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BY FORMAT | Quantitative Research
Allen, L., Cipielewski, J., & Stanovich, K.E. (1992). Multiple indicators of children’s reading habits & attitudes: Construct validity and cognitive correlates. Journal of Education Psychology, 84 (4), 489-503. | Reading attitudes, recreational reading, reading log (daily reading diary) | Upper elementary Level | | Quantitative Research | view modified research article in pdf format
Allinder, R. M., Dunse, L., Brunken, C. D., & Obermiller-Krolikowski, H. J. (2001). Improving fluency in at-risk readers and students with learning disabilities. Remedial and Special Education , 22 (1), 48-54. | Fluency, oral reading | Middle School (6-8) | Quantitative Research | view modified research article review in pdf format
Anderson, M. A., Tollefson, N. A., Gilbert, E. C. (1985). Giftedness and Reading: A Cross- sectional view of Differences in Reading Attitudes and Behaviors. Gifted Child Quarterly, 29 (4) 186-189. | Reading Attitudes, Gifted, Behavior | Lower Elementary, UpperElementary, Middle School, High School | Quantitative Research | view modified research article review in pdf format
Armbruster, B.B., & Gudbrandsen, B. (1986). Reading comprehension instruction in social studies programs. Reading Research Quarterly, Winter 1986, 36-48. | Comprehension, Reading skills, Integrated reading process | Upper Elementary (4-5), Middle School (6-8) | Quantitative Research | view modified research article review in pdf format
Askov, E., & Fischbach, T. (1973). An investigation of primary pupils’ attitudes toward reading. The Journal of Experimental Education, 41, 1-7. | Reading attitudes, recreational reading, reading achievement | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Baumann, J.F. (1984).l The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, Fall, 93-115. | Direct instruction, main idea comprehension | Upper Elementary (4-6) | Quantitative Research | view modified research article review in pdf format
Bauman, J., Hoffman, J., Duffy-Hester, A., & Ro, J. (2000). The first r yesterday and today: U.S.elementary reading instruction practices reported by teachers and administrators. ReadingResearch Quarterly , 35, 338-363. | Methodology, achievement | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Beck, I. L., McKeown, M.G., Omanson, R. O., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15 (1), p. 3-18. | Vocabulary, Comprehension, primary school, direct instruction | Quantitative Research | Upper Elementary (4-5) | view modified research article review in pdf format
Becker, W.C. (1977). Teaching reading and language to the disadvantaged-What we have learned from field research. Harvard Educational Review, 47 (4). | Direct Instruction, Socioeconomic status (SES), Early childhood education | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Bottomley, D., Truscott, D., Marinal, B., Henk, W., & Melnick, S. (1999). An affective comparison of whole language, literature-based and basal reader literacy instruction. Reading Research and Instruction, 38 (2), 115-129. | Whole language, holistic, literacy-based reading instruction | Upper Elementary (4-5), Middle School (6- 8) | Quantitative Research | view modified research article review in pdf format
Byrne, B., & Fielding-Barnsley, R., (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. Journal of Educational Psychology, 81 (3), 313-321. | Alphabetic principle, phonemic awareness | Kindergarten | Quantitative Research | view modified research article review in pdf format
Byrne, B., & Fielding-Barnsley, R., (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82 (4), 805- 812. | Phonemic awareness, phoneme identity, phonemic segmentation | Preschool | Quantitative Research | view modified research article review in pdf format
Carnine, D., Kameenui, E., Maggs, A. (1982). Components of analytic assistance: Statementsaying, concept training, and strategy training. Journal of Educational Research, 75(6), 374-377. | Analytic method, strategy | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format.
