Ready4Reading Evidence Portfolio
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References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print . MIT Press.
Adams, M. J. (1994). Beginning to read: Thinking and learning about print (Reprint edition) . MIT Press.
Adams, M. J. (2009). Decodable text: Why, when, and how? In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers (pp. 23 – 46). Guilford Press.
Afflerbach, P., & Harrison, C. (2017). What is engagement, how is it different from motivation, and how can I promote it? Journal of Adolescent & Adult Literacy , 61 (2), 217 – 220.
Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology , 106, 419 – 434. https://doi.org/10.1037/a0035692
Allington, R. L. (1983). The reading instruction provided readers of differing reading abilities. The Elementary School Journal, 83 (5), 548 – 559.
Allor, J., Kearns, D., Ortiz, M., & Conner, C. (2022). An examination of the text characteristics of an early reading book series: Implications for providing intensive practice with connected text. In M. Tankersley, B. G. Cook, & T. J. Landrum (Eds.), Delivering intensive, individualized interventions to children and youth with learning and behavioral disabilities (Vol. 32, pp. 131 – 152). Emerald Publishing Limited. https://doi.org/10.1108/S0735-004X20220000032008
Apel, K. (2014). A comprehensive definition of morphological awareness: Implications for assessment. Topics in Language Disorders , 34 (3), 197 – 209.
Apel, K., Petscher, Y., & Henbest, V. S. (2021). Morphological Awareness Test for Reading and Spelling (MATRS): Technical report [Technical Report]. OSF. https://doi.org/10.31234/osf.io/ty2pe
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching . New York, NY. Guilford Publications.
August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. J. (2021). English Learners’ acquisition of academic vocabulary: Instruction matters, but so do word characteristics. Reading Research Quarterly , 56 (3), 559 – 582. https://doi.org/10.1002/rrq.323 Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences , 7 (1), 27 – 34.
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