Ready4Reading Evidence Portfolio
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Smith, J. L. M., Sáez, L., & Doabler, C. T. (2016). Using explicit and systematic instruction to support working memory. TEACHING Exceptional Children , 48 (6), 275 – 281.
Snowling , M. J., & Hulme, C. (2011). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders , 47 (1), 27 – 34. https://doi.org/10.1111/j.1460-6984.2011.00081.x
Stahl, K. A. (2011). Applying new visions of reading development in today’s classrooms. The Reading Teacher , 65 (1), 52 – 56. https://doi.org/10.1598/RT.65.1.7
Stahl, S. A., Duffy-Hester, A. M., & Stahl, K. A. D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly , 33 (3), 338 – 355. https://doi.org/10.1598/RRQ.33.3.5 Stahl, S. A., Heubach, K., & Cramond, B. (1997). Fluency-oriented reading instruction (Reading Research Rep. No. 79) Athens; College Park: National Reading Research Center, University of Georgia: University of Maryland
Stanovich, K. E. (1986). Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21 (4), 360 – 407.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers . New York, NY: Guilford Press.
Steacy, L. M., Wade-Woolley, L., Rueckl, J. G., Pugh, K. R., Elliott, J. D., & Compton, D. L. (2019). The role of set for variability in irregular word reading: Word and child predictors in typically developing readers and students at-risk for reading disabilities. Scientific Studies of Reading , 23 (6), 523 – 532.
Stembridge, A. (2020). Culturally responsive education in the classroom: An equity framework for pedagogy . Routledge, Taylor, & Francis Group.
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities , 49 (1), 77 – 96. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted , 27 (2-3), 119 – 145. Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: Reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education , 34 (2), 208 – 238.
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