The Missouri Reader Vol. 36, Issue 2 | Page 17

Doiron, R. (1994). Using nonfiction in a read-aloud program: Letting the facts speak for themselves. The Reading Teacher, 47(8), 616-624. Dreher, M.J. (2003). Motivating struggling readers by tapping the potential of information books. Reading and Writing Quarterly, 19, 25-38. Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. Duke, N.K. (2003). Information books in early childhood. National Association for the Education of Young Children. Retrieved from http://journal .naeyc.org/btj/200303/InformationBooks.pdf Duke, N.K., & Kays, J. (1998). “Can I say ‘once upon a time’?”: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318. Hall, K.M., Sabey, B.L., & McClellan, M. (2005). Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage. Reading Psychology, 26(3), 211234. Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. Portland, ME: Stenhouse. Hurst, B., Scales, K., Frecks, E., Lewis, K. (2011). Sign up for reading: Students read aloud to the class. The Reading Teacher, 64(6), 439–443. Moss, B. (2003). Exploring the literature of fact. New York: The Guilford Press. Moss, B. (2004). Teaching expository text structures through information trade book retellings. The Reading Teacher, 57(8), 710-718. Palmer, R.G., & Stewart, R.A. (2003). Nonfiction trade book use in primary grades. The Reading Teacher, 57(1), 38-48. Pentimonti, J.M., Zucker, T.A., Justice, L.M. & Kaderavek, J.N. (2010). Informational text use in preschool classroom read-alouds. The Reading Teacher, 63(8), 656-665. Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth: Heineman. Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth: Heineman. Sanacore, J., & Palumbo, A. (2009). Understanding the fourth-grade slump: Our point of view. The Educational Forum, 73, 67-74. Saul, E.W. & Dieckman, D. (2005). Choosing and using information trade books. Reading Research Quarterly, 40(4), 502-513. Sibberson, F. (2011). Making time for nonfiction read alouds. Retrieved from http://www .choiceliteracy.com/public/749.cfm Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. Vacca, R.T., Vacca, J.L., & Mraz, M. (2011). Content area reading (10th ed.). Boston: Pearson. Wood, K.D. (2003). New dimensions of content area literacy: Not just for secondary teachers anymore. California Reader, 36, 12-17. Yopp, R.H., & Yopp, H.K. (2000). Sharing informational text with young children. The Reading Teacher, 53(5), 410-423. IRA 57th ANNUAL CONVENTION 20 CELEBRATING TEACHING CHICAGO, IL APRIL 29 - May 2, 2012 For more information go to http://www.reading.org/con vention.aspx ©The Missouri Reader, 36 (2) p. 16