Books

Adams, M. J. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: M.I.T. Press, 1990

Beck, I. L., M. G. McKeown, R. L. Hamilton, and L. Kucan. Questioning the Author: An Approach for Enhancing Students' Engagement with Text. Newark, DE: International Reading Association, 1997.

California Department of Education. Reading/Language Arts Framework for California Public Schools: Kindergarten through Grade 12. Sacramento: California Department of Education, 1999.

Graves, M., C. Juel, and B. Graves. Teaching Reading in the 21st Century. Needham Heights, MA: Allyn & Bacon, 1998.

Honig, B. Teaching Our Children to Read. Thousand Oaks, CA: Corwin Press, 1996.

Pressley, M. Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford Press, 1998.

Pressley, M., and P. Afflerbach. Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.

Pressley, M., and V. Woloshy, eds. Cognitive Strategy Instruction That Really Improves Children's Academic Performance, Second Edition. Cambridge, MA: Brookline Books, 1995.

Templeton, Shane. Children's Literacy: Contexts for Meaningful Learning. Boston: Houghton Mifflin, 1997.

Articles and Chapters

Adams, M. J. "Phonics and Beginning Reading Instruction." In Reading, Language, and Literacy: Instruction for the Twenty-First Century, edited by F. Lehr and J. Osborn, 3-21. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Adams, M. J., and M. Bruck. "Resolving the 'Great Debate.'" American Educator 19 (1995): 7, 10-20.

Anderson, R. C., and P. Freebody. "Vocabulary Knowledge." In Comprehension and Teaching: Research Reviews, edited by J. T. Guthrie, 77-117. Newark, DE: International Reading Association, 1981.

Anderson, R. C., and P. D. Pearson "A Schema-Theoretic View of Basic Processes in Reading." In Handbook of Reading Research, edited by P. D. Pearson, R. Barr, L. Kamil, and P. Mosenthal, 255-292. New York: Longman, 1984.

Anderson, R. C., R. E. Reynolds, D. L. Schallert, and E. T. Goetz. "Frameworks for Comprehending Discourse." American Educational Research Journal 14 (1977): 367-382.

Armbruster, B. B., T. H. Anderson, and J. Ostertag. "Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?" Reading Research Quarterly 22 (1987): 331-346.

Beck, I. L., C. A. Perfetti, and M. G. McKeown, "Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension." Journal of Educational Psychology 74 (1982): 506-521.

Breznitz, Z. "Effects of Accelerated Reading Rate on Memory for Text among Dyslexic Readers." Journal of Educational Psychology 89 (1997a): 289-297.

Breznitz, Z. "Enhancing the Reading of Dyslexic Children by Reading Acceleration and Auditory Masking." Journal of Educational Psychology 89 (1997b): 103-113.

Brown, A. L., and A. S. Palincsar. "Reciprocal Teaching of Comprehension: Fostering and Monitoring Activities." Cognition and Instruction I (1984): 117-173.

Durkin, D. "What Classroom Observations Reveal about Reading Comprehension Instruction." Reading Research Quarterly 15 (1978-1979): 481-533.

Gough, P. B. "Context, Form, and Interaction." In Eye Movements in Reading, edited by K. Rayner, 203-211. New York: Academic Press, 1983.

Gough, P. B. "Word Recognition." In Handbook of Reading Research, edited by P. D. Pearson, 225-254. New York: Longman, 1984.

Gough, P. B., and W. E. Tunmer. "Decoding, Reading, and Reading Disability." Remedial and Special Education 7 (1986): 6-10.

Juel, C. "Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades." Journal of Educational Psychology 80 (1988): 437-447.

Kintsch, W., and E. Greene. "The Role of Culture-Specific Schemata in the Comprehension and Recall of Stories." Discourse Processes 1 (1978): 1-13.

McKeown, M. G., I. L. Beck, R. C. Omanson, and C. A. Perfetti. "The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication." Journal of Reading Behavior (1983): 3-18.

McKeown, M. G., I. L. Beck, R. C. Omanson, and M. T. Pople. "Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words." Reading Research Quarterly 20 (1985): 522-535.

Mandler, J. M. "A Code in the Node: The Use of a Story Schema in Retrieval." Discourse Processes (1978): 14-35.

Mandler, J. M. "On the Psychological Reality of Story Structure." Discourse Processes 10 (1987): 1-29.

Meyer, B. J. F. "Organizational Aspects of Text: Effects on Reading Comprehension." In Promoting Reading Comprehension, edited by J. Flood. Newark, DE: International Reading Association, 1984.

Nagy, W. E., R. C. Anderson, and P. Herman. "Learning Word Meanings from Context during Normal Reading." American Educational Research Journal 24 (1987): 237-270.

Pichert, J. W., and R. C. Anderson. "Taking Different Perspectives on a Story." Journal of Educational Psychology (1977): 309-315.

Short, E. J., and E. B. Ryan. "Metacognitive Differences between Skilled and Less Skilled Readers: Remediating Deficits through Story Grammar and Attribution Training." Journal of Educational Psychology 76 (1984): 225-235.

Sindelar, P. T., L. Monda, and L. O'Shea. "Effects of Repeated Readings on Instructional- and Mastery-Level Readers." Journal of Educational Research 83 (1990): 220-226.

Stanovich, K. E. "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy." Reading Research Quarterly 21 (1986): 360-407.

Stein, N. L., and C. G. Glenn. "An Analysis of Story Comprehension in Elementary School Children." In New Directions in Discourse Processing, Vol. 2, edited by R. O. Freedle. Norwood, NJ: Ablex, 1979.

Stein, N. L., and G. Nezworski. "The Effects of Organization and Instructional Set on Story Memory." Discourse Processes 1 (1978): 177-193.

Sternberg, R. J. "Most Vocabulary Is Learned from Context." In The Nature of Vocabulary Acquisition, edited by M. G. McKeown and M. E. Curtis. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987.

Tan, A., and T. Nicholson. "Flashcards Revisited: Training Poor Readers to Read Words Faster Improves Their Comprehension of Text." Journal of Educational Psychology 89 (1997): 276-288.