AdamsM. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2.
AdamsM. J.FoormanB. R.LundbergI.BeelerT. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes.
3.
AndersonR. C. (1984). Role of reader's schema in comprehension, learning, and memory. In AndersonR. C.OsbornJ.TierneyR. (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 243–257). Hillsdale, NJ: Lawrence Erlbaum.
4.
AndersonR. C.ReynoldsR.SchallertD.GoetzE. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367–381.
5.
BakerL.ScherD.MacklerK. (1997). Home and family influences on motivation for reading. Educational Psychology, 32, 69–82.
6.
BakerL.SteinN. (1981). The development of prose comprehension skills. In SantaC.HayesB. (Eds.), Children's prose comprehension: Research and practice (pp. 7–43). Newark, DE: International Reading Association.
7.
BallE. W.BlachmanB. A. (1988). Phonemic segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 203–225.
8.
BalowI. H.FarrR. C.HoganT. P. (1992). Metropolitan Achievement Test7. San Antonio, TX: Harcourt Educational Measurement.
9.
BaumannJ. F.BergeronB. S. (1993). Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements. Journal of Reading Behavior, 25, 407–437.
10.
BlackJ. B.WilenskyR. (1979). An evaluation of story grammars. Cognitive Science, 3, 213–230.
11.
BradleyL.BryantP. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421.
12.
BransfordJ. D.JohnsonM. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726.
13.
BrownA. (1981). Metacognitive development and reading. In SpiroR.BruceB.BrewerW. (Eds.), Theoretical issues in reading comprehension (pp. 452–482). Hillsdale, NJ: Lawrence Erlbaum Associates.
14.
BrownA. L.SmileyS. S. (1977). Rating the importance of structural units of prose passages: A problem of metacognitive development. Child Development, 48, 1–8.
15.
BusA. G. (2003). Social-emotional requisites for learning to read. In van KleeckA.StahlS. A.BauerE. B. (Eds.), On reading books to children: Parents and teachers (pp. 3–15). Mahwah, NJ: Lawrence Erlbaum.
16.
CainK. (1996). Story knowledge and comprehension skill. In CornoldiC.OakhillJ. (Eds.), Reading comprehension difficulties: Processes and interventions (pp. 167–192). Mahwah, NJ: Lawrence Erlbaum.
17.
DickinsonD. K.CaswellL. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243–260.
18.
DickinsonD. K.DarrowC. L.TinubuT. A. (2008). Patterns of teacher-child conversations in Head Start classrooms: Implications for an empirically grounded approach to professional development. Early Education and Development, 19(3), 396–429.
19.
DickinsonD. K.SmithM. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104–122.
20.
DymockS. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61, 161–167.
21.
Faggella-LubyM.SchumakerJ. S.DeshlerD. D. (2007). Embedded learning strategy instruction: Story-structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30, 131–147.
22.
FeitelsonD.GoldsteinZ. (1986). Patterns of book ownership and reading to young children in Israeli school-oriented and nonschool-oriented families. Reading Teacher, 39, 924–930.
23.
FitzgeraldJ. (1984). The relationship between reading ability and expectations for story structures. Discourse Processes, 7, 21–42.
24.
FitzgeraldJ. (1989). Research on stories: Implications for teachers. In MuthK. D. (Ed.), Children's comprehension of text: Research into practice (pp. 2–36). Newark, DE: International Reading Association.
25.
FitzgeraldJ.SpiegelD. L. (1983). Enhancing children's reading comprehension through instruction in narrative structure. Journal of Reading Behavior, 15, 1–17.
26.
FitzgeraldJ.SpiegelD. L.CunninghamJ. W. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23, 191–213.
27.
FoormanB. R.TorgesenJ. (2001). Critical elements of classroom and small-group instruction promote success in all children. Learning Disabilities: Research and Practice, 16, 202–212.
28.
GambrellL. B.MalloyJ. A.MazzoniS. A. (2007). Evidence-based best practices for comprehensive literacy instruction. In GambrellL. B.MorrowL. M.PressleyM. (Eds.), Best practices in literacy instruction (3rd ed., pp. 11–29). New York: Guilford Press.
29.
GarnerJ. K.BochnaC. R. (2004). Transfer of a listening comprehension strategy to independent reading in first-grade students. Early Childhood Education Journal, 32(2), 69–74.
30.
GoldmanS. R.RakestrawJ. A.Jr. (2000). Structural aspects of constructing meaning from text. In KamilM.MosenthalP.PearsonD.BarrR. (Eds.), Handbook of reading research (Vol. III, pp. 311–336). Mahwah, NJ: Lawrence Erlbaum.
