Tatum, A. W. (2009). Reading and resilience. Reading into Practice, 1(1), 1-9.
Werfel, K. L. & Krimm, H. (2017). A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment. Journal of speech, language, and hearing research : JSLHR , 60(9), 2680–2686. https://doi. org/10.1044/2017_JSLHR-L-17-0059 Wilhelm, J. & Smith, M.W. (2014). Reading Unbound: Why kids need to read what they want and why we should let them . New York: Scholastic.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all students . ASCD.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., & Herron, J. (2018). Summary of outcomes from first grade study with “Read, Write, and Type” and “Auditory Discrimination in Depth” instruction and software with at-risk children. FCRR Technical Report #2. Florida Center for Reading Research. Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420-456. Tunmer, W. E., & Chapman, J. W. (2012). The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis. Journal of Learning Disabilities , 45(5), 453–466. https://doi. org/10.1177/0022219411432685 U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2022 Reading Assessment. Vellutino, F. R., Tunmer, W. E., Jaccard, J. J. & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading , 11(1), 3–32. https://doi.org/10.1080/10888430709336632 Wasik, B. A., Hindman, A. H. & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly , 37, 39–57. https://doi.org/10.1016/j.ecresq.2016.04.003 Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., Connor, C. M. & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading Teacher , 66(4), 303-314. https:// doi.org/10.1002/TRTR.01126 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.
Wolf, M. (2008). Proust and the squid: The story and science of the reading brain. Harper Collins.
Worthy, J. and Roser, N. (2010). Productive Sustained Reading in a Bilingual Class. In Hiebert, E., and Reutzel, R. (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers . Newark, DE: International Reading Association. Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Child Psychology & Psychiatry & Allied Disciplines , 17(2), 89–100. Wright, T. S. & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly , 52(2), 203–226. https://doi.org/10.1002/rrq.163/
Wu, Y., Barquero, L. A., Pickren, S. E., Barber, A. T. & Cutting, L. E. (2020). The relationship between
cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and individual differences , 80, 101848. https://doi.org/10.1016/j.lindif.2020.101848
Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45(9), 696-703.
SCHOLASTIC LITERACY FRAMEWORK EXECUTIVE SUMMARY 26
Made with FlippingBook - Online catalogs