Duke, N. K. & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly , 56(S1), S25–S44. https://doi.org/10.1002/ rrq.411 Duke, N. K. & Mesmer, H. A. E. (2019). Phonics faux pas: Avoiding instructional missteps in teaching letter- sound relationships. American Educator , 42(4), 12–16 Duke, N. K., Pearson, P. D., Strachan, S. L., Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S.J. Samules & A. Farstrup (Eds.) What Research Has to Say About Reading Instruction (4th Ed.), 51–93. Newark, DE: International Reading Association. Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading comprehension instruction. Read Teach , 74(6), 663–672. https://doi.org/10.1002/ trtr.1993
Evans, M., Kelley, J., Sikorac, J. & Treimand, D. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility , 28, 171–197. Fahle, E. M., Kane, T. J., Patterson, T., Reardon, S. F., Staiger, D. O., Stuart, E. A. (2023). School district and community factors associated with learning loss during the COVID-19 pandemic. Education Recovery Score Card. ExplainingCOVIDLosses.pdf (educationrecoveryscorecard.org) Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W. & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. Filderman M. J., Austin C. R., Boucher A. N., O’Donnell K., Swanson E. A. (2021). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children , 88(2), 163–184. https://doi.org/10.1177/00144029211050860 Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–53). McHenry, IL: Delta Systems and Center for Applied Linguistics. Fisher, H. (2011). Inside the primary classroom: Dissatisfaction behind a veil of compliance. British Journal of Educational Studies, 59(2), 121–141. Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R. & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov. Foorman, B., Herrera, S., Petscher, Y., Mitchell, A. & Truckenmiller, A. (2015). The structure of oral language and reading and their relationship to comprehension in kindergarten through grade 2. Reading and Writing: An Interdisciplinary Journal , 28, 655–681.
Durkin, D. (1966). Children Who Read Early . New York, NY: Teachers College Press.
Ehri, L. C. (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading , 9(2),167–188. https://doi.org/10.1207/ s1532799xssr0902_4 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. https://doi.org/10.1002/trtr.2095 Elbro, C. & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading , 17(6), 435452. https://doi.org/10.1080/10888 438.2013.774005 Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology , 109(6), 761–781. https://doi.org/10.1037/edu0000180 Elleman, A. M. & Oslund, E. L. (2019). Reading comprehension research: implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi. org/10.1177/2372732218816339
SCHOLASTIC LITERACY FRAMEWORK EXECUTIVE SUMMARY 20
Made with FlippingBook - Online catalogs