journal, 96 (4), 415-22.
“Reading aloud, accompanied by explanation of unfamiliar words, appears to be an effective method of teaching children the meaning of new words.”

Bus, A.G., M.H. Ijzendoorn, and A.D. van Pellegrini. 1995. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of
Educational Research, 65, 1-21.

Gradual Release of Responsibility
The gradual release of responsibility involves scaffolded instruction for novice readers, moving from teacher modeling to shared reading, guided reading in small groups, and finally to sustained independent reading.

Eeds, M., and D. Wells. 1989. Grand conversations: An exploration of meaning construction in literature study groups.
Research in the Teaching of English, 23 (10), 4-29.

Fisher, D., and N. Frey. 2003. Writing instruction for struggling adolescent readers: A gradual release model.
Journal of Adolescent & Adult Literacy, 46 (5), 396-405.

Gambrell, L.B. 1987. Children’s oral language during teacher-directed reading instruction.
Research in Literacy: Merging Perspectives, eds. J.E. Readence and R.S. Baldwin, 195-200. Rochester, NY: National Reading Conference.

Mandler, J.M., and N.S. Johnson. 1977. Rememberance of things parsed: Story structure and recall.
Cognitive Psychology, 9, 111-51.

Differentiated Instruction
“To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning, and interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.”—Tracey Hall, Ph.D., Center for Applied Special Technology

Allington, Richard L. 2000.
What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Addison Wesley Longman.

Allington, R., H. Stuetzel, M. Shake, and S. Lamarche. 1986. What is remedial reading? A descriptive study.
Reading Research and Instruction, 26 (1), 15-30.

Alvermann, D.E., and D.W. Moore. 1991. Secondary school reading.
Handbook of Reading Research, eds. R. Barr, M.L. Kamil, P.B Mosenthal, and P.D. Pearson, 951-83, vol. II. New York: Longman.

Baker, Linda, and Ann L. Brown. 1984. Metacognitive skills and reading.
Handbook of Reading Research, eds. David P. Pearson, 353-94. New York: Longman.

Assessment
Clay, M.M. 1985. The Early Detection of Reading
Difficulties. Portsmouth, NH: Heinemann.

Goodman, K.S. 1965. A linguistic study of cues and miscues in reading.
Elementary English, 42, 639-43.

Sulzby, E. 1985. Children’s emerging reading of favorite storybooks: A developmental study.
Reading Research Quarterly, 20 (4), 458-81.

Word Study
Allen, Janet. 1999.
Words,Words,Words: Teaching Vocabulary in Grades 4–12. Portland, ME: Stenhouse.

Anderson, R., and W. Nagy. 1991. Word meanings.
Handbook of Reading Research, vol. 1, eds. R. Barr, M. Kamil, P. Mosenthal, and P.D. Pearson, 690- 724. New York: Longman.

Baker, Scott, Deborah C. Simmons, and Edward Kameenui. 1995. Vocabulary acquisition: Curricular and instructional implications for diverse learners.
Technical Report, no. 13. Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Baumann, J.F., and E.J. Kameenui. 1991. Research on vocabulary instruction: Ode to Voltaire. In
Handbook of Reading Research, vol. II, ed. J. Flood, J.M. Jensen, D. Lapp, and J.R. Squire. New York: Macmillan.

Modeled Reading
Modeled reading helps build fluency, which improves reading comprehension, allowing students to read for meaning and expression.

Armbruster, Ph.D., Bonnie B., Fran Lehr, and Jean M. Osborn. 2003.
Put Reading First: The Research Building Blocks for Teaching Children to Read. Center for the Improvement of Early Reading Achievement. “Research-proven techniques include peer guidance and tutors … and the use of audio cassettes.”

Blum, I.H., P.S. Koskinen, and N. Tennant. 1995. Using audiotaped books to extend classroom literacy instruction into the homes of second-language learners.
Journal of Reading Behavior, 27 (4), 535-63.
“[T]he support provided by the audiotapes enabled students to fluently read increasingly more difficult texts.” Dowhower, S.L. 1987. Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22, 389-406.

Dowhower, S.L. 1994. Repeated reading revisited: Research into practice.
Reading andWriting Quarterly: Overcoming Learning Difficulties, 10, 343-58

Graphic Organizers
Graphic organizers help students understand and use text structure to support both reading comprehension and writing. They help students look below the surface level of the text; they help adolescents see beyond the “black and whiteness” of their world; and they help students organize their thoughts before discussions or writing assignments.

Bean, T.W., H. Singer, J. Sorter, and C. Frazee. 1986. The effect of metacognitive instruction in outlining and graphic organizer construction on students’ comprehension in a tenth-grade world history class.
Journal of Reading Behavior, 18, 153-69.br />
Gallini, J., H. Spires, S. Terry, and J. Gleaton. 1993. The influence of macro and micro-level cognitive strategies training on the prose learning process.
Journal of Research and Development in Education, 26, 164-78.

Moore, D.W., T.W. Bean, D. Birdshaw, and J.A. Rycik. 1999. Adolescent Literacy: A Position Statement for the Commission on
Adolescent Literacy of the International Reading Association. “Adolescents deserve … expert teachers who model and provide explicit instruction in reading comprehension and study strategies across the curriculum.”

Strategy Instruction
Explicit strategy instruction improves students’ awareness of reading strategies and their application. The research on the positive impact of metacognitive strategies on reading comprehension is well-documented.

Alexander, Patricia A., and Tamara L. Jetton. 2000. Learning from text: A multidimensional and developmental perspective.
Handbook of Reading Research, vol. III.

Allen, Janet. 1995.
It’s Never Too Late: Leading Adolescents to Lifelong Literacy. Portsmouth, NH: Heinemann.

Allen, Janet. 1997.
There’s Room for Me Here: LiteracyWorkshop in the Middle School. Portland, ME: Stenhouse.

Allen, Janet. 2004.
Tools for Teaching Content Literacy. Portland, ME: Stenhouse.

Shared Reading
Allen, Janet. 2002.
On the Same Page: Shared Reading Beyond the Primary Grades. Portland, ME: Stenhouse, 257.

Holdaway, D. 1979.
The Foundations of Literacy. Portsmouth, NH: Heinemann.

Pappas, C.C., and E. Brown. 1987. Learning to read by reading: Learning how to extend the functional potential of language.
Research in the Teaching of English, 21 (2), 160-84.

Philipps, L.M., S.P. Norris, and J.M. Mason. 1996. Longitudinal effects of early literacy concepts on reading achievement: A kindergarten intervention and five-year follow-up.
Journal of Literacy Research, 28, 173-95.

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