Archived Information

State of the Art: Reading - November 1993


Adams, M. J. (1990).
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Alvermann, D. E. (1986).
Discussion: The forgotten art: Becoming literate in the secondary school. Paper presented at the annual meeting of the American Educational Association, San Francisco. (ERIC No. 269 717).

Alvermann, D. E., and Guthrie, J. T. (1993).
The National Reading Research Center. In A. P. Sweet and J. I. Anderson (Eds.), Reading research into the year 2000 (p. 135). Hillsdale, NJ: Lawrence E. Erlbaum Associates, Inc.

Anderson, R. C., and Pearson, P. D. (1984).
A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. Kamil, and P. Mosenthal (Eds.), Handbook of reading recearch, 1 (pp. 255-291). White Plains, NY: Longman Publishing Group.

Anderson, R. C., Hiebert, E. H., Scott, J. A., and Wilkinson, I. A. G. (1985).
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Baker, L., and Brown, A. (1984).
Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21-44). Newark, DE: International Reading Association.

Ball, E. W., and Blachman, B. A. (1991).
Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 49-66.

Baumann, J. F. (1984).
The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(1), 93-115.

Beck, I. L., Omanson, R. C., and McKeown, M. G. (1982).
An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 17(4), 462-481.

Berrill, D. P. (1988).
Anecdote and the development of oral argument in sixteen-year-olds. In M. MacLure, T. Phillips, and A. Wilkinson (Eds.), Oracy matters (pp. 57-68). Milton Keynes; Philadelphia, PA, USA: Open University Press.

Cazden, C. (1988).
Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Cintorino, M. A. (1993).
Getting together, getting along, getting to the business of teaching and learning. English Journal, 82(1), 23-32.

Clarke, L. K. (1988).
Invented versus traditional spelling in first graders' writings: Effects on learning to spell and read. Research in the Teaching of English, 22, 281-309.

Clifford, G. J. (1989).
A sisyphean task: Historical perspectives on writing and reading instruction. In A. H. Dyson (Ed.), Collaboration through writing and reading. Urbana, IL: National Council of Teachers of English.

Cooper, J. D. (1993).
Literacy: Helping children construct meaning. Boston, MA: Houghton Mifflin Company.

Cox, B., and Sulzby, E. (1984).
Children's use of reference in told, dictated, and handwritten stories. Research in the Teaching of English, 18, 345-365.

DeGroff, L., and Galda, L. (1992).
Responding to literature: Activities for exploring books. In B. E. Cullinan (Ed.), Invitation to read: More children's literature in the reading program. Newark, DE: International Reading Association.

Dyson, A. H. (1987).
The value of "time off task": Young children's spontaneous talk and deliberate text. Harvard Educational Review, 57, 396-420.

Eeds, M., and Wells, D. (1989).
Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.

Galda, L. (1983).
Research in response to literature. Journal of Research and Development in Education, 16, 1-20.

Hansen, J. (1987).
When writers read. Portsmouth, NH: Heinemann.

Hansen, J., and Graves, D. H. (1991).
The language arts interact. In J. Flood, J. M. Jensen, D. Lapp, and J. Squire (Eds.), Handbook of research in the English language arts (pp. 805-819). New York: Macmillan.

Jett-Simpson, M. (1989).
Creative drama and story comprehension. In J. W. Stewig and S.L. Sebasta (Eds.), Using literature in the elementary classroom (pp. 91-109). Urbana, IL: National Council of Teachers of English.

Juel, C. (1988).
Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 78, 243-255.

Langer, J. A. (1986).
Reading, writing, and understanding: An analysis of the construction of meaning. Written Communication, 3(2), 219-267.

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Discussion as exploration: Literature and the horizon of possibilities. In G. Newell and R. Durst (Eds.), The role of discussion and writing in the teaching and learning of literature. Norwood, MA: Christopher-Gordon Publishers.

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Academic learning and critical reasoning: A study of knowing in academic subjects. Final Report, Grant No. R117E0051. Washington, DC: U.S. Department of Education.

Lundberg, I., Frost, J., and Petersen, O. (1988).
Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.

Martin, S. (1987).
The meaning-making strategies reported by provident readers and writers. Paper presented at the meeting of the National Reading Conference, St. Petersburg, FL.

