Picture books aren’t just for kids! Modeling text structures through nonfiction mentor books

Hodges, T.S., & Matthews, S. D. (2017). Picture books aren’t just for kids! Modeling text structures through nonfiction mentor books. Voices from the Middle, 24(4), 74-79.

Creating multicultural and global text sets

McCaffrey, M., & Corapi, S. (2017). Creating multicultural and global text sets. Talking Points, 28(2), 8-17.

Do text-dependent questions need to be teacher-dependent? Close reading from another angle

Santori, D., & Belfatti, M. (2017). Do text-dependent questions need to be teacher-dependent? Close reading from another angle. The Reading Teacher, 20(6), 649-657.

A systematic review of the research on vocabulary instruction that impacts text comprehension

Wright, T.S., & Cervetti, G.N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.

Understanding and evaluating English Learners’ oral reading with miscue analysis

Keh, M.L. (2017). Understanding and evaluating English Learners’ oral reading with miscue analysis. Journal of Adolescent & Adult Literacy, 60(6), 643-653.

Reading fluency and college readiness

Rasinski, T.V., Chang, S., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K.S., Walsh-Moorman, E., Yildirim, K., Nichols, W.D., Paige, D.D., & Rupley, W.H. (2017). Reading fluency and college readiness. Journal of Adolescent and Adult Literacy, 60(4), 453-460.

The roots of comprehension

Rasinski, T., Padak, N., & Newton, J. (2017). The roots of comprehension. Educational Leadership, 74(5), 41-45.

Matching interventions to reading needs: A case for differentiation

Jones, J.S., Conradi, K., & Amendum, S.J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70, 307-316.

Using print in the environment to promote early writing

Gerde, H.K., Goetsch, M.E., & Bingham, G.E. (2016). Using print in the environment to promote early writing. The Reading Teacher, 70(3), 283-293.

Early oral language comprehension, task orientation, and foundational reading skills as predictors of Grade 3 reading comprehension

Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of Grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373-390.