Conference Countdown
Atlanta, Ga.
April 2-4, 2016
  • membership
  • my account
  • help

    We are here to help!

    1703 North Beauregard Street
    Alexandria, VA 22311-1714
    Tel: 1-800-933-ASCD (2723)
    Fax: 703-575-5400

    8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday

    Local to the D.C. area: 1-703-578-9600, press 2

    Toll-free from U.S. and Canada: 1-800-933-ASCD (2723), press 2

    All other countries: (International Access Code) + 1-703-578-9600, press 2


  • Log In
  • Forgot Password?


ASCD Annual Conference and Exhibit Show

2016 ASCD Annual Conference and Exhibit Show

Learn. Teach. Lead.
Get the tools to put it all together at this can't-miss education conference—with more than 200 sessions and five inspirational keynote speakers.

Learn more and register.



ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

Policies and Requests

Translations Rights

Books in Translation

Sale Book (Mar 2006)
Related Topics

Creating Literacy-Rich Schools for Adolescents

by Gay Ivey and Douglas Fisher

Table of Contents


Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4–12. York, ME: Stenhouse.

Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Longman.

Allington, R. L. (2002a). What I've learned about effective reading instruction from a decade of studying exemplary elementary classrooms. Phi Delta Kappan, 83, 740–747.

Allington, R. L. (2002b, November). You can't learn much from books you can't read. Educational Leadership, 60(3), 16–19.

Allington, R. L. (2004, March). Setting the record straight. Educational Leadership, 61(6), 22–25.

Allington, R. L., & Johnston, P. H. (Eds.). (2002). Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford Press.

Alvermann, D. E. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99.

Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34(2), 189–208.

Alvermann, D. E., & Moore, D. W. (1991). Secondary school reading. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 951–983). New York: Longman.

Alvermann, D. E., & Rush, L. S. (2004). Literacy intervention programs at the middle and high school levels. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 210–227). New York: Guilford Press.

Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Educational Policy Analysis Archives, 10 (18). [Online]. Available:

Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 9, pp. 9–129). New York: Academic Press.

Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside school. Reading Research Quarterly, 23, 285–303.

Applebee, A. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press.

Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, 685–730.

Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer coaching: Veteran high school teachers take the lead on learning. NASSP Bulletin, 88, 26–41.

Ashton-Warner, S. (1959). Spinster. New York: Simon & Schuster.

Avi. (1988). Romeo and Juliet together (and alive!) at last. New York: HarperTrophy.

Baumann, J. F., Kame'enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 752–785). Mahwah, NJ: Lawrence Erlbaum Associates.

Bean, R. (2003). The reading specialist: Leadership for the classroom, school, and community. New York: Guilford Press.

Bean, R., Cassidy, J., Grumet, J., Shelton, D., & Wallis, S. (2002). What do reading specialists do? Results from a national survey. The Reading Teacher, 55, 736–744.

Bean, R., Swan, A., & Knaub, R. (2003). Reading specialists in schools with exemplary programs: Functional, versatile, and prepared. The Reading Teacher, 56, 446–454.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words their way (3rd ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.

Betts, E. A. (1946). Foundations of reading instruction. New York: American Books.

Blachowicz, C., & Fisher, P. J. (2002). Teaching vocabulary in all classrooms (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Bomer, R. (1999). Conferring with struggling readers: The test of our craft, courage, and hope. The New Advocate, 12, 21–38.

Brassell, D., & Flood, J. (2004). Vocabulary strategies every teacher needs to know. San Diego, CA: Academic Professional Development.

Bridges, R. (1999). Through my eyes. New York: Scholastic.

Broaddus, K., & Bloodgood, J. (1999). “We're already supposed to know how to teach reading”: Teacher change to support struggling readers. Reading Research Quarterly, 34, 426–451.

Brown, R. G. (1991). Schools of thought: How the politics of literacy shape thinking in the classroom. San Francisco: Jossey-Bass.

Browne, A. (1998). Voices in the park. New York: Dorling Kindersley.

Brozo, W. G. (2002, December). Tales out of school: Accounting for adolescents in a literacy reform community. Paper presented at the meeting of the National Reading Conference, Miami, FL.

Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school's efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47, 14–23.

Calabro, M. (1999). The perilous journey of the Donner party. New York: Clarion.

