Ready4Reading Evidence Portfolio
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Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In: Christenson, S., Reschly, A., & Wylie, C. (Eds.), Handbook of research on student engagement . Boston, MA: Springer. https://doi.org/10.1007/978- 1-4614-2018-7_29 Hadley, P. A., McKenna, M. M., & Rispoli, M. (2018). Sentence diversity in early language development: Recommendations for target selection and progress monitoring. American Journal of Speech-Language Pathology , 27 (2), 553 – 565.
Hammond, Z. (2014). Culturally responsive teaching and the brain. Thousand Oaks, CA: Sage.
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100 , 105 – 122. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences , 3 (2), 220 – 227. https://doi.org/10.1177/2372732216655542
Harmon, J., & Wood, K. (2018). The vocabulary-comprehension relationship across the disciplines: Implications for instruction. Education Sciences, 8 (3), 101.
Heath, M. A., Smith, K., & Young, E. L. (2017). Using children’s literature to strengthen social and emotional learning. School Psychology International, 38 (5), 541 – 561.
Herman, P. A. (1985). The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20 (5), 553 – 565.
Hiebert, E. H., & Fisher, C. W. (2007). Critical Word Factor in texts for beginning readers. The Journal of Educational Research, 101 (1), 3 – 11. https://doi.org/10.3200/JOER.101.1.3-11
Hiebert, E. H., & Reutzel, D. R. (2010). Revisiting silent reading: New directions for teachers and researchers. International Reading Association .
Hoffman, J. V., Cabell, S. Q., Barrueco, S., Hollins, E. R., & Pearson, P. D. (2021). Critical issues in the science of reading: Striving for a wide-angle view in research. Literacy Research: Theory, Method, and Practice , 70 (1), 87 – 105. Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: implications for the assessment of phonological awareness. Language, speech, and hearing services in schools , 36 (4), 285 – 293. https://doi.org/10.1044/0161-1461(2005/029)
Hollie, S. (2018). Culturally and linguistically responsive teaching and learning (2 nd ed . ). Shell Education.
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