The Missouri Reader Vol. 42, Issue 1 - Page 17

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Pressley, M., Duke, N.K., Gaskins, I.W, Fingeret, L., Halladay, J., Hilden, K., et al. (2009). Working with struggling readers: Why we must get beyond the simple view of reading and visions of how it might be done. In T. Gutkin & C.R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 522-547). New York: Wiley.

Rosenblatt, L. (1978). The Reader, the Text, the Poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Severrvallo, J. (2015). The Reading Strategies Book. Portsmouth, NH: Heinemann

Severrvallo, J. (2017). The Writing Strategies Book. Portsmouth, NH: Heinemann

Scribner, S. & Cole, M. (1981). The Psychology of Literacy. Cambridge: Harvard University Press.

Scribner, S. & Cole, M. (1988). Unpackaging Literacy. In E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.). Perspectives on Literacy. (pp. 57-70). Carbondale: Southern Illinois Press.

Searle, J.R. (1995). The construction of social reality. New York: Free Press.

Smagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review of Educational Research, 71 (1), 133-169.

Snow, C. (Ed.). (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND

Street, B. V. (1995). Social literacies. London: Longman.

Tompkins, J. (Ed.). (1980). Reader-Response from Formalism to Post-Structuralism. Baltimore, MD: Johns Hopkins University Press.

Tracey, D.H., & Morrow, L.M. (2014). Best practices in early literacy: Preschool, kindergarten, and first grade. In L.B. Gambrell and L.M. Morrow (Eds.), Best practices in literacy instruction (5th ed., pp. 85-106). New York: The Guilford Press.

Vygotsky, L. V. (1978). Mind in society. (M. Cole, Trans.). Cambridge, MA: Harvard University Press.

Wilson, P.G., Martens, P., Arya, P., & Altwerger, B. (2004). Readers, instruction, and the NRP. Phi Delta Kappan, 3, 242-246.

Wood-Ray, K. & Laminick, L. (2001). The Writing Workshop: Working through the Hard Parts (And They're All Hard Parts). Portsmouth, NH: Heinemann

During his 43-year career in education Dr. Sam Bommarito taught every grade K through graduate school, primarily in Title 1 buildings as a reading specialist and staff

developer. Although he retired in 2015, he continues to be active in the literacy world as co-editor of The Missouri Reader and board member of the state and local IRA, as well as various volunteer contributions.

Dr. William Kerns is an Assistant Professor of Education at Harris-Stowe State University. Dr. Kerns worked in Central Florida as a high school reading teacher, reading specialist, English teacher, and a

curriculum specialist prior to entering higher education.