Calhoun, E. (2004). Using data to assess your reading program. Alexandria, VA: Association for Supervision and Curriculum Development.

Calkins, L. M. (2001). The art of teaching reading. New York: Teachers College.

Campbell, J., Donahue, P., Reese, C., & Phillips, G. (1996). National Assessment of Educational Progress 1994 reading report card for the nation and the states. Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Carter, C. J. (1997). Why reciprocal teaching? Educational Leadership. 54(6), 64–69.

Clay, M. M. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann.

Collicutt, P. (2002). This car. New York: Farrar, Straus, and Giroux.

Crowe, C. (2003). Getting away with murder: The true story of the Emmett Till case. New York: Dial.

Dahl, R. (1966). The magic finger. New York: Scholastic.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). York, ME: Stenhouse.

Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments to support student learning. Phi Delta Kappan, 79, 190–199.

Dixon, C., & Nessel, D. (1983). Language experience approach to reading (and writing): Language-experience reading for second language learners. Hayward, CA: Alemany.

Draper, S. M. (2001). Romiette and Julio. New York: Simon Pulse.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. Farstrup & J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). Newark, DE: International Reading Association.

Dwyer, E. J., & Reed, V. (1989). Effects of sustained silent reading on attitudes toward reading. Reading Horizons, 29, 283–293.

Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade students' comprehension. Reading Psychology, 21, 257–270.

Farnan, N., Flood, J., & Lapp, D. (1994). Comprehending through reading and writing: Six research-based instructional strategies. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 135–157). Newark, DE: International Reading Association.

Fearn, L., & Farnan, N. (2001). Interactions: Teaching writing and the language arts. Boston: Houghton Mifflin.

Fehring, H., & Green, P. (Eds.). (2001). Critical literacy: A collection of articles from the Australian literacy educator's association. Melbourne, Australia: Intrados Group.

Fisher, D. (2001a). Trust the process: Increasing student achievement via professional development and process accountability. NASSP Bulletin: The Journal for Middle Level and High School Leaders, 85(629), 67–71.

Fisher, D. (2001b). “We're moving on up”: Creating a schoolwide literacy effort in an urban high school. Journal of Adolescent & Adult Literacy, 45, 92–101.

Fisher, D. (2004). Setting the “opportunity to read” standard: Resuscitating the SSR program in an urban high school. Journal of Adolescent & Adult Literacy, 48, 138–151.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17.

Fisher, D., & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396–407.

Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill/Prentice Hall.

Fisher, D., Frey, N., Farnan, N., Fearn, L., & Petersen, F. (2004). Increasing writing achievement in an urban middle school. Middle School Journal, 36(2), 21–26

Fisher, D., Frey, N., & Williams, D. (2002, November). Seven literacy strategies that work. Educational Leadership, 60(3), 70–73.

Fisher, D., Lapp, D., & Flood, J. (2005). Consensus scoring and peer planning: Meeting accountability demands one school at a time. The Reading Teacher, 58, 656–666.

Fisher, D., Sax, C., & Pumpian, I. (1999). Inclusive high schools: Learning from contemporary classrooms. Baltimore: Paul H. Brookes.

Fleischman, P. (1993). Bull Run. New York: HarperTrophy.

Fleischman, P. (1997). Seedfolks. New York: Scholastic.

Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (2003). Handbook of research on teaching the English language arts (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Fox, P. (1993). Monkey island. New York: Dell.

Frey, N., & Fisher, D. (2007). Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.

Gallaz, C., & Innocenti, R. (1985). Rose Blanche. Mankato, MN: Creative Education.

Ganske, L. (1981). Note taking: A significant and integral part of learning environments. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 155–175.

Gardner, R. (2004). Light, sound, and waves science fair projects: Using sunglasses, guitars, CDs, and other stuff. Berkeley Heights, NJ: Enslow Publishers.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer.

Glass, A. (2001). Mountain men: True grit and tall tales. New York: Doubleday.

Goodman, Y., & Marek, A. (1996). Retrospective miscue analysis: Revaluing readers and reading. Katonah, NY: R. C. Owens Publishers.

Gottesman, B. (2000). Peer coaching for educators (2nd ed.). Lanham, MD: Scarecrow Education.

Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79–129.

Guiney, E. (2001). Coaching isn't just for athletes: The role of teacher leaders. Phi Delta Kappan, 82(10), 740–743.