Martinez, M. G., and Roser, N. L. (1991).
Children's responses to literature. In J. Flood, J. M. Jensen, D. Lapp, and J. Squire (Eds.), Handbook of research in the English language arts (pp. 643-663). New York: Macmillan.

Marzano, R. J. (1991).
Language, the language arts, and thinking. In J. Flood, J. M. Jensen, D. Lapp, and J. Squire (Eds.), Handbook of research in the English language arts (pp. 559-586). New York: Macmillan.

McGinley, W., and Tierney, R. J. (1989).
Traversing the topical landscape: Reading and writing as ways of knowing. Written Communications, 6, 243-269.

Morrow, L. M. (1988).
Young children's responses to one-to-one story readings in school settings. Reading Research Quarterly, 23, 89-107.

Morrow, L. M., O'Connor, E. M., and Smith, J. (1990).
Effects of a storyreading program on the literacy development of at-risk kindergarten children. Journal of Reading Behavior, 20(2), 104-141.

Palincar, A. S., and Brown, A. (1984).
Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.

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Interactive teaching to promote independent learning from text. Reading Teacher, 39(8), 771-777.

Pappas, C. C., and Brown, E. (1987).
Learning to read by reading: Learning how to extend the functional potential of language. Research in the Teaching of English, 21, 160-184.

Paris, S. G., Wasik, B. A., and Turner, J. C. (1991).
The development of reading strategies. In J. Flood, J. M. Jensen, D. Lapp, and J. Squire (Eds.), Handbook of research in the English language arts(pp. 609-635). New York: Macmillan.

Pearson, P. D., and Tierney, R. J. (1984).
On becoming a thoughtful reader: Learning to read like a writer. In A. C. Purves and O. Niles (Eds.), Becoming readers in a complex society, [Eighty-third Yearbook of the National Society of the Study of Education] (pp. 144-173). Chicago: University of Chicago Press.

Pearson, P. D., Roehler, L. R., Dole, J. A., and Duffy, G. G. (1990).
Developing expertise in reading comprehension: What should be taught? How should it be taught? Technical Report No. 512. Champaign, IL: Center for the Study of Reading.

Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. S., and Kurita, J. A. (1989).
Strategies that improve children's memory and comprehension of text. Elementary School Journal, 90, 3-32.

Pressley, M., Gaskins, I. W., Wile, D., Cunicelli, E. A., and Sheridan, J. (1991).
Teaching strategy instruction across the curriculum: A case study at Benchmark School. In S. McCormick and J. Zutell (Eds.), 40th Yearbook of the National Reading Conference. Chicago: National Reading Conference.

Pressley, M., Schuder, T., and Bergman, J. (1992).
A researcher-educator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology, 84, 231-46.

Rinehart, S. D., Stahl, S. A., and Erickson, L. G. (1986).
Some effects of summarization training on reading and studying. Reading Research Quarterly, 21, 422-438.

Robinson, H. A., Faraone, V., Hittleman, D. R., and Unruh, E. (1990).
Reading comprehension instruction 1783-1987: A review of trends and research. Newark, DE: International Reading Association.

Roehler, L. R., and Duffey, G. G. (1991).
Teachers' instructional actions. In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.), Handbook of Reading Research, 2 (pp. 861-883). New York: Longman.

Rosenblatt, L. (1938/1976).
Literature as exploration. New York: Modern Language Association.

Rosenblatt, L. M. (1991).
Literary Theory. In J. Flood, J. M. Jensen, D. Lapp, and J. Squire (Eds.), Handbook of researcch in the English language arts (pp. 57-62). New York: Macmillan.

Routman, R. (1991).
Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.

Rumelhart, D. E. (1980).
Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, and W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 35-58). Hillsdale, NJ: Lawrence E. Erlbaum Associates, Inc.

Stiggins, R. J., and Conklin, N. F. (1992).
In teachers' hands: Investigating the practices of classroom assessment. Albany, NY: State University of New York Press.

Teale, W. H., and Sulzby, E. (1987).
Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), The future of literacy in a changing world. New York: Pergamon Press.

Templeton, S. (1991).
Teaching the integrated language arts. Boston, MA: Houghton Mifflin Company.

Tierney, R. J., and Shannahan, T. (1991).
Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.), Handbook of reading research, 2 (pp. 246-280). New York: Longman.


[The most valuable form of reading assessment reflects our current understanding about the reading process and simulates authentic reading tasks.] [Table of Contents] [Suggested Reading]