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Fink, R. (1997). “High Interest Reading Leaves No Child Left Behind.” In R. Fink and J. Samuels (Eds.), Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing . Newark, DE: International Reading Association. Fink, R. (1995). “Successful Dyslexics: A Constructivist Study of Passionate Interest Reading.” Journal of Adolescent and Adult Literacy. Vol. 39(4). Gentry, R. (2014). “A Dyslexic Lover of Books Learns to Read.” In L. Bridges (Ed.), Open a World of Possible: Real Stories About the Joy and Power of Reading. New York: Scholastic. Guthrie, J. (2008). Engaging Adolescents in
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“Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement.” In P. McCardle and V. Chhabra (Eds.), The Voice of Evidence in Reading Research . Baltimore: Brookes. Haas, L. (2013). “The Advantages of a Book Club in a Middle School Classroom.” Retrieved from: everydaylife.globalpost.com/ advantages-book-club-middle-school- classroom-9280.html Hairrell, A., Edmonds, M, Vaughn, S., and Simmons, D. (2010). “Independent Silent Reading for Struggling Readers: Pitfalls and Potential.” In E. Hiebert, and D. Reutzel, (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. Newark, DE: International Reading Association. Harvey, S., and Ward, A. (2017). From Striving to Thriving. New York: Scholastic. Hart, B., and Risely, T. (2003). “The Early Catastrophe. The 30 Million Word Gap.” Educator , Vol. 27. Hattie, J., and Yates, G. (2013). Visible Learning and the Science of How We Learn . New York: Routledge.
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CHAPTER 1: READERS
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