Carnine, D. W. (1981). High and low implementation of direct instruction teaching techniques. Education and Treatment of Children, 4 (1), 43-51. | Direct instruction, preschool, language arts, pacing | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Chapman, J.W. & Tunmer, W.E. & Prochnow, J.E. (2001). Does success in the Reading Recovery Program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading, 5 (2), 41-176. | Reading Recovery, Phonological awareness, Whole language | Kindergarten, Lower elementary | Quantitative Research | view modified research article review in pdf format
Cunningham, A.E., & Stanovich, K.E., (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology , 82 (4), 733-740. | Orthographic processing, phonological processing, word analysis | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article in pdf format
Davenport, S., Mitylene, L., & Lasmann, M. (2004). The impact of cross-age tutoring on reading attitudes and reading achievement. Reading Improvement, 41 (1), 10-12. | Reading attitudes, Reading achievement, Children’s literature | Kindergarten, Upper Elementary (4-5) | Qualitative Research | view modified research article review in pdf format
Dryden, B. (1981). Characteristics of group self-reporting reading attitude instruments for elementary grades, Reading Improvement, 18 (1), 2-7. | Reading attitude, assessment, self-report | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-6) | Quantitative Research | view modified research article review in pdf format
Estes, T. H. (1971). A scale to measure attitudes toward reading. Journal of Reading, 135-138. | Assessment, reading attitude | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Quantitative Research | view modified research article review in pdf format
Feng, A., VanTassel-Baska, J., Quek, C., Bai, W., & O’Neill, B. (2005). A longitudinal assessment of gifted students’ learning using the integrated curriculum model (ICM): Impacts and perceptions of the william and mary language arts and science curriculum. Roeper Review, 27 (2), 78-84. | Reading, gifted learners, language arts, gifted programs, assessment | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Quantitative Research | view modified research article review in pdf format
Fuchs, L.S., Fuchs, D. & Compton, D.L. (2004). Monitoring early reading development in first grade: word identification fluency versus nonsense word fluency. Exceptional Children, 71 (1), 7-21. | Assessment, emergent reading, fluency | Lower Elementary (1-3) | Quantitative Research| view modified research article review in pdf format
Garner, J., & Bochna, C. (2004). Transfer of a listening comprehension strategy to independent reading in first-grade students. Early Childhood Education Journal, 32 (2), 69-74. | Independent reading, reading, successful reading, beginning readers | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Good, R. H., Simmons, D. C., & Kame’enui, E. (2001). The importance and decision-makingutility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5 (3), 257-288. | Fluency, assessment, intervention | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Graves, A., Plasencia-Peinado, J., Deno, S., & Johnson, J. (2005). Formatively evaluating the reading progress of first-grade english learners in multiple-language classrooms. Remedial and Special Education, 26 (4), 215-225. | Multicultural education, multicultural literature, English as a
2nd language | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Hedrick, W. (1999). Implementing a multimethod, multilevel literacy program for students with mental retardation. Focus on Autism & Other Developmental Disabilities, 14 (4), 231-239. | Literacy development, mental retardation, students with special needs, multilevel approach | Lower elementary (1-3), Upper elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Herrold, W.G., & Serabian, A. J. (1989). Comparison of the effect of a middle school, literature-based listening program on male and female attitudes toward reading. Educational Research Quarterly, 13 (4), 43-46. | Reading attitudes, oral reading | Middle School (6-8) | Quantitative Research | view modified research article review in pdf format
Hintze, J. M., Daly, E. J., & Shapiro, E. S. (1998). An investigation of the effects of passage difficulty level on outcomes of oral reading fluency progress monitoring. School Psychology Review, 27(3), 433-436. | Readability, Fluency | Lower Elementary, Upper Elementary | Quantitative Study | view modified research article review in pdf format.
Joseph, L., & Orlins, A. (2005). Multiple uses of a word study technique. Reading Improvements, 42 (2), 73-79. | Word analysis, Reader response, Reading attitudes | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format.
Kameenui, E., Carnine, D., & Freschi, R. (1982). Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly, 17 (3), 367-388. | Vocabulary, comprehension | Upper Elementary (4-5), Middle School (6-8) | Quantitative Research | view modified research article review in pdf format
Lazarus, D., & Callahan, T. (2000). Attitudes toward reading expressed by elementary school students diagnosed with learning disabilities. Reading Psychology, 21 (4), 233-236. | Reading disabilities, reading attitudes, reading motivation | Quantitative Research | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5) | view modified research article review in pdf format
Leafstedt, J., & Gerber, M. (2005). Crossover of phonological processing skills. Remedial and Special Education, 26 (4), 226-235. | Decoding, language, reading, multicultural learning, phonological coding | Lower elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Lie, A. (1991). Effects of a training program for stimulating skills in word analysis in first grade students. Reading Research Quarterly. 26 (3), 234-250. | Word analysis, phonemic awareness | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Linan-Thompson, S., Bryant, D., Dickson, S., & Kouzekanani, K. (2005). Spanish literacy instruction for at-risk kindergarten students. Remedial and Special Education, 26 (4), 236-244. | Special education, specific learning disabilities (SLD), phonological awareness | Kindergarten | Quantitative Research | view modified research article review in pdf format
Lundberg, I., Frost, J., & Peterson O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly. 23(3), 363-284. | Direct instruction, Preschool, Phonological awareness, Rhyming | Preschool 3-5 yrs. Old, Lower Elementary | Quantitative Research | view modified research article review in pdf format.
