REFERENCES
Comprehension:
Garner, R. (1992). Metacognition and self-monitoring strategies. In S. J. Samuels & A. E. Farstup (Eds), What research has to say about reading instruction (pp. 236-253). Newark, DE: International Reading Association
Nurss, J. R., & Hough, R. A. (1992) Reading and the ESL student. In S. J. Samuels & A. E. Farstup (Eds), What research has to say about reading instruction (pp. 277-313). Newark, DE: International Reading Association
Pearson, P. D., et al. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstup (Eds), What research has to say about reading instruction (pp. 145-199). Newark, DE: International Reading Association
Pinell, G. S., & Fountas, I. (2009). When readers struggle: Teaching that works. Portsmouth,
NH: Heinemann
Rasinski, T. V., Padak, N. D., & Fawcett, G. (2010). Teaching children who find reading difficult. Pearson Education, Inc.
Taylor, B. (1992). Text structure, comprehension, and recall. In S. J. Samuels & A. E. Farstup (Eds), What research has to say about reading instruction (pp. 220-235). Newark, DE: International Reading Association
Fluency:
Bear, D.R., Invernizzi, M., Templeton, S., and Johnston, F. (2008). Words their way: Word study
for phonics, vocabulary, and spelling instruction. (4th ed.). Upper Saddle River, NJ: Pearson.
Deeney, T.A. (2010). One-minute fluency measures: Mixed messages in assessment and
instruction. The Reading Teacher, 63(6), 440-450.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction:
What, why, and how? The Reading Teacher, 58(8), 702-714. Doi:10.1598/RT.58.8.1
Miller, J., and Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading
prosody as a dimension of oral reading fluency in early elementary school children.
Reading Research Quarterly, 43(4), 336-354.
Ness, M. (2009). Laughing through rereadings: using joke books to build fluency. The Reading
Teacher, 62(8), 691-694.
Rasinski, T.V. (2003). The fluent reader: Oral strategies for building word recognition, fluency, and
comprehension. New York, NY: Teaching Resources.
Rasinski, T.V. (2004). Assessing reading fluency. Honolulu, HI: Pacific Resources for Education
and Learning.
Schreiber, P.A., (1991). Understanding prosody’s role in reading acquisition. Theory Into
Practice. 30(3), 158-164.
Schwanenflugel, P.J., Meisinger, E., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris,
R.D. (2006). Becoming a fluent and automatic reader in the early elementary school
years. Reading Research Quarterly, 41(4), 496-522.
Young, C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom
fluency instruction. The Reading Teacher, 63(1), 4-13.
Phonological Awareness:
Ellis, W. (1997). Phonological Awareness, National Information Center for Children and Youth with Disabilities Digest 25, Retrieved Nov. 1, 2011 from www.helpinschools.net
ERIC Clearinghouse on Assessment and Evaluation. Beginning Reading and Phonological Awareness for Students with Learning Disabilities. Retrieved on Nov. 1, 2011 from www.readingrockets.org/article/6280
International Reading Association. Position Statement on Phomemic Awareness. Retrieved on Nov. 7, 2011 from www.reading.org/downloads/positions/ps1025_phonemic.pdf
Ideas and Activities for Developing Phonological Awareness, Retrieved on Nov. 7 2011 from http://www.doe.virginia.gov/instruction/response_intervention/resources/ideas_activities_develop_phonological.pdf
Marks, M. Do You Hear What I Hear? Phonological Awareness in Young Children, Retrieved on Nov. 1, 2011 from www.illinoisearlylearning.org
Robinson, Shore, and Enersen. Early Literacy Experiences for Precocious and Emerging Readers excepted from the authors' book Best Practices in Gifted Education. Retrieved on Oct. 14, 2011 from www.prufrock.com/client/client_pages/best_practices.cfm
Rollanda & O'Connor et. al.. (1993). Teaching Phonological Awareness to Young Children with Disabilities. Exceptional Children, Vol. 59. Retrieved on Nov. 7, 2011 from www.questia.com/googleScholar.qst?docld=5001668891
Terrell, A. (1999). How Does Phonemic Awareness in ESL Learners Impact Reading and Writing?. Retrieved on Nov. 7, 2011 from gse.gmu.edu/assets/docs/lmtip/vol1/A.Terrell.doc
Writing:
Calkins, L. & Neville, B. (2003). Units of study for primary writing: A yearlong curriculum. Portsmouth, NH: Heinemann.
Fitzgerald, J. and Amendum, S. (2007). What is sound writing instruction for multilingual learners? In S. Graham, C. MacArthur, & J. Fitgerald (Eds.), Best Practices in writing instruction (pp. 289-307). New York: Guilford Press.
Fountas, I. C. and Pinnell, G. S. (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Kuder, S. J. and Hasit, C. (2002). Enhancing literacy for all students. Upper Saddle River, NJ: Merrill Prentice Hall
Morrow, L. M. (2009). Literacy development in the early years: Helping children read and write. Boston: Pearson.
Peregoy, S. F. and Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K-12 teachers. Boston: Pearson.
Romeo, L. (2008). Informal writing assessment linked to instruction: A continuous process for teachers, students, and parents. Reading and writing quarterly, 24: 25-51.
Tompkins, G. E. (2004). Understanding the essential characteristics of the writing workshop. Teaching writing (pp. 1-15). Upper River Saddle, NJ: Pearson.
