Page 58 - System 44 EL in Research Paper
P. 58
Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., ... & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read-alouds on second language vocabulary acquisition. Bilingual Research Journal, 23(4), 409–422.
U. S. Department of Education. (2010). Transforming American Education: LearningPowered by Technology. Washington, DC: U.S. Department of Education, Office of Educational Technology.
Valencia, S.W., & Riddle Buly, M. (2004). Behind test scores: What struggling readers really need. Australian Journal of Language and Literacy, 27, 217–233.
Vaughn, S., & Denton, C. A. (2008). Tier 2: The role of intervention. In D. Fuchs, L. Fuchs, & S. Vaughn, (Eds.), Response to intervention: A framework for reading educators, (pp. 51–69). Newark, DE: International Reading Association.
Vaughn, S., & Roberts, G. (2007). Secondary interventions in reading: Providing additional instruction for students at risk. Teaching Exceptional Children, 39(5), 40–46.
Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83, 437–443.
Vernon, M. D. (1971). Reading and its difficulties: A psychological study. Oxford, England: Cambridge University Press. Wagner, R. K. (2008). Learning to read: The importance of assessing phonological decoding skills and sight word knowledge.
New York: Scholastic Inc.
Walberg, H. J., Strykowski, B., Rovai, E., & Hung, S. (1984). Exceptional performance. Review of Educational Research, 54, 87–112.
Walberg, H. J., & Tsai, S. (1983). Matthew effects in education. American Educational Research Journal, 20, 359–373.
Washington, J. A., & Thomas-Tate, S. (2009). How research informs cultural-linguistic differences in the classroom: The bi-dialectal African American child. In S. Rosenfeld & V. W. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (pp. 147-164). New York: Oxford University Press.
Wiener, J., & Schneider, B. H. (2002). A multisource exploration of the friendship patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30, 127–141.
Wilson, A. M., & Lesaux, N. K. (2001). Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of Learning Disabilities, 34, 394–400.
Ybarra, R., & Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9(3).
Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37–51.
Zill, N., Collins, M., West, J., & Hausken, E. (1995). Approaching kindergarten: A look at preschoolers in the United States. Washington, DC: National Center for Education Statistics, U.S. Department of Education.
56