Jones, J.S., Conradi, K., & Amendum, S.J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70, 307-316.
Showing posts with label struggling_readers. Show all posts
Showing posts with label struggling_readers. Show all posts
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.
Literacy and vulnerability: Shame or growth for readers who struggle
Jaeger, E. L. (2015). Literacy and vulnerability: Shame or growth for readers who struggle. Talking Points, 26(2), 17-25.
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.
Extensive reading interventions for students with reading difficulties after grade 3
Wanzek, J., Vaughn, S., Scammaca, N.K., Metz, K., Murray, C.S., Roberts, G., and Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research, 83(2), 163-195.
Putting fluency on a fitness plan: Building fluency’s meaning-making muscle
Marcell, Barclay (2011). Putting fluency on a fitness plan: Building fluency’s meaning-making muscle. The Reading Teacher, 65(4), 242-249.
“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.
The trouble with “struggling readers”
Dudley-Marling, Curt. (2011). The trouble with “struggling readers”. Talking Points 23(1), 2-7.
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.
Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks
Lesley, Mellinee. (2011). Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks. Journal of Adolescent & Adult Literacy, 55(1), 25-34.
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.
Building reading fluency in a learning-disabled middle school reader
Morris, Darrell, & Gaffney, Meghan. (2011). Building reading fluency in a learning-disabled middle school reader. Journal of Adolescent and Adult Literacy, 54(5), 331-341.
Lexile reading growth as a function of starting level in at-risk middle school students
Archer, Laura E. (2011). Lexile reading growth as a function of starting level in at-risk middle school students. Journal of Adolescent & Adult Literacy, 54(4), 281-290.
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 to maintain school reading success: Five recommendations from a struggling male reader
Jenkins, Shawyn. (2009). How to maintain school reading success: Five recommendations from a struggling male reader. The Reading Teacher,63(2), 159-162.
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