Changing Classroom Instruction in Literacy

Adams M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

Chall J. S. (1983). The stages of reading development. New York: McGraw-Hill.

Clay M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Cunningham P. M. , & Cunningham J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106–115.

Duran R. P. (1989). Testing of linguistic minorities. In Linn R. L. (Ed.), Educational measurement (3rd ed) (pp. 573–588). New York: American Council on Education and Macmillan.

García G. E. , & Pearson P. D. (1994). Assessment and diversity. In Darling-Hammond L. (Ed.), Review of Research in Education, Vol. 20. Washington, DC: American Educational Research Association.

Gaskins R. C. , Gaskins J. C. , & Gaskins I. W. , & Gaskins R. (1991). A decoding program for poor readers—and the rest of the class, too! Language Arts, 68, 213–225.

Goldenberg C. , & Gallimore R. (1991). Local knowledge, research knowledge, and educational change: A case study of early Spanish reading improvement. Educational Researcher, 20, pp. 2–14.

Indrisano R. , & Paratore J.R. (1991). Classroom contexts for literacy learning. In Flood J. , Jensen J. M. , Lapp D. , & Squire J. R. , (Eds.), Handbook of research on teaching the English language arts (pp. 477–488). New York: Macmillan.

Indrisano R. , & Paratore J. R. (1992). Using literature with readers at risk. In Cullinan B. E. (Ed.), Invitation to read: More children's literature in the reading program, (pp. 138–149). Newark, DE: International Reading Association.

Johnston P. H. (1992). Constructive evaluation of literate activity. New York: Longman.

Juel C. (1991). Beginning reading. In Barr R. , Kamil M. L. , Mosenthal P.B. , & Pearson P.D. , Handbook of reading research, Vol. II (pp. 759–788). New York: Longman.

Messick S. (1989). Validity. In Linn R. L. (Ed.), Educational measurement (3rd edition) (pp. 13–103). New York: American Council on Education and Macmillan.

Moll L. C. (1992). Literacy research in community and classrooms: A sociocultural approach. In Beach R. , Green J. , Kamil M. L. , & Shanahan T. (Eds.), Multidisciplinary perspectives on literacy research (pp. 211–244). Urbana, IL: National Conference on Research in English and National Council of Teachers of English.

Paratore J. R. (1987). An evaluation of the Chelsea Public Schools reading and language arts program, grades K-6. Boston University: Unpublished report.

Paratore J. R. (1991). Flexible grouping: Why and how. Needham, MA: Silver Burdett Ginn.

Paris S. G. , Lawton T. A. , Turner J. C. , & Roth J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20, 12–19.

Paris S.G. , Wasik B. A. , & Turner J.C. (1991). The development of strategic readers. In Barr R. , Kamil M. L. , Mosenthal P. B. , & Pearson P. D. , (Eds.), Handbook of reading research, Vol. II (pp. 609–640). New York: Longman.

Pearson P. D. , & Gallagher M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317–344.

Reutzel D. R. , & Cooter R. B. (1991). Organizing for effective instruction: The reading workshop. The Reading Teacher, 44, 548–554.

Royer J. M. , & Cunningham D. J. (1981). On the theory and measurement of reading comprehension. Contemporary Educational Psychology, 6, 187–216.

Tierney R. , & Cunningham J. (1984). Research in teaching reading comprehension. In Pearson P. D. , Barr R. , Kamil M. L. Handbook of reading research, Vol. I (pp. 609–655). New York: Longman.

Valencia S. W. , & Calfee R. (1991). The development and use of literacy portfolios for students, classes and teachers. Applied Measurement in Education, 4, 333–346.

Wiggins G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.