Ready4Reading Evidence Portfolio
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Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … & Haan, C. (2007). National assessment of Title I, final report: Volume II. Closing the reading gap, findings from a randomized trial of four reading interventions for striving readers (NCEE 2008-4013). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta- analytic review of the relations between motivation and reading achievement for K – 12 students. Review of Educational Research , 90 (3), 420 – 456. U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2022 Reading Assessment. Vadasy, P. F., & Sanders, E. A. (2021). Introducing grapheme-phoneme correspondences (GPCs): Exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills. Reading and Writing 34 (1). https://doi.org/10.1007/s11145-020- 10064-y
Vagle, M. D. (2016). Making pedagogical adaptability less obvious. Theory Into Practice , 55 (3), 207 – 216.
Vehabovic, N. (2021). Picturebooks as critical literacy: Experiences and perspectives of translingual children from refugee backgrounds. Journal of Literacy Research , 53 (3), 382 – 405. https://doi.org/10.1177/1086296X211030469
Wagner, R. K., & Meros, D. (2010). Vocabulary and reading comprehension: Direct, indirect, and reciprocal influences. Focus on exceptional children, 2010 , 1G1-245473138.
Walberg, H. J., & Tsai, S. (1983). Matthew Effects in education. American Educational Research Journal, 20 (3), 359 – 373.
Weiser, B., & Mathes, P. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties: A best-evidence synthesis. Review of Educational Research, 81 (2), 170 – 200. Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52 (2), 203 – 226. https://doi.org/10.1002/rrq.163 Xuan, Q., Cheung, A., & Sun, D. (2022). The effectiveness of formative assessment for enhancing reading achievement in K – 12 classrooms: A meta-analysis. Frontiers in Psychology , 13 . https://doi.org/10.3389/fpsyg.2022.990196
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