Schlund, J. (2019). The literacy connection: Examining the intersection of literacy, equity, and social-emotional learning. Literacy Today, September/October 2019, 18–20. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010- 4038). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences,
Torrance, E. P. (1984). Mentor relationships: How they aid creative achievement, endure, change and die. Beady Limited. Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC. Weinstein, G., Cohn-Schwartz, E., & Damri, N. (2021). Book-oriented environment in childhood and current cognitive performance among old-aged Europeans. Dementia and Geriatric Cognitive Disorders, 50(3), 274–282. https://doi.org/10.1159/000518129 Wilhelm, J. D. (2016). Recognising the power of pleasure: What engaged adolescent readers get from their free- choice reading, and how teachers can leverage this for all. Australian Journal of Language & Literacy, 39(1), 30–41. Worthy, J., and Roser, N. (2010). Productive sustained reading in a bilingual class. In E. Hiebert and R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers. International Reading Association.
U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides
Sheldon, S. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267–275. Sikora, J., Evans, M. D. R., & Kelley, J. (2018). Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social Science Research, 77, 1–15. https://doi.org/10.1016/j.ssresearch.2018.10.003 Smith, T. E., Reinke, W. M., Herman, K. C., & Huang, F. (2019). Understanding family-school engagement across and within elementary and middle school contexts. American Psychological Association, 34(4), 363–375. https://doi.org/10.1037/spq0000290 Smith, T. E., Sheridan, S. M., Kim, E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 51. Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/10.1007/s11145-008-9133-y Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 52(4), 548–557. https://doi.org/10.2307/2095300 Thompson, L., & Kelly-Vance, L. (2001). The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review, 23, 227–242. https://doi.org/10.1016/S0190-7409(01)00134-7 Tierney, J. P., Grossman, J. B., & Resch, N. L. (1995). Making a difference: An impact study of Big Brothers Big Sisters. Public/Private Ventures.
SCHOLASTIC R.E.A.L. FOUNDATION PAPER 21
Made with FlippingBook - Online catalogs