Ready4Reading Evidence Portfolio
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Gambrell, L. B., Morrow, L. M., & Pressley, M. (Eds.). (2007). Best practices in literacy instruction (3rd ed.). Guilford Press.
Gersten, R., & Dimino, J. A. (2006). RTI (response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly , 41 (1), 99 – 108. Gertner B. L., Rice M. L., & Hadley P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research , 37 , 913 – 923.
Gillon, G. T. (2018). Phonological awareness: from research to practice. Guilford Press.
Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading , 25 (3), 272 – 285. Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties. Annals of dyslexia , 60 (2), 183 – 208. https://doi.org/10.1007/s11881-010-0041-x Goodwin, A. P., Petscher, Y., & Tock, J. (2020). Morphological supports: Investigating differences in how morphological knowledge supports reading comprehension for middle school students with limited reading vocabulary. Language, Speech, and Hearing Services in Schools , 51 (3), 589 – 602.
Gottlieb, M., & Ernst-Slavit, G. (2013). Academic language in diverse classrooms: English language arts, grades K – 2: Promoting content and language learning . Corwin Press.
Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81 (4), 710 – 744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566
Graham, S., & Perin, D. (2007). What we know, what we still need to know: Teaching adolescents to write. Scientific studies of reading , 11 (4), 313 – 335.
Graves, M. F. (2016). The vocabulary book: Learning and instruction . Teachers College Press.
Graves, M., August, D., & Carlo, M. (2011). Teaching 50,000 words: Evidence-based education. Better: Evidence-based education. Winter, 5 – 6.
Guthrie, J. T. (2008). Reading motivation and engagement in middle and high school: Appraisal and intervention. In J. T. Guthrie (Ed.), Engaging adolescents in reading (pp. 1 – 16). Corwin Press.
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