Lesnick, J., Goerge, R. M., & Smithgall, C. (2010). Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? Chapin Hall at the University of Chicago. Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2018). Examining the simple view of reading with elemen- tary school children: Still simple after all these years. Remedial and Special Education, 39 (5), 260–273. MacKenzie, B. (2019). Teaching students to read metacognitively. Edutopia. www.edutopia.org/article/ teaching-students-read-metacognitively Mitchell, A. M., & Brady, S. A. (2013). The effect of vocabulary knowledge on novel word identification. Annals of Dyslexia, 63 (3), 201–216. Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator, 44 (2), 4. Morris, D., Meyer, C., Trathen, W., McGee, J., Vines, N., Stewart, T., Gill, T, & Schlagal, R. (2017). The simple view, instructional level, and the plight of struggling fifth-/sixth-grade readers. Reading & Writing Quarterly, 33 (3), 278–289. https://doi.org/10.1080/10573569.2016.1203272 Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, P. D., & R. Barr (Eds.), Handbook of reading research, Vol. III (pp. 269–284). Lawrence Erlbaum Associates. National Center for Education Statistics. (2019). National Assessment of Educational Progress: The nation’s report card. U.S. Department of Education. National Center for Education Statistics. (2022). English Learners in Public Schools: Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/ coe/indicator/cgf National Institute of Child Health and Human Development. (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 or Reading Instruction: Reports of the Subgroups (NIH publication No. 00-4754). U.S. Government Printing Office. Noguerón-Liu, S. (2020). Expanding the knowledge base in literacy instruction and assessment: Biliteracy and translanguaging perspectives from families, communities, and classrooms. Reading Research Quarterly, 55 (S1), S307–S318. https://doi.org/10.1002/rrq.354 Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16 (2), 91–121. Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Patton Terry, N., & Wagner, R. K. (2020). How the Science of Reading informs 21st-century education. Reading Research Quarterly, 55, S267–S282. Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59 (7), 704–706.
16
The Science of Reading | What Research Says About Setting Young Readers Up for Success
Made with FlippingBook - Online catalogs