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.

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.

“Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk

Tolentino, E.P. (2013). “Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk. Language Arts, 91(1), 10-22.

Close reading as an intervention for struggling middle school readers

Fisher, D., & Frey, N. (2014). Close reading as an intervention for struggling middle school readers. Journal of Adolescent and Adult Literacy, 57(5), 367-376.

How do I write . . . ? Scaffolding preschoolers’ early writing skills

Cabell, Sonia Q., Tortorelli, Laura S., & Gerde, Hope K. (2013). How do I write . . . ? Scaffolding preschoolers’ early writing skills. The Reading Teacher,66(8), 650-659.

Intensive reading instruction for learners with developmental disabilities

Schnorr, Roberta F. (2011). Intensive reading instruction for learners with developmental disabilities. The Reading Teacher, 65(1), 35-45.

Tiered texts: Supporting knowledge and language learning for English learners and struggling readers

Moss, Barbara, Lapp, Diane, & O’Shea, Mary. (2011). Tiered texts: Supporting knowledge and language learning for English learners and struggling readers. English Journal, 100(5), 54-60.

“I don’t need your help!” Peer status, race, and gender during peer writing interactions.

Christianakis, Mary. (2010). “I don’t need your help!” Peer status, race, and gender during peer writing interactions. Journal of Literacy Research, 42(4), 418-458.