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

Session 16
Boyd-Batstone, P. (2004). Focused anecdotal records assessment: A
tool for standards-based, authentic assessment. The Reading Teacher,
58(3), 230–239.
Rouse, C.E., & Krueger, A.B. (2004). Putting computerized instruction
to the test: A randomized evaluation of a “scientifically based” reading
program. Economics of Education Review, 23(4), 323–338.
Session 17
Assaf, L. (2006). One reading specialist’s response to high-stakes
testing pressures. The Reading Teacher, 60(2), 158–167.
Barrentine, S.J., & Stokes, S.M. (Eds.). (2005). Reading assessment:
Principles and practices for elementary teachers (2nd ed.). Newark, DE:
International Reading Association.
Fink, R., & Samuels, S.J. (2008). Inspiring reading success: Interest and
motivation in an age of high-stakes testing. Newark, DE: International
Reading Association.
Opitz, M.F., & Ford, M.P. (2006). Assessment can be friendly! The
Reading Teacher, 59(8), 814–816.
Williams, B.T. (2005). Standardized students: The problems with
writing for tests instead of people. Journal of Adolescent & Adult
Literacy, 49(2), 152–158.
Session 18
Ehri, L.C., Dreyer, L.G., Flugman, B., & Gross, A. (2007). Reading
Rescue: An effective tutoring intervention model for language
minority students who are struggling readers in first grade. American
Educational Research Journal, 44(2), 414–448.
Taylor, B., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2003).
Reading growth in high-poverty classrooms: The influence of teacher
practices that encourage cognitive engagement in literacy learning. The
Elementary School Journal, 104(1), 3–28.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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