The Missouri Reader Vol. 35, Issue 1 | Page 72

success. More credit goes to Morrow and Smith (1990) for their suggestion of three as an ideal number for a readaloud group. The three boys sought ways to be together in class so that their friendship, begun while enjoying readalouds, could continue. And at the time of this writing, a semester after the study, all three boys have tested out of Title I reading classes. References Albright, L. K., & Ariail, M. (2005). Tapping the potential of teacher read-alouds in middle schools. Journal of Adolescent and Adult Literacy, 48(7), 582-591. Alloway, N., & Gilbert, P. (1997). Boys and literacy: Lessons from Australia. Gender & Education, 9(1), 49-60. Anderson, R.C., Hiebert, E. H.., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education. Brozo, W.G., Shiel, G., & Topping, K. (2008). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315. Costello, B. (2008). Leveraging gender differences to boost test scores. Principal, 87(3), 48-52. Dickinson, D.K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2 K L LL