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.

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.