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BY LEVEL | Upper Elementary (4th - 5th)
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
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
Anderson , W.W. (1977). Focus on measurement and evaluation, informal reading inventories: Commercial or conventional? Reading World, 17, 64-68. | Informal reading inventory (IRI) | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Discussion | 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
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
Berila, B. (2005). Unsettling calls for national unity: The pedagogy of experimental multiethnic literatures. Melus, 30 (2), 31-47. | Reading, reading practices, multiethnic reading | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Bisgaard, D. (2005). Diversity: 15 years from now. Independent School, 64 (4), 42-48. | Multicultural education, multicultural literature, cognitive structure | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review| view modified research article review in pdf format
Blachowicz, C. L. Z., Sullivan, D. M., & Cieply, C. (2001). Fluency snapshots: A quickscreening tool for your classroom. Reading Psychology, 22, 95-109. | Fluency, oral reading, assessment instruments, curriculum-based assessment | Lower elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practice | view modified research article review in pdf format
Blevins, W. (1998). Make the most of phonograms. Instructor-Intermediate, 108 (4), 74-75. | Reading, phonograms, early readers | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practice | view modified research article review in pdf format
Bottini, M., Grossman, S. (2005). Center-based teaching and children’s learning. The effects of Learning Centers on Young Children’s Growth and Development. Childhood Education, Annual Theme 2005, 274-277. | Learning centers, primary school | K, Lower Elementary, Upper Elementary | Qualitative 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
Brodwin, M., Cardoso, E., & Star, T. ((2004). Computer assistive technology for people who have disabilities: Computer adaptations and modifications. Journal of Rehabilitation, 70 (3), 28-33. | Assistive technology, math, special education, textbooks, text readers | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review| view modified research article review in pdf format
Canto, N., Markus, H., Niedenthal, P., & Nurius, P., On motivation and the self-concept, (1986), In R.M. Sorrentino & E.F. Higgins (Ed.), Handbook of Motivation and Cognition, 1, 204- 243, New York: Gilford. | Self-concept, motivation, self-knowledge | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School, Lifelong Learners| Other: Literature Review | view modified research article review in pdf format
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities , 35 (5), 386-406. | Learning disabilities, fluency, reading comprehension, repeated reading | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Literature Review | view modified research article review in pdf format
Clary, L., (1992). Integrated language arts for adolescents with learning disabilities. The Clearing House, 65 (5), 315-318. | Whole language, holistic approach | Upper Elementary (4-5), Middle School (6-8) | Other: Discussion | view modified research article review in pdf format
Cook-Benjamin, L. (2001). Portfolio assessment: Benefits, issues of implementation, and reflections on its use. Assessment Update, 13 (4), 6-7. | Assessment , portfolio, reading, learner attitude, teacher attitude | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Cothern, N.B., Collins, M.D. (1992). An exploration: Attitude acquisition and reading instruction. Reading Research and Instruction, 31, (2) 84-97.| Reading Attitude, Behavior, Reading instruction | Lower Elementary, UpperElementary, Middle School, High School | Other: Theory | view modified research article review in pdf format
Cramond, B. (2003). Reading instruction for the gifted. Illinois Reading Council Journal,32, (4), 32-36. | Reading instruction, gifted, remedial reading | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18 (3), 201-211. | Research-based practice, intervention, reading achievement, students with special needs, socioeconomic status | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory Into Practice , 30 (3), 165-175. | Fluency, prosody | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Discussion | 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
Dublin, K., & Chester, R. (1972). A validation study of estes attitude scale. Wisconsin Reading Association , 3-4. | Reading, book reading, reading attitudes | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature review | view modified research article review in pdf format
Elkind, K. (2004). Choosing assistive technology for teaching reading and writing. Media & Methods, 40 (6), 20. | Educational technology, special education, learning disabilities, assistive technology | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Ferrara, S. (2005). 20 ways to promote reader self-efficacy. Intervention in School and Clinic, 41 (1), 36-38. | Reading, reader self-efficacy, reading difficulties, struggling readers | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Classroom Practice | view modified research article review in pdf format
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading , 5 (3), 239-256. | Fluency, oral reading, assessment, automaticity | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School | Other: Literature Review | view modified research article review in pdf format
Ganske, K., Monroe, J. K., & Strickland, D. S. (2003). Questions teachers ask about struggling readers and writers. The Reading Teacher, 57 (2), 118-128. | Remedial reading, struggling readers, strategy | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Classroom Practice | view modified research article review in pdf format
Gentry, J. (1998). Boost spelling skills with wall charts. Instructor-Intermediate, 107 (6), 28-29. | Reading, spelling, wall charts, instructional activities | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Classroom Practice | view modified research article review in pdf format
Giddings, L. (1992). Literature-based reading instruction: an analysis, Reading Research and Instruction, 31 (2), 18-30. | Psycholinguistic, literature-based instruction, holistic approach | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-6) | Other: Literature Review | view modified research article review in pdf format
Gruber, B. (1999). Boost learning with word walls. Teaching PreK-8, 30 (1), 64-65. | Learning, reading, word walls, spelling | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practice | view modified research article review in pdf format
Haeny, K. (1989). Learning together through the arts. Educational Leadership, 3, 34-36. | Diversity, students with special needs, gifted students, language arts, puppets | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practices | view modified research article review in pdf format
Hansen, H.S. (1969). The impact of the home literary environment on reading attitude.
