Research & Validation | The Science of Reading

Saunders, W. M., Foorman, B. R., & Carlson, C. D. (2006). Is a separate block of time for oral English language development in programs for English learners needed? The Elementary School Journal, 107 (2), 181–198. https://doi.org/10.1086/510654 Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010a). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade: IES Practice Guide (NCEE 2010-4038). What Works Clearinghouse. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010b). Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide (NCEE 2010-4038). What Works Clearinghouse. Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54 (1), 282S–306S. https://doi.org/10.3102/0002831216634463 Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10 (3), 190–195.

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The Science of Reading | What Research Says About Setting Young Readers Up for Success

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