Mann, V.A. (1993). Phoneme Awareness and future reading ability. Journal of Learning Disabilities, 26 (4), 259-269. | Phoneme awareness | Kindergarten | Quantitative Research | view modified research article review in pdf format
Manset-Williamson, G., & Nelson, J. M. (2005). Balanced, strategic reading instruction for upper-elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28, 59-74. | Reading Disability, Direct instruction, Strategic reading | Upper Elementary, Middle School | Other: Quantitative Study | view modified research article review in pdf format
Maqsud, M., U North-west, Faculty of Education, Mmabatho, South Africa. (1997). Effects of metacognitive skills and nonverbal ability on academic achievement of high school pupils. Educational Psychology, 17 (4), 387-397. | Metacognition, comprehension, assessment instruments | Quantitative Research | View our modified research article in pdf format
Marchbanks, G. & Levin, H. (1965). Cues by which children recognize words. Journal of Educational Psychology. 56 (2), 57-61. | Word recognition, non reader, early reading | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
McClelland, J. (1977). Letter and configuration information in word identification. Journal of Verbal Learning and Verbal Behavior , 16, 137-150. | Word recognition, letter configuration | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School | Quantitative Research | view modified research article review in pdf format
McKeown, M.G., Beck, I. L., Omanson, R.C., & Perfetti, C.A. (1983). The effects of long-termvocabulary instruction on reading comprehension: A Replication. Journal of Reading Behavior, 15 (1), 3-18. | Comprehension, vocabulary | Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Myles, B., Rome-Lake, M., Barnhill, G., Huggins, A., Hagiwara, T., & Griswold, D. (2003). Written profile of children and youth with Asperger syndrome. Education and Training in Developmental , 38 (2), 362-369. | Special Education, written language | Lower elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Quantitative Research | view modified research article review in pdf format
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1985) Learning words from context. Reading Research Quarterly, 20 (2), p.233-253. | Incidental learning, vocabulary, context clues | M iddle School (6-8) | Quantitative Research | view modified research article review in pdf format
Nagy, W., Anderson, R., & Hermon, P. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24 (2), 237-270. | Context clues, expository text, narrative, schema | Lower Elementary (1-3), Middle School (6-8), High School (9-12)| Quantitative Research | view modified research article review in pdf format
Neville, M.H., (1968). Effects of oral and echoic responses in beginning reading. Journal of Educational Psychology, 59 (5), 362-369. | Silent reading, oral reading | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
O’Connor, R., Jenkins, J., Leicester, N., & Slocum, T. (1993). Teaching phonological awareness to young children with learning disabilities. Exceptional Children. 59(6), 532-546. | Phonological awareness, Special needs, Learning disabilities | 3-5 year olds, Kindergarten , Lower elementary | Quantitative Research | view modified research article review in pdf format.
Oakan, R., Weiner, M., & Cromer, W. (1971). Identification, organization and reading comprehension for good and poor readers. Journal of Educational Research. 62, 71-78. | Comprehension processes, Comprehension strategy, Sight words | Upper elementary | Quantitative Research | view modified research article review in pdf format.
Otaiba, S. (2005). How effective is code-based reading tutoring in english for English learners and preservice teacher-tutors. Remedial and Special Education, 26 (4), 245-254. | Code-based reading, special education, specific learning disabilities (SLD), bilingual education | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Pany, D., McCoy, K., & Peters, E. (1981). Effects of corrective feedback on comprehension skills of remedial students. Journal of Reading Behavior. 8(2), 131-143. | Comprehension, Special needs student, Oral reading | Lower elementary, Upper elementary | Quantitative Research | view modified research article review in pdf format.
Patching, W., Kameenui, E., Carnine, D., Gersten, R., & Colvin, G. (1983). Direct instruction in critical reading skills. Reading Research Quarterly, 18, 406-418. | Direct instruction, critical reading |
Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Perfetti, C., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67 (4), 461-469. | Reading skills, readers response, reading process, reading interests | Lower Elementary (1-3), Upper Elementary (3-5) | Quantitative Research | view modified research article review in pdf format
Putnam, L. and Yout, A.(1972). Is a structured reading program effective for urban, disadvantaged children?. Reading World. 12, 123-135. | Basal, Analytical method, Spelling | Lower elementary | Quantitative Research | view modified research article review in pdf format.
