-
Adams, M. J. (1994). Beginning to read:
Thinking and learning about print. Cambridge, MA: MIT
Press.
-
-
Allington, R. L. (2006). What really
works for struggling readers: Designing research-based
programs. Boston, MA: Pearson, Allyn &
Bacon.
-
Allington, R. L., & McGill-Franzen, A. E. (2013).
Summer reading: Closing the rich/poor
achievement gap. New York, NY: Teachers College
Press.
-
Anderson, J. (2005). Mechanically
inclined: Building grammar, usage, and style into writer’s
workshop. Portland, ME: Stenhouse.
-
Applegate, A., & Applegate, M. (2004). The Peter effect:
Reading habits and attitudes of preservice teachers. Reading Teacher, 57, 554–563.
-
Atwell, N. (2007). The reading
zone. New York, NY: Scholastic Teaching
Resources.
-
-
Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting our
children and what we can do about it. New York, NY:
Crown.
-
-
-
-
Commeyras, M., Bisplinghoff, B. S., & Olson, J. (2003).
Teachers as readers: Perspectives on the
importance of reading in teachers’ classrooms and lives.
Newark, DE: International Reading Association.
-
Cunningham, A. E. (2005). Vocabulary growth through independent
reading and reading aloud to children. In E. H. Hiebert & M. L. Kamil
(Eds.), Teaching and learning vocabulary: Bringing
research to practice (pp. 45–65) Mahwah, NJ:
Erlbaum.
-
-
Dewey, J. (1933) How we think: A
restatement of the relation of reflective thinking to the educative
process (rev. ed.) Boston: D. C.
Heath.
-
Dolin, A. K. (2010). Homework made
simple: Tips, tools, and solutions for stress-free homework.
Washington, DC: Advantage Books.
-
-
Foster, T. C. (2003). How to read
literature like a professor: A lively and entertaining guide to reading
between the lines. New York, NY:
HarperCollins.
-
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers
(grades 3–6): Teaching
comprehension, genre, and content literacy. Portsmouth, NH:
Heinemann.
-
Francis, B. H., Lance, K. C., & Lietzau, Z. (2010).
School librarians continue to help students
achieve standards: The third Colorado study. Denver: Colorado
State Library, Library Research Service.
-
Gallagher, K. (2009). Readicide: How
schools are killing reading and what you can do about it.
Portland, ME: Stenhouse.
-
Gambrell, L. B. (1996). Creating classroom cultures that foster
reading motivation. Reading Teacher, 50,
14–25.
-
Gambrell, L. B., Palmer, B. M., Codling, R. M., &
Mazzoni, S. A. (1996). Assessing motivation to read. Reading Teacher, 49, 518–533.
-
-
Green, J. (2011, November). Keynote speech presented at the
Assembly on Literature for Adolescents Annual Conference, Chicago,
IL.
-
Guthrie, J. (2008). Engaging
adolescents in reading. Thousand Oaks, CA: Corwin
Press.
-
Guthrie, J., & Wigfield, A. (2000). Engagement and
motivation in reading. In M. Kamil, P. Mosenthal, D. Pearson, & R.
Barr (Eds.), Handbook of reading research
(pp. 518–533) Mahwah, NJ: Erlbaum.
-
Iyengar, S., & Ball, D. (2007). To read or not to read: A question of national consequence.
Washington, DC: National Endowment for the Arts, Office of Research and
Analysis. Retrieved from
http://www.nea.gov/research/ToRead.pdf.
-
Jacobs, A. (2011). The pleasure of
reading in an age of distraction. New York, NY: Oxford
University Press.
-
Johnson, D., & Blair, A. (2003). The importance and use
of student self-selected literature to reading engagement in an elementary
reading curriculum. Reading Horizons,
43(3), 181–202.
-
Johnston, P. (2004). Choice words: How
our language affects children’s learning. Portland, ME:
Stenhouse.
-
Kelley, M., & Clausen-Grace, N. (2010). R5: A sustained
silent reading makeover that works. In E. Hiebert & R. Reutzel
(Eds.), Revisiting silent reading: New directions
for teachers and researchers. Newark, DE: International
Reading Association.
