Ready4Reading Evidence Portfolio
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Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from Novice to expert. Psychological Science in the Public Interest , 19 (1), 5 – 51. https://doi.org/10.1177/1529100618772271 Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25 – 40). Lawrence Erlbaum Associates Publishers.
Cervetti, G. N., Wright, T. S., & Hwang, H. (2016). Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect? Reading and Writing, 29 (4), 761 – 779.
Chall, J. S. (1989). Learning to read: The great debate 20 years later — a response to “ Debunking the great phonics myth. ” Phi Delta Kappan , 70 (7), 521 – 38.
Chall, J. S. (1996). American reading achievement: Should we worry? Research in the Teaching of English , 30 (3), 303 – 310.
Cheatham, J. P., & Allor, J. H. (2012). The influence of decodability in early reading text on reading achievement: A review of the evidence. Reading and Writing , 25 (9), 2223 – 2246. https://doi.org/10.1007/s11145-011-9355-2
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. Reading Teacher, 58 , 570 – 580.
Clark, R., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator, 36 (1), 5-11. https://eric.ed.gov/?id=EJ971752 Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading , 24 (2), 91 – 107. https://doi.org/10.1080/10888438.2019.1622546
Combs, B. (2012). Assessing and addressing literacy needs: Cases and instructional strategies . Sage.
Conlon, E. G., Zimmer‐Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self‐ perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of research in reading , 29 (1), 11 – 32. Conradi Smith, K., & Hiebert, E. H. (2022). What does research say about the texts we use in elementary school? Phi Delta Kappan , 103 (8), 8 – 13. https://doi.org/10.1177/00317217221100001
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