Guthrie, J. T. (2002). Preparing students for high-stakes test taking in reading. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 370–391). Newark, DE: International Reading Association.

Hakim, J. (2002). Liberty for all? (A history of us) (3rd ed.). New York: Oxford University Press.

Hampton, W. (2001). Meltdown: A race against nuclear disaster at Three Mile Island. Cambridge, MA: Candlewick Press.

Hansen, J. (1981). The effects of inference training and practice on young children's reading comprehension. Reading Research Quarterly, 16(3), 391–417.

Harklau, L. (2001). From high school to college: Student perspectives on literacy practices. Journal of Literacy Research, 33, 32–70.

Head, M. H., & Readence, J. E. (1986). Anticipation guides: Meaning through prediction. In E. K. Dishner, T. W. Bean, J. E. Readence, & D. W. Moore (Eds.), Reading in the content areas: Improving classroom instruction (2nd ed., pp. 229–234). Dubuque, IA: Kendall/Hunt.

Herll, S., & O'Drobinak, B. (2004). Role of the coach: Dream keeper, supporter, friend. Journal of Staff Development, 25(2), 42–45.

Hiebert, E. (1991). Literacy for a diverse society: Perspectives, policies, and practices. New York: Teachers College Press.

Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools. Newbury Park, CA: Sage.

Hull, G. A., & Rose, M. (1989). Rethinking remediation: Toward a social-cognitive understanding of problematic reading and writing. Written Communication, 8, 139–154.

Hynd, C. R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent & Adult Literacy, 42, 428–436.

International Reading Association. (2000). Teaching all children to read: The role of the reading specialist. Newark, DE: International Reading Association.

International Reading Association. (2006). Standards for middle and high school literacy coaches. New York: Carnegie Corporation.

Ivey, G. (2002, November). Getting started: Manageable literacy practices. Educational Leadership, 60(3), 20–23.

Ivey, G. (2003). “The teacher makes it more explainable” and other reasons to read aloud in the intermediate grades. The Reading Teacher, 56, 812–814.

Ivey, G. (2004). Content counts with urban struggling readers. In D. Lapp, C. C. Block, E. J. Cooper, J. Flood, N. Roser, & J. V. Tinajero (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting (pp. 316–326). New York: Guilford Press.

Ivey, G., & Baker, M. (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61(6), 35–39.

Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–377.

Ivey, G., & Broaddus, K. (2003, December). “It's good to read if you can read it”: What matters to middle school students in content area independent reading. Paper presented at the National Reading Conference, Scottsdale, AZ.

Ivey, G., & Broaddus, K. (2004). Figuring out literacy engagement for adolescent Latina/o students just beginning to read and write in English. Paper presented at the National Reading Conference, San Antonio, TX.

Jago, C. (2002). Cohesive writing: Why concept is not enough. Portsmouth, NH: Heinemann.

Jiménez, F. (1997). The circuit. Albuquerque, NM: University of New Mexico Press.

Johnston, P. (2003). Assessment conversations. The Reading Teacher, 57, 90–92.

Johnston, P. H. (1987). Teachers as evaluation experts. The Reading Teacher, 40, 744–748.

Johnston, P. H., & Allington, R. L. (1991). Remediation. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 984–1012). New York: Longman.

Johnston, P. H., & Winograd, P. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279–299.

Jorgensen, C. M. (December 1994–January 1995). Essential questions—Inclusive answers. Educational Leadership, 52(4), 52–55.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kasper-Ferguson, S., & Moxley, R. A. (2002, May). Developing a writing package with student graphing of fluency. Education and Treatment of Children, 25(2), 249–267.

Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.

Kennedy, C. H., & Fisher, D. (2001). Inclusive middle schools. Baltimore: Paul H. Brookes.

King, C., & Osborne, L. B. (1997). Oh freedom! Kids talk about the civil rights movement with the people who made it happen. New York: Knopf.

King, M. L., Jr. (1997). I have a dream. New York: Scholastic.

Knapp, M. S., & Turnbull, B. (1991). Better schools for the children in poverty: Alternatives to conventional wisdom. Berkeley, CA: McCutchan.

Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.

Krashen, S. (2001, October). More smoke and mirrors: A critique of the National Reading Panel report on fluency. Phi Delta Kappan, 83, 119–123.

