When readers ask questions: Inquiry-based reading instruction

Ness, M. (2016). When readers ask questions: Inquiry-based reading instruction. The Reading Teacher, 70(2), 189-196.

The social construction of a reading (dis)ability.

Kabuto, B. (2016). The social construction of a reading (dis)ability. Reading Research Quarterly, 51(3), 289-304.

Making complex texts a reality for all students: Dynamic scaffolding that bridges the gaps between student and text

Reynolds, D., & Goodwin, A.P. (2016). Making complex texts a reality for all students: Dynamic scaffolding that bridges the gaps between student and text. Voices from the Middle, 23(4), 25-31.

Flipped professional development: An innovation in response to teacher insights

Hardin, B.L., & Koppenhaver, D.A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent and Adult Literacy, 60(1), 45-54.

Teaching first graders to comprehend complex texts through read-alouds

Witte, P.G. (2016). Teaching first graders to comprehend complex texts through read-alouds. The Reading Teacher, 70(1), 29-38.

Mathematics content coverage and student learning in kindergarten

Engel, M., Claessens, A., Watts, T., & Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45(5), 293-300.

Figured worlds of citizenship: Examining differences made in “making a difference” in an elementary school classroom

Mayes, E., Mitra, D. L., & Serriere, S.C. (2016). Figured worlds of citizenship: Examining differences made in “making a difference” in an elementary school classroom. American Educational Research Journal, 53(3), 605-638.

Slay the monster! Replacing form-first pedagogy with effective writing instruction

Rowlands, K.D. (2016). Slay the monster! Replacing form-first pedagogy with effective writing instruction. English Journal, 105(6), 52-58.

Multimodal, digital composition for children with autism: Lessons on process, product, and assessment

Pandya, J.Z., Hansuvadha, N., & Pagdilao, K.C. (2016). Multimodal, digital composition for children with autism: Lessons on process, product, and assessment. Language Arts, 93(6), 415-429.

Provoking reflective thinking in post observation conferences

Kim, Y., & Silver, R.E. (2016). Provoking reflective thinking in post observation conferences. Journal of Teacher Education, 67(3), 203-219.

Examining the nature of scaffolding in an early literacy intervention

Rodgers, E., D’Agostino, J.V., Harmey, S.J., Kelly, R.H., Brownfield, K. (2016). Examining the nature of scaffolding in an early literacy intervention. Reading Research Quarterly, 51(3), 345-360.

Summers: Some are reading, some are not! It matters

McGill-Franzen, A., Ward, N., & Cahill, M. (2016). Summers: Some are reading, some are not! It matters.
The Reading Teacher, 69 (6), 585-596.

Inverting instruction in literacy methods courses: Making learning more active and personalized

Zawilinski, L.M., Richard, K.A., & Henry, L.A. (2016). Inverting instruction in literacy methods courses: Making learning more active and personalized. Journal of Adolescent and Adult Literacy, 59(6), 695-708.

Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home

Song, K. (2016). Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home. Language Arts 93,341-353.

“Even though you don’t have pretty clothes, you are still a princess”: Unpacking princess images in picture books

Robinson, A. (2016).“Even though you don’t have pretty clothes, you are still a princess”: Unpacking princess images in picture books. Talking Points, 27(2), 11-16.

Recognizing the political in implementation research

McDonnell, L.M., & Weatherford, M.S. (2016). Recognizing the political in implementation research. Educational Researcher, 45 (4), 233-242.

The power of pleasure reading: The case of dystopias

Wilhelm, J., & Smith, M.W. (2016). The power of pleasure reading: The case of dystopias. Voices from the Middle, 23(4), 55-61.

The decline of comprehension-based silent reading efficiency in the United States: A comparison of current data with performance in 1960

Spichtig, A.N., Hiebert, E.H., Vorstius, C., Pascoe, J.P, Pearson, P.D., & Radach, R. (2016). The decline of comprehension-based silent reading efficiency in the United States: A comparison of current data with performance in 1960. Reading Research Quarterly, 51(2), 239-259.

Struggling to overcome the state’s prescription for practice: A study of a sample of early educators’ professional development and action research projects in a high-stakes teaching context

Brown, P.B., & Weber, N.B. (2016). Struggling to overcome the state’s prescription for practice: A study of a sample of early educators’ professional development and action research projects in a high-stakes teaching context. Journal of Teacher Education, 67(3), 183-202.

Drawing on what we do as readers: Discovering and embedding strategies across the disciplines

Gilles, C., Wang, Y., & Johnson, D. (2016). Drawing on what we do as readers: Discovering and embedding strategies across the disciplines. Journal of Adolescent and Adult Literacy 59(6), 675-684.

Designing quality content area instruction

Fisher, D., & Frey, N. (2016). Designing quality content area instruction. The Reading Teacher, 69(5), 525-529.