31.
GordonC. J. (1989). Teaching narrative text structure: A process approach to reading and writing. In MuthK. D. (Ed.), Children's comprehension of text: Research into practice (pp. 79–102). Newark, DE: International Reading Association.
32.
GraesserA.GoldingJ. M.LongD. L. (1991). Narrative representation and comprehension. In BarrR.KamilM. L.MosenthalP.PearsonP. D. (Eds.), Handbook of reading research (Vol. II, pp. 171–205). White Plains, NY: Longman.
33.
GraesserA.RobertsonS. P.AndersonP. A. (1981). Incorporating inferences in narrative comprehension: A study of how and why. Cognitive Psychology, 13, 1–26.
34.
HiebertE.TaylorB. M. (2000). Beginning reading instruction: Research on early interventions. In KamilM.MosenthalP.PearsonD.BarrR. (Eds.), Handbook of reading research (Vol. III, pp. 455–482). Mahwah, NJ: Lawrence Erlbaum.
35.
MandlerJ. M.JohnsonN. S. (1977). Remembrance of things parced: Story structure and recall. Cognitive Psychology, 9, 111–151.
36.
MeyerB. J. F.BrandtD. M.BluthG. (1980). Use of top-level structure in text: Keys for reading comprehension of ninth grade students. Reading Research Quarterly, 16, 72–103.
37.
National Research Council. (1998). Preventing reading difficulties in young children, SnowC. E.BurnsM. S.GriffinP. (Eds.), Commission on behavioral and social sciences and education. Washington, DC: National Academy Press.
38.
National Research Council. (1999). Starting out right: A guide to promoting children's reading success, BurnsM. S.GriffinB.SnowC. E. (Eds.), Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
39.
National Research Council. (2002). Achieving high educational standards for all: Conference summary, ReadyT.EdleyC.Jr.SnowC. E. (Eds.), Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
40.
Nelson-HerberJ.JohnstonC. S. (1989). Questions and concerns about teaching narrative and expository text. In MuthK. D. (Ed.), Children's comprehension of text: Research into practice (pp. 263–280). Newark, DE: International Reading Association.
41.
PearsonP. D. (1981). A retrospective reaction to prose comprehension. In SantaC.HayesB. (Eds.), Children's prose comprehension: Research and practice (pp. 117–132). Newark, DE: International Reading Association.
42.
PressleyM. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York: Guilford.
43.
PressleyM.JohnsonC. J.SymonsS.McGoldrickJ. A.KuritaJ. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal, 90(1), 3–32.
44.
ProppV. (1968). Morphology of the folktale. Austin, TX: University of Texas Press.
45.
Purcell-GatesV. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406–428.
ReeseE.CoxA.HarteD.McAnallyH. (2003). Diversity in adults' styles of reading books to children. In van KleeckA.StahlS. A.BauerE. B. (Eds.), On reading books to children: Parents and teachers (pp. 37–57). Mahwah, NJ: Lawrence Erlbaum.
48.
ReutzelR. (2007). Organizing effective literacy instruction: Differentiating instruction to meet the needs of all children. In GambrellL. B.MorrowL. M.PressleyM. (Eds.), Best practices in literacy instruction (3rd ed., pp. 313–343). New York: Guilford Press.
49.
ReynoldsR. R. (2000). Attentional resource emancipation: Toward understanding the interaction of word identification and comprehension processes in reading. Scientific Studies of Reading, 4, 169–195.
50.
RosenshineB. V.StevensR. J. (1986). Teaching functions. In WittrockM. C. (Ed.), Handbook of research on teaching (pp. 376–391). New York: Macmillan.
51.
RummelhartD. E. (1977). Understanding and summarizing brief stories. In LaBergeD.SamuelsS. J. (Eds.), Basic processes in reading: Perception and comprehension (pp. 211–236). Hillsdale, NJ: Lawrence Erlbaum.
52.
SandersM. (2000). Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents. Mahwah, NJ: Lawrence Erlbaum.
53.
ShortE. J.RyanE. B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76(2), 225–235.
54.
SlavinR. E. (1989). Students at risk of school failure: The problem and its dimensions. In SlavinR. E.KarweitN. L.MaddenN. A. (Eds.), Effective programs for students at risk (pp. 3–20). Needham Heights, MA: Allyn and Bacon.
55.
SlavinR. E.KarweitN. L.MaddenN. A. (1989). Effective programs for students at risk.Needham Heights, MA: Allyn and Bacon.
56.
SmithJ.Brooks-GunnJ.KlebanovP. (1997). The consequences of living in poverty on young children's cognitive development. In DuncanG. J.Brooks-GunnJ. (Eds.), Consequences of growing up poor (pp. 132–189). New York: Russell Sage Fund.