Krashen, S. (2004). False claims about literacy development. Educational Leadership, 61, 18–21.

Kucer, S. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings (2nd ed.). Mahwah, NJ, Lawrence Erlbaum.

Kuhn, M. R., & Stahl, S. A. (2000). Fluency: A review of developmental and remedial practices (Report No. 2-008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Lam, S., Yim, P., & Lam, T. W. (2002). Transforming school culture: Can true collaboration be initiated? Educational Research, 44, 181–195.

Langer, G. M., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work: Improving teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Langer, J. (2000). Teaching middle and high school students to read and write well: Six features of effective instruction. Albany, NY: National Research Center on English Learning and Achievement.

Langer, J. (2002). Effective literacy instruction: Building successful reading and writing programs. Urbana, IL: National Council of Teachers of English.

Langer, J. A. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38, 837–880.

Lapp, D., Fisher, D., Flood, J., & Cabello, A. (2001). An integrated approach to the teaching and assessment of language arts. In S. R. Hurley & J. V. Tinajero (Eds.), Literacy assessment of second language learners (pp. 1–26). Needham Heights, MA: Allyn & Bacon.

Lapp, D., Fisher, D., Flood, J., & Frey, N. (2003). Dual role of the urban reading specialist. Journal of Staff Development, 24(2), 33–37

Leslie, L., & Caldwell, J. (2005). Qualitative reading inventory-4 (4th ed.). Boston: Allyn & Bacon.

Luke, A. (1995–1996). Text and discourse in education: An introduction to critical discourse analysis. In M. W. Apple (Ed.), Review of Research in Education (Vol. 21, pp. 3–48). Washington, DC: American Educational Research Association.

Madaus, G. (1998). The distortion of teaching and testing: High-stakes testing and instruction, Peabody Journal of Education, 65, 29–46.

Mallette, M. H., Henk, W. A., & Melnick, S. A. (2004). The influence of Accelerated Reader on the affective literacy orientations of intermediate grade students. Journal of Literacy Research, 36, 73–84.

Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive writing: How language and literacy come together, K–2. Portsmouth, NH: Heinemann.

McClafferty, C. K. (2001). The head bone's connected to the neck bone: The weird, wacky, and wonderful x-ray. New York: Farrar, Straus, and Giroux.

Mercati, C. (2000). Kit Carson: A life of adventure. Logan, IA: Perfection Learning.

Moje, E. B. (2002). Re-framing adolescent literacy research for new times: Studying youth as a resource. Reading Research and Instruction, 41, 211–228.

Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Reinventing adolescent literacy for new times: Perennial millennial issues. Journal of Adolescent & Adult Literacy, 43, 400–410.

Montgomery, S. (2001). The man-eating tigers of Sundarbans. Boston: Houghton Mifflin.

Mooney, J., & Cole, D. (2000). Learning outside the lines: Two Ivy League students with learning disabilities and ADHD give you the tools for academic success and educational revolution. New York: Fireside.

Moore, D., Bean, T., Birdyshaw, D., & Rycik, J. (1999). Adolescent literacy: A position statement. Newark, DE: International Reading Association.

Morgan, W. (1997). Critical literacy in the classroom: The art of the possible. New York: Routledge.

Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin.

Moss, B., & Hendershot, J. (2002). Exploring sixth graders' selection of nonfiction trade books. The Reading Teacher, 56, 6–17.

Myers, W. D. (1991). Now is your time! The African-American struggle for freedom. New York: HarperTrophy.

Myers, W. D. (2004). I've seen the promised land: The life of Dr. Martin Luther King, Jr. New York: HarperCollins.

Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–330.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286–311.

Newmann, F., King, B., & Rigdon, M. (1997). Accountability and school performance: Implications from restructuring schools. Harvard Educational Review, 67, 41–74.

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564–570.

Optiz, M. F., & Rasinski, T. V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.

Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117–175.

Parks, R. (1997). I am Rosa Parks. New York: Puffin.

Pauk, W. (2001). How to study in college (7th ed.). Boston: Houghton Mifflin College.

Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 815–860). Mahwah, NJ: Erlbaum.

Peverly, S. T., Brobst, K. E., Graham, M., & Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335–346.

Pilgreen, J. J. (2001). The SSR handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Boynton/Cook Publishers.

Pryor, B. (1999). Joseph: 1861—Rumble of war. New York: Morrow.

