References
Allington, R. (2012). What really matters for striving readers? New York, NY: Pearson.
Ankrum, J. W., & Bean, R. M. (2008). Differentiated reading instruction: What and How. Reading Horizons, 48(2), 133-146.
Baugher, J. D., & Akins, R. N. (2020). Teaching literacy: A puzzle-based approach. The Advocate, accepted for publication.
Boushey, G., & Moser, J. (2005). The daily 5: Fostering literacy independence in the elementary grades. (1st ed.). Portland, ME: Stenhouse Publishers.
Buffman, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RtI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree.
Clinefelter, T., & Clinefelter, D. (2018). Evidence-based reading instruction (EBRI): Essential elements for students at risk for dyslexia. Missouri Elementary Principal, 43-49.
Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., et al. (2009). Individualizing student instruction precisely: Effects of child x instruction interactions on first graders’ literacy development. Child Development, 80(1), 77-100.
Farnan, S. & Christensen, S. (2017). Balancing and structuring the needs of all learners. The Director, 35(5), 16-19.
Foorman, B. R. (2008, March). Reading and language intervention. Keynote address at the meeting of the British Dyslexia Association, Harrogate, UK.
Hanover Research. (2019). Literacy instruction in primary grades: A best practices report. Retrieved from https://www.schools.utah.gov/file/47b0d719-545f-432e-aae1-7cbcf9e527a2
Harvey, S. & Ward, A. (2017). From striving to thriving: How to grow confident, capable readers. (1st ed.). New York, NY: Scholastic, Inc.
Johnson, L. (2011). 10 reasons nonreaders don’t read—and how to change their minds. Retrieved from http://www.scholastic.com/teachers/ article/10-reasons-nonreaders-dont-read-%E2%80%94-and-how-change-their-minds
Johnston, P. (2010). RTI in literacy: Responsive and comprehensive. Portland, ME: Stenhouse.
Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70(3), 307-316.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley & Sons, Inc.
Layne, S. L. (2009). Igniting a passion for reading: Successful strategies for building lifetime readers. New York, NY: Scholastic.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
National Center on Response to Intervention. (2020). What is RTI? Retrieved from www.rti4success.org
Pressley, M. (2006). Reading instruction that really works. (3rd ed.). New York, NY: The Guilford Press.
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for striving readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2), 125-138.
Scholastic. (2016). Striving readers. Retrieved from http://teacher.scholastic.com/products/edge/pdfs/Pages-from-a-summary-of-research-expert-opinion-on-the-joy-and-power-of-reading-09122016.pdf
Shapiro, E. S. (2014). Tiered instruction and intervention in a response-to-intervention model. Bethlehem, PA: RtI Action Network: Center for Promoting Research to Practice, Lehigh University.
Slavin, R. (2000). Educational psychology: Theory and practice (6th ed.). Englewood Cliffs, NJ: Allyn and Bacon.
Stover, K., Sparrow, Amanda, & Siefert, B. (2017). “It ain’t hard no more!” Individualizing instruction for striving readers. Preventing School Failure, 61(1), 14-27.
Walczyk, J., & Griffth-Ross, D. (2007). How important is reading skill fluency for comprehension? The Reading Teacher, 60(6), 560–569.
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6247899/
.
References
Allington, R. (2012). What really matters for striving readers? New York, NY: Pearson.
Ankrum, J. W., & Bean, R. M. (2008). Differentiated reading instruction: What and How. Reading Horizons, 48(2), 133-146.
Baugher, J. D., & Akins, R. N. (2020). Teaching literacy: A puzzle-based approach. The Advocate, accepted for publication.
Boushey, G., & Moser, J. (2005). The daily 5: Fostering literacy independence in the elementary grades. (1st ed.). Portland, ME: Stenhouse Publishers.
Buffman, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RtI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree.
Clinefelter, T., & Clinefelter, D. (2018). Evidence-based reading instruction (EBRI): Essential elements for students at risk for dyslexia. Missouri Elementary Principal, 43-49.
Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., et al. (2009). Individualizing student instruction precisely: Effects of child x instruction interactions on first graders’ literacy development. Child Development, 80(1), 77-100.
Farnan, S. & Christensen, S. (2017). Balancing and structuring the needs of all learners. The Director, 35(5), 16-19.
Foorman, B. R. (2008, March). Reading and language intervention. Keynote address at the meeting of the British Dyslexia Association, Harrogate, UK.
Hanover Research. (2019). Literacy instruction in primary grades: A best practices report. Retrieved from https://www.schools.utah.gov/file/47b0d719-545f-432e-aae1-7cbcf9e527a2
Harvey, S. & Ward, A. (2017). From striving to thriving: How to grow confident, capable readers. (1st ed.). New York, NY: Scholastic, Inc.
Johnson, L. (2011). 10 reasons nonreaders don’t read—and how to change their minds. Retrieved from http://www.scholastic.com/teachers/ article/10-reasons-nonreaders-dont-read-%E2%80%94-and-how-change-their-minds
Johnston, P. (2010). RTI in literacy: Responsive and comprehensive. Portland, ME: Stenhouse.
Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70(3), 307-316.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley & Sons, Inc.
Layne, S. L. (2009). Igniting a passion for reading: Successful strategies for building lifetime readers. New York, NY: Scholastic.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
National Center on Response to Intervention. (2020). What is RTI? Retrieved from www.rti4success.org
Pressley, M. (2006). Reading instruction that really works. (3rd ed.). New York, NY: The Guilford Press.
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for striving readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2), 125-138.
Scholastic. (2016). Striving readers. Retrieved from http://teacher.scholastic.com/products/edge/pdfs/Pages-from-a-summary-of-research-expert-opinion-on-the-joy-and-power-of-reading-09122016.pdf
Shapiro, E. S. (2014). Tiered instruction and intervention in a response-to-intervention model. Bethlehem, PA: RtI Action Network: Center for Promoting Research to Practice, Lehigh University.
Slavin, R. (2000). Educational psychology: Theory and practice (6th ed.). Englewood Cliffs, NJ: Allyn and Bacon.
Stover, K., Sparrow, Amanda, & Siefert, B. (2017). “It ain’t hard no more!” Individualizing instruction for striving readers. Preventing School Failure, 61(1), 14-27.
Walczyk, J., & Griffth-Ross, D. (2007). How important is reading skill fluency for comprehension? The Reading Teacher, 60(6), 560–569.
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6247899/
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