Page 49 - System 44 EL in Research Paper
P. 49
REFERENCES (cont.)
Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Mahwah, NJ: Lawrence Erlbaum Associates.
Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort Worth, TX: Harcourt Brace.
Chall, J. S., & Jacobs, V. A. (2003). Poor children’s fourth-grade slump. American Educator, 27(1), 14–15, 44.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The Reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
Chapman, J. W. (1988). Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80(3), 357–65.
Chiappe, P., Siegel, L., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369–400.
Clark, J. P., & Tilly, D. (2010). The evolution of response to intervention. In J. P. Clark & M. E. Alvarez (Eds.), Response to intervention: A guide for school social workers. New York, NY: Oxford University Press.
Coady, J. A., & Aslin, R. N. (2003). Phonological neighbourhoods in the developing lexicon. Journal of Child Language, 30(02), 441-469.
Common Core State Standards (2010). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington DC
Compton, D. (2009). Colloquium presentation. Teachers College, Columbia University.
Council of Chief State School Officers & National Governors Association. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science and technical subjects–Appendix A: Research supporting key elements of the standards. Retrived from http://www.corestandards.org/assets/Appendix_A.pdf
Craig, H. K., & Washington, J. A. (2004). Language variation and literacy learning. In C. A. Stone, E. R. Silliman,
B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 228–247). New York: Guilford Press.
Craig, H. K., & Washington, J. A. (2006). Recent research on the language and literacy skills of African American students in the early years. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, 2, (pp. 198–210).
New York: Guilford Press.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268–294.
CREDE (Center for Research on Education, Diversity & Excellence). (1999). Promoting successful transition to the mainstream: Effective instructional strategies for bilingual students. Santa Cruz: University of California at Santa Cruz.
Cunningham, A. E., Stanovich, K. E., and Wilson, M. R. (1990). Cognitive variation in adult students differing in reading ability. In T. Carr & B. A. Levy (Eds.), Reading and development: Component skills approaches (pp. 129–159). San Diego, CA: Academic Press.
De la Colina, G. M. Parker, R. I., Hasbrouck, J. E., & Lara-Alecio, R. (2001). Intensive intervention in reading fluency for at-risk beginning Spanish readers. Bilingual Research Journal, 25(4), 503–538.
Duke, N. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224.
Duke, N., & Pearson, D. (2002). Effective practices for developing reading comprehension. In F. A. Farstrup and S. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.
Duke, N. K. (2010). The real-world reading and writing U.S. children need. Phi Delta Kappan, 91(5), 68–71. 47