Allington, R.L. (2011). What really matters for struggling readers: Designing research-based programs (3rd ed.). Boston, MA: Pearson.

Boushey, G., & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Portland: ME: Stenhouse Publishers.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press

Boyles, N. (2013). Closing in on close reading. Educational Leadership. 70 (4).

Calkins, L. (2002). The art of teaching reading. New York: Addison-Wesley Educational Publishers, Inc.

Collins, K. (2004). Growing readers: Units of study in the primary classroom. Portland, ME: Stenhouse Publishers.

Collins, K. (2008). Reading for real: Teach students to read with power, intention, and joy in K-3 classrooms. Portland: ME: Stenhouse Publishers.

Farstrup, A.E., & Samuels, S.J. (Eds.) (2011). What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association.

Fisher, D. & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher. 66 (3), 179-188.

Fountas, I., & Pinnell, G. (2011). The continuum of literacy learning. Portsmouth: Heinemann.

Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.

Fox, M. (2008). Reading magic: Why reading aloud to our children will change their lives forever. Boston, MA: Houghton Mifflin Harcourt.

Graves, M. (2005). The vocabulary book: Learning & instruction. New York, NY: Teachers College Press.

Harvey, S. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers.

Harvey, S., & Goudvis, A. (2005). The Comprehension Toolkit. Portsmouth, NH: Heinemann.

Hill, B. C., & Ekey, C. (2010). The next-step guide to enriching classroom environments: Rubrics and resources for self-evaluation and goal setting for literacy coaches, principals, and teacher study groups, K-6. Portsmouth, NH: Heinemann.

Horst, Jessica S., Kelly L. Parsons, and Natasha M. Bryan. “Get the story straight: Contextual repetition promotes word learning from storybooks.” Frontiers in Developmental Psychology 2.17 (2011): 1-11.

Hoyt, L. (2007). Interactive read alouds, grades K-1: Linking standards, fluency, and comprehension. Portsmouth, NH: Heinemann.

Hoyt, L. (2007). Interactive read alouds, grades 2-3: Linking standards, fluency, and comprehension. Portsmouth, NH: Heinemann.

Keene, E. (2007). Assessing comprehension thinking strategies. Huntington Beach, CA: Shell Education.

Keene, E.O., & Zimmermann, S. (2007). Mosaic of thought: The power of comprehension strategy instruction (2nd ed.). Portsmouth, NH: Heinemann.

Laminack, L. (2009). Unwrapping the read aloud: Making every read aloud intentional and instructional. Scholastic Inc.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Mere, C. (2005). More than guided reading: Finding the right instructional mix, K-3. Portland, ME: Stenhouse Publishers.

Miller, D. (2012). Reading with meaning: Teaching comprehension in the primary grades (2nd ed.). Portland, ME: Stenhouse Publishers.

Miller, D. (2008). Teaching With Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5. Stenhouse.

Morrow, Lesley Mandel, Elizabeth Freitag, and Linda B. Gambrell. Using Children’s Literature in Preschool to Develop Comprehension: Understanding and Enjoying Books. International Reading Assoc., 2009.

Serafini, F. (2003). Reading aloud and beyond: Fostering the intellectual life with older readers. Portsmouth, NH: Heinemann.

Taberski, S. (2011). Comprehension from the ground up: Simplified, sensible instruction for the K-3 reading workshop. Portsmouth, NH: Heinemann.

Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann.

Wadsworth, R., & Laminack, L. (2006). Reading across the curriculum: How to build bridges in language arts, math, science, and social studies. Portsmouth, NH: Heinemann


  1. No comments have been posted yet.