Rappaport, D. (2001). Martin's big words: The life of Dr. Martin Luther King, Jr. New York: Hyperion Books for Children.

Reeder, C. (1997). Across the lines. New York: Avon.

Ringgold, F. (1995). My dream of Martin Luther King. New York: Dragonfly.

Robinson, D. H. (1998). Graphic organizers as aids to text learning. Reading Research and Instruction, 37, 85–105.

Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall/Hunt.

Shulman, I. (1961). West side story. New York: Pocket.

Simon, S. (2002). Planets around the sun. New York: Seastar Books.

Singer, M. (2001). Tough beginnings: How baby animals survive. New York: Holt.

Sizer, T. (1992). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Slater, W. H. (2004). Teaching English from a literacy perspective: The goal of high literacy for all students. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 40–58). New York: Guilford.

Smith, M. I. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 20(5), 8–11.

Spires, H. A., & Stone, P. D. (1989). The directed note-taking activity: A self-questioning approach. Journal of Reading, 33, 36–39.

Squire, J. R. (Ed.). (1987). The dynamics of learning language: Research in reading and English. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills.

Stahl, S. (1998). Vocabulary development. Newton Upper Falls, MA: Brookline.

Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.

Steffy, B. E., & Wolfe, M. P. (2001). A life-cycle model for career teachers. Kappa Delta Pi Record, 38(1), 16–19.

Steffy, B. E., Wolfe, M. P., Pasch, S. H., & Enz, B. J. (Eds.). (2000). Life cycle of the career teacher. Thousand Oaks, CA: Corwin Press.

Stewart, R. A., Paradis, E. E., Ross, B., & Lewis, M. J. (1996). Student voices: What works best in literature-based developmental reading. Journal of Adolescent & Adult Literacy, 39, 468–478.

Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography, and education. London: Longman.

Swados, E. (2002). Hey you! C'mere: A poetry slam. New York: Arthur A. Levine.

Szymusiak, K., & Sibberson, F. (2001). Beyond leveled books: Supporting transitional readers in grades 2–5. York, ME: Stenhouse.

Tanaka, S. (2003). A day that changed America: Gettysburg. New York: Hyperion.

Taylor, B. M., Anderson, R. C., Au, K. H., & Raphael, T. E. (1999). Discretion in the translation of reading research to policy (Report No. 3-006). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121–165.

Tinajero, J. V., & Ada, A. F. (Eds.). (1993). The power of two languages: Literacy and biliteracy for Spanish-speaking students. New York: Macmillan/McGraw-Hill.

Tsuchiya, Y. (1988). Faithful elephants: A true story of animals, people, and war. Boston: Houghton Mifflin.

Vacca, R. T., & Vacca, J. L. (2001). Content area reading: Literacy and learning across the curriculum (7th ed.). Boston: Pearson Allyn & Bacon.

Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57, 520–531.

Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211–225.

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.

Vonnegut, K. (1998). Cat's cradle. New York: Delta Trade Paperbacks.

Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wilhelm, J. D. (2001). Improving comprehension with think-aloud strategies: Modeling what good readers do. New York: Scholastic.

Winter, J. (1998). My name is Georgia. San Diego, CA: Harcourt Brace.

Wolf, D., & King, J. (Producers), & Van Sant, G. (Director). (2000). Finding Forrester [Motion picture]. United States: Columbia Pictures.

Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88, 41–58.

Wood, K. D., Lapp, D., & Flood, J. (1992). Guiding readers through texts: A review of study guides. Newark, DE: International Reading Association.

Worthy, J., Broaddus, K., & Ivey, G. (2001). Pathways to independence: Reading, writing, and learning in grades 3–8. New York: Guilford.

Worthy, J., & McKool, S. (1996). Students who say they hate to read: The importance of opportunity, choice, and access. In D. J. Leu, C. K. Kinzer, & K. A. Hinchman (Eds.), Literacies for the 21st century: Research and practice. 45th yearbook of the National Reading Conference (pp. 245–256). Chicago: National Reading Conference.

Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34, 12–27.

Worthy, J., Turner, M., & Moorman, M. (1998). The precarious place of self-selected reading. Language Arts, 75, 296–304.


Log in to submit a comment.

To post a comment, please log in above. (You must be an ASCD EDge community member.) Free registration