Rinaldi, Claudia. (2003). Language competence and social behavior of students with emotional and behavioral disorders. Behavioral Disorders. 29(1), 34-42. | emotional disorder, syntactic awareness | Upper Elementary | Quantitative Research | view modified research article review in pdf format .
Samuels, S.J. & Jeffrey, W.E. (1966). Discriminability of words and letter cues used in learning to read. Journal of Educational Psychology, 57 (6), 337-340. | Early reader, Cuing system| Lower Elementary Kindergarten| Quantitative Research| view modified research article review in pdf format
Schwartz, R.M. & Stanovich, K.E., (1981). Flexibility in the use of graphic and contextual information by good and poor readers. Journal of Reading Behavior, 13 (3), 263-269. | Word recognition (add), context clues, graphophonics | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research| view modified research article review in pdf format.
Siler E.R. (1974). The effects of syntactic and semantic constraints on the oral reading performance of second and fourth graders. Reading Research Quarterly, 9 (4), 583-602. | Oral reading, syntax, semantics, grapheme | Lower Elementary (1-3), Upper Elementary (4-6) | Quantitative Research | view modified research article review in pdf format
Sindelar, P. T., Monda, L. E., & O’Shea, L. J. (1990). Effects of repeated readings on instructional and mastery-level readers. Journal of Educational Research, 83 (4), 220-226. | Repeated reading, fluency, comprehension | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Spector, J. E., University of Maine. (2005). How reliable are informal reading inventories? Psychology in the Schools, 42 (6), 593-603. | Assessments | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Sperling, R., & Head, D. (2002). Reading attitudes and literacy skills in prekindergarten andkindergarten children. Early Childhood Educational Journal, 29 (4), 233-236. | Reading attitudes, reading motivation, reading skills | Quantitative Research | Kindergarten, 3 – 5 years | view modified research article review in pdf format
Stanovich, K., Cunningham, A., & Feeman, D. (1984). Relation between early reading acquisition and word decoding with and without context: A longitudinal study of first grade children. Journal of Educational Research. 76(4), 668-677. | Emergent literacy, Context, Decoding | Lower elementary | Quantitative Research | view modified research article in pdf format
Swanson, B. (1982). The relationship between attitude toward reading and reading achievement. Educational and Psychological Measurement, 42, 1303-1305. | Reading attitudes, reading skills, reading process | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Swanson, B. (1982). The relationship of first grader’s reading attitude to sex and social class. Reading World, 22 (1), 44-47. | Reading attitude, reading skills, motivation, reading instruction | 3-5 years, Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Thaler, V., Ebner, E., Wimmer, H., & Landerl, K. (2004). Training reading fluency in dysfluent readers with high reading accuracy: Word specific effects but low transfer to untrained words. Annals of Dyslexia, 54 (1), 89-113. | Fluency, word analysis, computer-assisted/based instruction | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409. | Students with special needs, curriculum based testing, comprehension, fluency | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S., & Blozis, S. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education , 24 (5), 301-315. | Grouping, remedial reading, reading difficulties | Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Vellutino, F. R., & Scanlon, D. M., (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363. | Phonological awareness, phonological coding, phonological segmentation | Kindergarten, Lower Elementary (1-3) | Quantitative Research | view modified research article review in pdf format
Wiley, H., & Deno, S. (2005). Oral reading and maze measures as predictors of success for english learners on a state standards assessment. Remedial and Special Education, 26 (4),207-214. | Curriculum-based measurements (CBM), English as a second language (ESL), oral reading, maze task, multiple choice cloze | Lower Elementary (1-3), Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
Wigfield, A., Guthrie, J., Tonks, S., & Perencevich, K. (2004). Children’s motivation for reading: Domain specificity and instructional influences. Journal of Educational Research, 97(6), 299-309. | Reading motivation, Strategy, Reading efficacy | Lower Elementary (1-3) | Quantitative Research | View modified research article review in pdf format
Williams, J.P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72 (1), 1-15. | Learning-disability, special education, phoneme, decoding | Lower Elementary (1-3), Upper Elementary (4-6) | Quantitative Research | view modified research article review in pdf format
Wixon, K. (1986). Vocabulary instruction and children’s comprehension of basal stories. Reading Research Quarterly, 11, 317-329. | Vocabulary, comprehension | Upper Elementary (4-5) | Quantitative Research | view modified research article review in pdf format
