Ready4Reading Evidence Portfolio
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Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing , 25 , 483 – 507. Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32 (3), 140 – 148. https://doi.org/10.1111/ldrp.12142 Hunter, J. (2012). Language and literacy on the ground: Disconnects between government policy and employer perspectives. Discourse: Studies in the Cultural Politics of Education , 33 (2), 299 – 311.
Israel, S. E., & Duffy, G. G. (2009). Handbook of research on reading comprehension . Routledge.
Jones, C. D., Clark, S. K., & Reutzel, D. R. (2012). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal , 41 (2), 81 – 89. https://doi.org/10.1007/s10643-012-0534-9.
Juel, C., & Roper-Schneider, D. (1985). The influence of basal readers on first grade reading. Reading Research Quarterly, 20 (2), 134 – 152. https://doi.org/10.2307/747751
Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What is culturally informed literacy instruction? A review of research in P – 5 contexts. Journal of Literacy Research , 53 (1), 75 – 99. https://doi.org/10.1177/1086296X20986602
Kilpatrick, D. A. (2015). Assessing, preventing, and overcoming reading difficulties . Hoboken, NJ: John Wiley & Sons.
Kim, S. K., & Webb, S. (2022). The effects of spaced practice on second language learning: A meta‐analysis. Language Learning , 72 (1), 269 – 319.
Kingston, N., & Nash, B. (2011). Formative assessment: A meta‐analysis and a call for research. Educational Measurement: Issues and Practice, 30 (4), 28 – 37. https://doi.org/10.1111/j.1745-3992.2011.00220.x Lee, J. W., Wolters, A., & Grace Kim, Y. S. (2023). The relations of morphological awareness with language and literacy skills vary depending on orthographic depth and nature of morphological awareness. Review of Educational Research , 93 (4), 528 – 558. Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51 (4), 373 – 390.
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