The collaborative and evolution of Lincoln shot: A President’s life Remembered

Feiwel, J. (2010). The collaborative and evolution of Lincoln shot: A President’s Life Remembered. Journal of Children’s Literature, 36(1), 72-76.

The effects of morphological instruction on literacy skills: A systematic review of the literature

Bowers, P.N. & Kirby, J.R. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80 (2), 144-179.

Building bridges to connect whole language theory and practice in literacy education.

Pollack, H. (2009). Building bridges to connect whole language theory and practice in literacy education. Talking Points, 21(1), 5-10.

A framework for supporting scientific language in primary grades

Honig, S. L. (2010). A framework for supporting scientific language in primary grades. The Reading Teacher, 64, 23-32.

Effective academic vocabulary instruction in the urban middle school

Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64(1), 5-14.

The relation between the type and amount of instruction and growth in children's reading competencies

Sonnenschein, S., Stapleton, L. M., & Benson, A. (2010). The relation between the type and amount of instruction and growth in children's reading competencies. American Educational Research Journal, 47(2), 358-389.

Developing early literacy skills: A meta-analysis of alphabet learning and instruction

Piasta, S. B. & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38.

Morphing into adolescents: Active word learning for English-Language Learners and their classmates in middle school

Keiffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English-Language Learners and their classmates in middle school. Journal of Adolescent and Adult Literacy, 54(1), 47-56.

Introducing science concepts to primary students through read alouds: Interactions and multiple texts make the difference

Heisey, N. & Kucan, L. (2010). Introducing science concepts to primary students through read alouds: Interactions and multiple texts make the difference. The Reading Teacher, 63(8), 666-676.

A lesson cycle for teaching expository reading and writing

Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A lesson cycle for teaching expository reading and writing. Journal of Adolescent and Adult Literacy, 53(8), 656-666.

Beyond picture walks: Revaluing picture books as written and pictorial texts

Maderazo, C., Martens, P., Croce, K., Martens, R., Doyle, M., Aghalarov, S., & Noble, R. (2010). Beyond picture walks: Revaluing picture books as written and pictorial texts. Language Arts, 87(6), 437-446.

Building bridges to connect whole language theory and practice in literacy education.

Pollack, H. (2009). Building bridges to connect whole language theory and practice in literacy education. Talking Points, 21(1), 5-10.

Instructional coaching: Building theory about the role and organizational support for professional learning.

Gallucci, Chrysan, Van Lare, Michelle DeVoogt, Yoon, Irene H., & Boatright, Beth. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963.

Recent research on human learning challenges conventional instructional strategies

Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.

The effects of explicitly teaching story structure to primary grade children

Stevens, R. J., Van Meter, P., & Warcholak, N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research, 42(2), 159-198.

“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.

Oral reading fluency assessment: Issues of construct, criterion, and consequential validity

Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.

Understanding teacher candidate dispositions: Reflecting to build awareness.

Schussler, D.L. & Stooksberry, L.M. & Bercaw, L.A. (2010). Understanding teacher candidate dispositions: Reflecting to build awareness. Journal of Teacher Education, 61(4), 350-363.

These teacher educators used journal writing from 35 preservice teachers to test a model of teacher dispositions. They found the model, a three-part framework, encompassing The Intellectual Domain, The Cultural Domain, and The Moral Domain, to be useful in describing these preservice teachers' developmental processes, through the categories were not so important as how the preservice teachers reflected within them. As usual, a framework can help us structure our reflection about a difficult topic (like dispositions), but it is a tool only, and we must look carefully at the qualitative content of that reflection and try to draw inferences from that. The framework, or any assessment strategies that are drawn from it, cannot become so reified that they become ends in themselves. This is the danger when something like disposition assessment is mandated by accreditation entities like NCATE. The authors of this article put the issue in perspective: "although assessment is important, it is the development of dispositions that should be of the most concern in teacher education (p. 351)."

A study of thoughtful literacy and the motivation to read

Applegate, Anthony J., & Applegate, Mary DeKonty. (2010). A study of thoughtful literacy and the motivation to read. The Reading Teacher, 64(4), 226-234.

Soaring above the clouds, delving the ocean’s depths: Understanding the ecologies of human learning and the challenge for education science

Lee, Carol D. (2010). Soaring above the clouds, delving the ocean’s depths: Understanding the ecologies of human learning and the challenge for education science. Educational Researcher, 39(9), 643-655.