Book Review: Strategic Selection of Children's and Young Adult Literature

Allington R. L. (1977). If they don't read much, how they ever gonna get good? Journal of Reading Behavior, 21, 57–61.

Allington R. L. (2009). If they don't read much … 30 years later. In Hiebert E. H. (Ed.), Reading more, reading better (pp. 30–54). New York, NY: Guilford Press.

Bang M. (1991). How picturebooks work. San Francisco, CA: Chronicle Books.

Barkley J. M. (2006). Reading education: Is self-efficacy important? Reading Improvement,, 43(4), 194–210.

Benton M. (2005). Readers, texts, contexts: Reader-response criticism. In Hunt P. (Ed.), Understanding children's literature (2nd ed., pp. 86–102). New York, NY: Routledge.

Brantmeier C. (2006). Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89–115.

Brophy J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75–85.

Chall J. (1983). Stages of reading development. New York, NY: McGraw-Hill.

Cremin T. , Mottram M. , Collins F. , Powell S. , & Safford K. (2009). Teachers as readers: building communities of readers. Literacy, 43(1), 11–19.

Eisner W. (1985/2001). Comics and sequential art (2nd ed.). Tamarac, FL: Poorhouse Press.

Gambrell L. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14–25.

Guthrie J. T. , Hoa L.W. , Wigfield A. , Tonks S. M. , & Perencevich K. C. (2006). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45, 91–117.

Horning K. T. (2010). From cover to cover: Evaluating and reviewing children's books. New York, NY: HarperCollins.

Ivey G. , & Broaddus K. (2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading Research Quarterly, 42(4) 512–545.

Ivey G. , & Johnston P. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly, 48(3), 255–275.

Kamberelis G. (1999). Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33(4), 403–460.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Miller S. D. , & Faircloth B. S. (2009). Motivation and reading comprehension. In Israel S. E. , & Duffy G. G. (Eds.), Handbook of research on reading comprehension (pp. 307–322). New York, NY: Routledge.

Paris S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202.

Pearson P. D. (June, 2013). Meeting the challenges to effective reading comprehension in the Common Core: Complex text, close reading, and disciplinary learning. Presentation at the Boston University School of Education Summer Seminar in Literacy, Boston, MA.

Purcell-Gates V. , Duke N. K. , & Martineau J. A. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42(1), 8–45.

Renninger K. A. , & Wozniak R. H. (1985). Effect of interest on attentional shift, recognition, and recall in young children. Developmental Psychology, 21, 624–632.

Rosenblatt L. (1978/1994). The reader, the text, the poem: The transactional theory of the literary work (2nd ed.). Carbondale, IL: Southern Illinois University Press.

Selznick B. , & Zelinsky P. O. (2012). Flavor of words: Brian Selznick and Paul O. Zelinsky in correspondence. Retrieved January 12, 2012, from http://www.pen.org/flavor-words-brian-selznick-and-paul-o-zelinsky-correspondence.

Sipe L. R. (1998). Learning the language of picturebooks. Journal of Children's Literature, 24(2), 66–75.

Sipe L. R. (2000). The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds. Reading Research Quarterly, 35(2), 252–275.

Stanovich K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407.

Wigfield A. , & Wentzel K. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(4), 191–196.

Zipes J. (2001). The value of evaluating the value of children's literature. In Sticks and stones: The troublesome success of children's literature from slovenly Peter to Harry Potter (pp. 61–80). New York, NY: Routledge.

Collins S. (2008-2010). The Hunger Games series. New York, NY: Scholastic.

Gaiman N. (2010). The Graveyard Book. New York, NY: Harper Collins.

Park B. (1992-2007). Junie B. Jones series. New York, NY: Random House.

Phelan M. (2009). The Storm In the Barn. Boston, MA: Candlewick Press.

Pilkey D. (1997-2013). Captain Underpants series. New York, NY: Scholastic.

Selznick B. (2007). The Invention of Hugo Cabret. New York, NY: Scholastic.

Selznick B. (2011). Wonderstruck. New York, NY: Scholastic.

White E. B. (1952). Charlotte's Web., New York, NY: Harper & Brothers.

Willems M. (2007-2013). Elephant and Piggie series. New York, NY: Hyperion.