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.

Summers: Some are reading, some are not! It matters

McGill-Franzen, A., Ward, N., & Cahill, M. (2016). Summers: Some are reading, some are not! It matters.
The Reading Teacher, 69 (6), 585-596.

The power of pleasure reading: The case of dystopias

Wilhelm, J., & Smith, M.W. (2016). The power of pleasure reading: The case of dystopias. Voices from the Middle, 23(4), 55-61.

The tough part: Getting first graders engaged in reading

Mahiri, Jabari, & Maniates, Helen. (2013/2014). The tough part: Getting first graders engaged in reading. The Reading Teacher, 67(4), 256-263.

Pencils down: Is mimicking the behaviors of “good readers” bad for good readers?

Narter, David. (2013). Pencils down: Is mimicking the behaviors of “good readers” bad for good readers? English Journal, 102(5), 57-62.

Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents

Guthrie, John T., Klauda, Susan Lutz, & Ho, Amy N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26.

“I can’t believe we read this whole book!” How reading for their own purposes affected struggling teens

Smith, Carol A., & Scuilli, Suzanne. (2011). “I can’t believe we read this whole book!” How reading for their own purposes affected struggling teens. English Journal, 101(2), 30-36.

Making sure our reading “CLICKS”

Giordano, Linda. (2011). Making sure our reading “CLICKS”. The Reading Teacher, 64(8), 612-619.

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.