Ready4Reading Evidence Portfolio
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Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal , 44 (3), 701 – 731. https://doi.org/10.3102/0002831207306743 Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading , 15 , 440 – 470. https://doi.org/10.1080/10888438.2010.520778 Brandt, L., Sharp, A. C., & Gardner, D. S. (2021). Examination of teacher practices on student motivation for reading. The Reading Teacher , 74 (6), 723 – 731. https://doi.org/10.1002/trtr.1999
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school . Washington D.C.: National Academy Press.
Brown, K. J., Patrick, K. C., Fields, M. K., & Craig, G. T. (2021). Phonological Awareness Materials in Utah kindergartens: A case study in the science of reading. Reading Research Quarterly , 56 (S1). https://doi.org/10.1002/rrq.386 Buckingham, J. (2020). Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. The Educational and Developmental Psychologist , 37 (2), 105 – 113.
Cabell, S. Q., & Hwang, H. J. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly , 55 (1), 99 – 107.
Cain, K., & Oakhill, J. (2011). Matthew Effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities , 44 (5), 431 – 443. https://doi.org/10.1177/0022219411410042 Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology , 96 (1), 31. Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96 (4), 671 – 681. https://doi.org/10.1037/0022-0663.96.4.671 Cartledge, G., Kea, C. D., Watson, M., & Oif, A. (2016). Special education disproportionality: A review of response to intervention and culturally relevant pedagogy. Multiple Voices for Ethnically Diverse Exceptional Learners , 16 (1), 29 – 49.
CAST (2018). Universal design for learning guidelines version 2.2 . Wakefield, MA: CAST.
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