ReferencesAirasian, P. W. (1997). Classroom assessment (3rd ed.). New York: McGraw-Hill. Alfassi, M. (2004). Reading to learn: The effects of combined strategies instruction on high school students. Journal of Educational Research, 97(4), 171–184. Allen, M. (2010). Learner error, affectual simulation, and conceptual change. Journal of Research in Science Teaching, 47(2), 151–173. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press. Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Boston: Allyn & Bacon. Arzarello, F., Paola, F., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97–109. Asher, J. (2007). Thirteen reasons why. New York: Razorbill. Au, K. H. (2010). Help students take charge of their literacy learning. Reading Today, 27(4), 18. Au, K. H., Carroll, J. H., & Scheu, J. R. (1995). Balanced literacy instruction: A teacher's resource book. Norwood, MA: Christopher-Gordon. Austen, J. (1996). Pride and prejudice. H. Bloom (Ed.). Broomall, PA: Chelsea House Publishers. Babbitt, N. (1975). Tuck everlasting. New York: Farrar, Straus, Giroux. Bandura, A. (1965). Influence of models' reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589–595. Bangert-Downs, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61(2), 213–238. Bartoletti, S. C. (2005). Hitler youth: Growing up in Hitler's shadow. New York: Scholastic. Bereiter, D., & Engelmann, S. (1966). Teaching disadvantaged children in the preschool. Boston: Allyn & Bacon. Bloom, B. B. (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. New York: Addison Wesley Publishing Company. Bong, M. (2008). Effects of parent–child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76, 191–217. Boyne, J. (2006). The boy in the striped pajamas. New York: David Fickling Books. Bransford, J. D., Brown, A. L., & Cocking, R. C. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. Burnett, P. C. (2002). Teacher praise and feedback and students' perceptions of the classroom environment. Educational Psychology, 22(1), 1–16. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22(3), 363–387. Clay, M. (2010). Running records for classroom teachers. Portsmouth, NH: Heinemann. Covey, S. R. (2004). The 7 habits of highly effective people: Powerful lessons in personal change (Rev. ed.). New York: Free Press. Crawford, M. B. (2009). Shop class as soulcraft. New York: Penguin. Duckworth, A. L., Petersen, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Persistence and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. Duffy, G. G. (2003). Explaining reading: A resource for teaching concepts, skills, and strategies. New York: Guilford. Dufrene, B. A., Noell, G. H., & Gilbertson, D. N. (2005). Monitoring implementation of reciprocal peer tutoring: Identifying and intervening with students who do not maintain accurate implementation. School Psychology Review, 34(1), 74–86. Duke, N. K., & Pearson, P. D. (2004). Effective practices for developing reading comprehension. In A. E. Farstup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association. Dutro, S., & Moran, C. (2003). Rethinking English language instruction: An architectural approach. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 227–258). Newark, DE: International Reading Association. Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39. Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. Emmer, E. T., & Evertson, C. M. (2008). Classroom management for middle and high school teachers (8th ed.). Boston: Allyn & Bacon. Fearn, L., & Farnan, N. (2001). Interactions: Teaching writing and language arts. Boston: Allyn & Bacon. Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge: Cambridge University Press. Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315–333. Field, J. (2008). Bricks or mortar: Which parts of the input does a second language learner rely on? TESOL Quarterly, 42(3), 411–432. Fisher, D., & Frey, N. (2007a). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD. Fisher, D., & Frey, N. (2007b). Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school. The Reading Teacher, 61, 32–45. Fisher, D., & Frey, N. (2007c). Scaffolding writing: A gradual release approach to writing instruction. New York: Scholastic. Fisher, D., & Frey, N. (2008a). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD. Fisher, D., & Frey, N. (2008b). Improving adolescent literacy: Content area reading strategies at work (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful learners. Alexandria, VA: ASCD. Fisher, D., Frey, N., & Grant, M. (2009). A diploma that matters: Schoolwide efforts to improve high school teaching and learning. In S. R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent literacy, field-tested: Effective solutions for every classroom (pp. 191–203). Newark, DE: International Reading Association. Fisher, D., Frey, N., & Rothenberg, C. (2008). Content area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: ASCD. Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Frey, N. (2010). The effective teacher's guide. 50 ways to engage students and promote interactive learning (2nd ed.). New York: Guilford. Frey, N., & Fisher, D. (2006). Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Merrill Prentice Hall. Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: ASCD. Frey, N., Fisher, D., & Hernandez, T. (2003). What's the gist? Summary writing for struggling adolescent writers. Voices from the Middle, 11(2), 43–49. Frey, N., Fisher, D., & Moore, K. (2009). Literacy letters: Comparative literature and formative assessment. The ALAN Review, 36(2), 27–33. Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, 15(2), 85–91. Gambrell, L., Koskinen, P. S., & Kapinus, B. A. (1991). Retellling and the reading comprehension of proficient and less-proficient readers. Journal of Educational Research, 84, 356–362. Gawande, A. (2009). The checklist manifesto: How to get things right. New York: Metropolitan. Girgin, U. (2006). Evaluation of Turkish hearing-impaired students' reading comprehension with the miscue analysis inventory. International Journal of Special Education, 21(3), 68–84. Good, T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). Boston: Allyn & Bacon. Goodman, K. S. (1967). A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–135. Goodman, Y. M., & Burke, C. L. (1972). Reading miscue inventory. Katonah, NY: Richard C. Owen. Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 553–617). New York: Wiley. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Hattie, J., & Marsh, H. W. (1995). Future research in self-concept. In B. Bracken (Ed.), Handbook on self-concept (pp. 421–463). Hillsdale, NJ: Lawrence Erlbaum. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. Hogan, K., & Pressley, M. (1997). Scaffolding scientific competencies within classroom communities of inquiry. In K. Hogan & M. Pressley (Eds.), Scaffolding student learning: Instructional approaches and issues (pp. 74–107). Cambridge, MA: Brookline. Jacobson, J., Thrope, L., Fisher, D., Lapp, D., Frey, N., & Flood, J. (2001). Cross-age tutoring: A literacy improvement approach for struggling adolescent readers. Journal of Adolescent and Adult Literacy, 44, 528–536. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Needham Heights, MA: Allyn & Bacon. Justice, L. M. (2006). Communicate sciences and disorders: An introduction. Upper Saddle River, NJ: Merrill Prentice Hall. Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97(2), 235–245. Kidd, S. M. (2002). The secret life of bees. New York: Viking. Klein, W. M. (2001). Post hoc construction of self-performance and other performance in self-serving social comparison. Society for Personality and Social Psychology, 27(6), 744–754. Kluger, A. N., & DeNisi, A. (1998). Feedback interventions: Towards the understanding of a double-edged sword. Current Directions in Psychological Science, 7, 67–72. Kramarski, B., & Zoldan, S. (2008). Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. The Journal of Educational Research, 102(2), 137–151. Krull, E., Oras, K., & Sisack, S. (2007). Differences in teachers' comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23, 1038–1050. 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. Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. ELT Journal, 63(1), 13–22. Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming digest (pp. 109–113). College Park: University of Maryland Press. Mansell, J., Evans, M., & Hamilton-Hulak, L. (2005). Developmental changes in parents' use of miscue feedback during shared book reading. Reading Research Quarterly, 40(3), 294–317. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Mastropieri, M. A., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R. T., & Talbot, E. (2001). Can middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research and Practice, 16, 18–27. McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10–17. Moore, R., & Brantingham, K. (2003). Nathan: A case study in reader response and retrospective miscue analysis. The Reading Teacher, 56(5), 466–474. Myers, W. D. (2004). Monster. New York: HarperTempest. Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237–270. Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. In E. W. Gordon (Ed.), Review of research in education (Vol. 12, pp. 55–90). Washington, DC: American Educational Research Association. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(1), 117–175. Paris, S. G., & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6), 7–15. Pausch, R. (2008). The last lecture. New York: Hyperion. Pearson, P. D., & Gallagher, G. (1983). The gradual release of responsibility model of instruction. Contemporary Educational Psychology, 8, 112–123. Piaget, J. (1952). The origins of intelligence in children. New York: W. W. Norton & Co. Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (K–3). Baltimore, MD: Paul H. Brookes. Ping, R. M., & Goldin-Meadow, S. (2008). Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44(5), 1277–1287. Raphael, T. E. (1986). Teaching question–answer relationships, revisited. The Reading Teacher, 39, 198–205. Rauschenbach, J. (1994). Checking for student understanding: Four techniques. Physical Education, Recreation, and Dance, 65(4), 60–63. Rice, M. L., Smolik, F., Perpich, D., Thompson, T., Rytting, N., & Blossom, M. (2010). Mean length utterance levels in 6-month intervals for children 3 to 9 years with and without language impairments. Journal of Speech, Language, and Hearing Research, 53(2), 333–349. Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406–412. Ross, P., & Gibson, S. A. (2010). Exploring a conceptual framework for expert noticing in literacy instruction. Literacy Research and Instruction, 49, 175–193. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall-Hunt. Scheeler, M. C., Macluckie, M., & Albright, K. (2010). Effects of immediate feedback on the oral presentation skills of adolescents with learning disabilities. Remedial and Special Education, 31(2), 77–86. Shaw, D. (2005). Retelling strategies to improve comprehension: Effective hands-on strategies for fiction and nonfiction that help students remember and understand what they read. New York: Scholastic. Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountainview, CA: Mayfield. Simmons, J. (2003). Responders are taught, not born. Journal of Adolescent and Adult Literacy, 46(8), 684–693. Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: ASCD. Taylor, W. L. (1953). Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30, 415–433. Tienken, C. H., Goldberg, S., & DiRocco, D. (2009). Questioning the questions. Kappa Delta Pi Record, 46(1), 39–43. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD. Treglia, M. O. (2008). Feedback on feedback: Exploring student responses to teachers' written commentary. Journal of Basic Writing, 27(1), 105–137. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. White, E. B. (1952). Charlotte's web. New York: Harper & Row. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100. Wurr, A., Theurer, J., & Kim, K. (2008). Retrospective miscue analysis with proficient adult ESL readers. Journal of Adolescent and Adult Literacy, 52(4), 324–333. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 13–39). San Diego: Academic Press. Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco: Jossey-Bass. Printed by for personal use only |
