Words, words, everywhere, but which ones do we teach?

Graves, M.F., Baumann, J.F., Blachowicz, C.L.Z., Manyak, P., Bates, A., Cieply, C., Davis, J.R., & Von Gunten, H. (2014). Words, words, everywhere, but which ones do we teach? The Reading Teacher, 67(5), 333-346.

The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones

Martinez-Roldan, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions

Arya, P., Christ, T., & Chiu, M. (2014). Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions. Journal of Teacher Education, 65(2), 111-127.

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.

Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education

Thompson, K.D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education. Review of Educational Research, 50(6), pp. 1249-1278.

Educational accommodations for students with behavioral challenges: A systematic review of the literature

Harrison, J.R., Bunford, N., Evans, S.W., & Owens, J. S. (2013). Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research, 83(4), 551-597.

Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5

Silverman, R., Proctor, C. P., Harring, J.R., Doyle, B., Mitchell, M.A., & Meyer, A.G. Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31-55.