Ready4Reading Evidence Portfolio
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Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development , 89 (5), 1821 – 1838. https://doi.org/10.1111/cdev.12861 Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chapin Hall at the University of Chicago , 1 , 12. Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2019). Inferring meaning from meaningful parts: The contributions of morphological skills to the development of children's reading comprehension. Reading Research Quarterly , 54 (1), 63 – 80.
Lindsey, J. (2022). Reading above the fray: Reliable, research-based routines for developing decoding skills . Scholastic Professional.
Litwin, E., & Pepin, G. (2020). The power of joyful reading: Help your young readers soar to success! New York, NY: Scholastic.
Marino, M. T. (2009). Understanding how adolescents with reading difficulties utilize technology-based tools. Exceptionality , 17 (2), 88 – 102.
Mastropieri M. A., & Scruggs T. E. (2007). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). Upper Saddle River, NJ: Prentice Hall.
McRae, A., & Guthrie, J. T. (2009). Promoting reasons for reading: Teacher practices that impact motivation. In E. H. Hiebrt (Ed.), Reading more, reading better (pp. 55 – 76). New York, NY: Guilford Press.
Mesmer, H. A. E. (2005). Text decodability and the first-grade reader. Reading & Writing Quarterly , 21 (1), 61 – 86.
Mesmer, H. A. E. (2008). Tools for matching readers to texts: Research-based practices. Guilford Press.
Mesmer, H. A., Cunningham, J. W., & Hiebert, E. H. (2012). Toward a theoretical model of text complexity for the early grades: Learning from the past, anticipating the future. Reading Research Quarterly, 47 (3), 235 – 258. Mesmer, H. A., & Kambach, A. (2022). Beyond labels and agendas: Research teachers need to know about phonics and phonological awareness. The Reading Teacher , 76 (1), 62 – 72. https://doi.org/10.1002/trtr.2102 Metsala, J. L., Sparks, E., David, M., Conrad, N., & Deacon, S. H. (2021). What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills? Journal of Research in Reading , 44 (3), 675 – 694.
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