What teachers should know about Common Core: a guide for the perplexed

Shanahan, T. (2015). What teachers should know about Common Core: a guide for the perplexed. The Reading Teacher 68(8), 583-588.

Assessing the cognitive demands of a century of reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000

Stevens, R. J., Lu, X., Baker, D.P., Ray, M.N., Eckert, S.A., & Gamson, D.A. (2015). Assessing the cognitive demands of a century of reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000. American Educational Research Journal, 52(3), 582-617.

Using basal readers: From dutiful fidelity to intelligent decision making

Dewitz, Peter, & Jones, Jennifer. (2012). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391-400.

Effective reading programs for Spanish-dominant English Language Learners (ELLs) in the elementary grades: A synthesis of research

Cheung, Alan C. K., & Slavin, Robert E. (2012). Effective reading programs for Spanish-dominant English Language Learners (ELLs) in the elementary grades: A synthesis of research. Review of Educational Research, 82(4), 351-395.

Guided reading: The romance and the reality

Fountas, Irene C., & Pinnell, Gay Su (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268-284.

To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability

Stillman, Jamy, & Anderson, Lauren (2011). To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability. Language Arts, 89(1), 22-37.

Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies

Maniates, Helen, & Mahiri, Jabari. (2011). Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies. Language Arts, 89(1), 10-20.

By the book and behind-the-glass: Teacher self-regulation in one reading intervention

Compton-Lilly, Catherine. (2011). By the book and behind-the-glass: Teacher self-regulation in one reading intervention. Language Arts, 88(6), 429-438.

Learning to read: The unofficial scripts of succeeders and strugglers

Brown, Tammy B. H. (2010). Learning to read: The unofficial scripts of succeeders and strugglers. The Reading Teacher, 64(4), 261-271.

How the Accelerated Reader program can become counterproductive for high school students

Thompson, G., & Madhuri, M., & Taylor, D. (2008). How the Accelerated Reader program can become counterproductive for high school students. Journal of Adolescent and Adult Literacy, 51(7), 550-560.

Final reading outcomes of the national randomized field trial of Success for All

Bowman, Geoffrey D.; Slavin, Robert E.; Cheung Alan C.R.; Chamberlain, Anne M.; Madden, Nancy A.; & Chambers, Bette. (Sept. 2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal,44(3), 701-731.