57.
SmolkinL. B.DonovanC. A. (2001). The contexts of comprehension: The information book read aloud, comprehension, acquisition, and comprehension instruction in a first-grade classroom. The Elementary School Journal, 102(2), 97–122.
58.
SmolkinL. B.DonovanC. A. (2003). Supporting comprehension acquisition for emerging and struggling readers: The interactive information book read-aloud. Exceptionality, 11(1), 25–38.
59.
SnowC. E.NinioA. (1986). The contracts of literacy: What children learn from learning to read books. In TealeW. H.SulzbyE. (Eds.), Emergent literacy: Writing and reading (pp. 116–138). Norwood, NJ: Ablex Publishing.
60.
SonnenscheinS.BrodyG.MunstermanK. (1996). Influence of family beliefs and practices on children's early reading development. In BakerC.AfflerbachP.ReinkingD. (Eds.), Developing engaged readers in school and home communities (pp. 3–20). Mahwah, NJ: Lawrence Erlbaum.
61.
SpiegelD. L.FitzgeraldJ. (1986). Improving reading comprehension through instruction about story parts. The Reading Teacher, 39, 676–682.
62.
StahlS. A. (1997). Instructional models in reading: An introduction. In StahlS. A.HayesD. A. (Eds.), Instructional models in reading (pp. 1–29). Mahwah, NJ: Lawrence Erlbaum.
63.
SteinN.GlennC. (1979). An analysis of story comprehension in elementary school children. In FreedleR. (Ed.), New directions in discourse processing (Vol. 2, pp. 53–120). Norwood, NJ: Ablex.
64.
SteinN. L. (1982). What's in a story: Interpreting the interpretations of story grammars. Discourse Processes, 5, 319–335.
65.
StevensR. J.SlavinR. E.MaddenN.FarnishA. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22, 433–454.
66.
SulzbyE.TealeW. (1991). Emergent literacy. In BarrR.KamilM. L.MosenthalP.PearsonP. D. (Eds.), Handbook of reading research (Vol. II, pp. 727–757). White Plains, NY: Longman Publishing Group.
67.
TaylorB. M.PearsonP. D. (2004). Research on learning to read-at school, at home, and in the community. The Elementary School Journal, 105, 167–181.
68.
TealeW. H. (2003). Reading aloud to young children as a classroom instructional activity: Insights from research and practice. In van KleeckA.StahlS. A.BauerE. B. (Eds.), On reading books to children: Parents and teachers (pp. 114–139). Mahwah, NJ: Lawrence Erlbaum.
69.
TompkinsG. E.McGeeL. M. (1989). Teaching repetition as a story structure. In MuthK. D. (Ed.), Children's comprehension of text: Research into practice (pp. 59–78). Newark, DE: International Reading Association.
70.
TrabassoT. (1981). Can we integrate research and instruction on reading comprehension? In SantaC.HayesB. (Eds.), Children's prose comprehension: Research and practice (pp. 103–116). Newark, DE: International Reading Association.
71.
TrabassoT.van den BroekP. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612–630.
72.
TrabassoT.WileyJ. (2005). Goal plans of action and inferences during comprehension of narratives. Discourse Processes, 39, 129–164.
73.
van den BroekP.KendeouP.KremerK.LynchJ.ButlerJ.WhiteM. J. (2005). Assessment of comprehension abilities in young children. In ParisS. G.StahlS. A. (Eds.), Children's reading comprehension and assessment (pp. 107–130). Mahwah, NJ: Lawrence Erlbaum.
74.
van KleeckA. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the Schools, 45(7), 627–643.
75.
WasikB. A.BondM.A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63–74.
76.
WasikB. A.SlavinR. E. (1993) Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178–200.
77.
WesterveldM. F.GillonG. T. (2008). Oral narrative intervention for children with mixed reading disability. Child Language Teaching and Therapy, 24, 31–54.
78.
WhitehurstG.EpsteinJ.AngellA.PayneA.CroneD.FischellJ. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555.
79.
WilliamsJ. (2000). Strategic processing of text: Improving reading comprehension of students with learning disabilities (ERIC/OSEP Digest No. 599). Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document Reproduction Service No. 449596).
80.
YadenD. B.RoweD. W.MacGillivrayL. (2000). Emergent literacy: A matter (polyphony) of perspectives. In KamillM. L.MosenthalP.PearsonD.BarrR. (Eds.), Handbook of reading research (Vol. III, pp. 425–454). Mahwah, NJ: Lawrence Erlbaum.