-
Kim, J. S. (2006). Effects of voluntary summer reading
intervention on reading achievement: Results from a randomized field trial.
Educational Evaluation and Policy Analysis,
28(4), 335–355.
-
Kittle, P. (2012). Book love:
Developing depth, stamina, and passion in adolescent readers.
Portsmouth, NH: Heinemann.
-
Kohn, A. (2006a). The homework myth:
Why our kids get too much of a bad thing. Cambridge, MA: Da
Capo Press.
-
Kohn, A. (2006b). Abusing research: The study of homework and
other examples. Phi Delta Kappan, 88(1),
9–22.
-
-
Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families,
overburdens children, and limits learning. Boston, MA: Beacon
Press.
-
Krashen, S. D. (2004). The power of
reading: Insights from the research (2nd ed.). Portsmouth,
NH: Heinemann.
-
Krashen, S. D., & Ujiie, J. (2005). Junk food is bad for
you, but junk reading is good for you. Journal of
Foreign Language Teaching, 1(3), 5–12.
-
Lance, K. 2004. The impact of school library media centers on
academic achievement. In C. Kuhlthau (Ed.), School
Library Media Annual (pp. 188–197) Westport, CT: Libraries
Unlimited.
-
-
-
-
Lesesne, T. S. (2010). Reading ladders:
Leading students from where they are to where we’d like them to
be. Portsmouth, NH: Heinemann.
-
McKool, S. S., & Gespass, S. (2009). Does Johnny’s
reading teacher love to read? How teachers’ personal reading habits affect
instructional practices. Literacy Research and
Instruction, 48, 264–276.
-
McQuillan, J., & Conde, G. (1996). The conditions of
flow in reading: Two studies of optimal experience. Reading Psychology: An International Quarterly, 17,
109–135.
-
Miller, D. (2009). The book whisperer:
Awakening the inner reader in every child. San Francisco, CA:
Jossey-Bass.
-
Millis, K. K., Simon, S., & tenBroek, N. S. (1998).
Resource allocation during the rereading of scientific texts. Memory and Cognition, 26,
232–246.
-
Morrison, T. G., Jacobs, J. S., & Swinyard, W. R.
(1999). Do teachers who read personally use recommended literacy practices
in their classrooms? Reading Research and
Instruction, 38(2), 81–100.
-
National Center for Education Statistics. (1996). The NAEP report. Washington, DC:
Author.
-
Newkirk, T. (2011). The art of slow
reading: Six time-honored practices for engagement.
Portsmouth, NH: Heinemann.
-
-
Pearl, N. (2003). Book lust:
Recommended reading for every mood, moment, and reason.
Seattle, WA: Sasquatch Books.
-
Pressley, M. (2000). What should comprehension instruction be
the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, &
R. Barr (Eds.), Handbook of reading
research (Vol. 3, pp. 545–561). Mahwah, NJ:
Erlbaum.
-
Ranganathan, S. R. (1963). The five
laws of library science. Bombay, India: Asia Publishing
House.
-
Schunk, D. H. (2003). Self-efficacy for reading and writing:
Influence of modeling, goal-setting, and self-evaluation. Reading and Writing Quarterly, 19,
157–172.
-
-
Thompson, T. (2008). Adventures in
graphica: Using comics and graphic novels to teach
comprehension. Portland, ME:
Stenhouse.
-
Tovani, C. (2013, January). TCTELA
Conference Workshop at the 2013 Texas Council of Teachers of
English Language Arts Annual Conference, Dallas, TX.
-
-
Worthy, J., & McKool, S. (1996). Students who say they
hate to read: The importance of opportunity, choice, and access. In D. J.
Leu, C. K. Kinzer, & K. A. Hinchman (Eds.), Literacies for the 21st century: Research and practice: 45th yearbook
of the National Reading Conference (pp. 245–256) Chicago, IL:
National Reading Conference.
-
Worthy, J., & Roser, N. (2010). Productive sustained
reading in a bilingual class. In E. Hiebert & R. Reutzel (Eds.),
Revisiting silent reading: New directions for
teachers and researchers. Newark, DE: International Reading
Association.
