What Research Has to Say About Reading Instruction - International ...

Kelley, M.J., & Clausen-Grace, N. (2007). Comprehension shouldn’t be
silent: From strategy instruction to student independence. Newark, DE:
International Reading Association.
Session 12
International Reading Association. (2003). Investment in teacher
preparation in the United States (Position statement). Newark, DE:
Author.
International Reading Association. (2007). Teaching reading well: A
synthesis of the International Reading Association’s research on teacher
preparation for reading instruction. Newark, DE: Author.
Session 13
Allington, R.L. (2008). What really matters in Response to Intervention:
Research-based designs. New York: Allyn & Bacon.
(See also readings for session 5.)
Session 14
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.
(2007). Instruction of metacognitive strategies enhances reading
comprehension and vocabulary achievement of third-grade students.
The Reading Teacher, 61(1), 70–77.
Fordham, N.W. (2006). Crafting questions that address
comprehension strategies in content reading. Journal of Adolescent &
Adult Literacy, 49(5), 390–396.
Marcell, B. (2007). Traffic Light Reading: Fostering the independent
usage of comprehension strategies with informational text. The
Reading Teacher, 60(8), 778–781.
Session 15
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004).
Toward a theory of new literacies emerging from the Internet and
other information and communication technologies. In R.B. Ruddell
& N.J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.,
pp. 1570–1613). Newark, DE: International Reading Association.
Mesmer, H. (2008). Tools for matching readers to texts: Research-based
practices. New York: Guilford.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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