Elementary English, 46, 71-24. | reading attitude | Upper Elementary (4-5)
Middle School (6-8) | Qualitative 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
Hiebert, E. H., & Fisher, C. W. (2005). A review of the National Reading Panel’s studies on fluency: The role of text. The Elementary School Journal, 105 (5), 443-460. | Fluency, readability | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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.
Holloway, J. (2003). Grouping gifted students. Educational Leadership, 61 (2), 89-91. | Reading, gifted students, reading achievement | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Hollenberg, J. (2004). Today’s focus rhythm music history. Teaching Music, 12 (1), 50-53. | Word walls, music, music education, reading | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Classroom Practice | view modified research article review in pdf format
Jones, T. (2005). Incorporate diversity into your classroom. Intervention in School and Clinic, 41 (1), 9-12. | Reading, multicultural literature, multicultural learning, multicultural reading | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12)| Other: Literature Review | view modified research article review in pdf format
Jongsma, K. (2000). Developing the magic and wonder of words. Reading Teacher, 54 (1), 80-82. | Reading, phonemic awareness, books, words | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5) | Other: Instructional books and materials | 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
Kubina, R. M. (2005). Developing reading fluency through a systematic practice procedure. Reading & Writing Research, 21, 185-192. | Fluency, Oral reading, repeated reading | Lower Elementary, Upper Elementary | Other: Discussion | view modified research article review in pdf format
LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. | Reading, visual information, phonology, episodic memory system | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Leu, D., & Kinzer, C. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35 (1), 108-127. | Literacy instruction, networked technologies, reading | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Lubliner, S., Teacher Education Department of California State University. (2004). Help for struggling upper-grade elementary readers. The Reading Teacher, 57 (5), 430-438. | Struggling readers, reading comprehension | UpperElementary (4-5) | Qualitative 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
Margolis, H. (2004). The consultant’s corner: Struggling readers: What consultants need to know. Journal of Educational and Psychological Consultation, 15 (2), 191-204. | Struggling readers, reading, reading assessment, reading problems | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Mason, J. M. (1977). Questioning the notion of independent processing stages in reading.Journal of Educational Psychology, 69 (3), 288-297. | Reading process, reading | Lower Elementary (1-3), Upper Elementary (4-5) | Mixed Method 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
McCoy, K. M., & Pany, D. (1986). Summary and analysis of oral reading corrective feedback research. The Reading Teacher , 39, 548-554. | Direct instruction, comprehension, oral reading, primary school | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | 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
O’Brien, P. (2001). Celebrating journeys: In journals, letters, and postcards. Challenge, 93, 35-37. | Journal writing, journal reading, writing | Upper Elementary, Middle School, High School | Other: Literature Review | 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
Ogle, D. M. (1986). K-W-L: A Teaching Model That Develops Active Reading of expository Text. The Reading Teacher, 39 (6), 564–570. | K-W-L, expository text, prior knowledge, comprehension | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High school (9-12) | Other: Classroom Practice | view modified research article review in pdf format
Palmer, R .G., & Stewart, R. A. (2005). Models for Using Nonfiction in the Primary Grades. The Reading Teacher, 58 (5), 426–434. | Expository text, comprehension, teacher-directed instruction, scaffolding | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Classroom Practice | 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
Rapp, W. (2005). Issues in technology: Using assistive technology with students with exceptional learning needs: when does an aid become a crutch? Reading and Writing Quarterly, 21, 193-196. | Assistive technology, IDEA, special education | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Reardon, T. (2004). Key stage 2 reading tests: What the teachers really think. Education Journal, 79, 28-30. | Reading, reading tests, assessments | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (5-8), High School (9-12) | Other: Literature Review | view modified research article review in pdf format
Remsen, K. (2004). Using the library to improve student literacy. Teacher Librarian, 32 (5), 63-64. | Student literacy, library, reading comprehension, educational programs | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Classroom Practice | view modified research article review in pdf format
Riley, G., Beard, L., & Strain, J. (2004). Assistive technology at use in the teacher education programs at Jacksonville state university. TechTrends, 48 (6), 47-49. | Assistive technology, accommodation, special education | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom. Roeper Review, 26 (4), 216-222. | Giftedness, reading, gifted students, creative children, creative writing | Lower Elementary (1-3), Upper Elementary (4-5) | Qualitative Research | view modified research article review in pdf format
Samuels, S. J. (1976). Automatic decoding and reading comprehension. Language Arts, 53, 323- 325. | Decoding, comprehension, behaviorism | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Discussion | 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
Siegel, M. (2000). Word walls. Teaching Elementary Physical Education, 11 (6), 11-12. | Word walls, written language, writing, reading, vocabulary | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8) | Other: Classroom Practice | 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
Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 58 (7), 680–683. | Expository text, fiction, comprehension | Upper Elementary (5-6) | Other: Classroom Practice | view modified research article review in pdf format
Stahl, S.A., & Miller, P.D., (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59 (1), 87-116. | Whole language, language experience approaches (LEA) | Lower Elementary (1-3), Upper Elementary (4-6) | Quantitative Research | view modified research article review in pdf format
Stahl, S. A., & Kuhn, M. R. (2002). Making it sound like language: Developing fluency. The Reading Teacher , 55 (6), 582-584. | Fluency, prosody, repeated reading, oral reading | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12), Post High School | Other: Discussion | 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
Torgesen, J., Wagner, R., Simmons, K., & Laughon, P. (1990). Identifying phonological codingproblems in disabled readers: Naming, counting, or span measures? Learning Disability Quarterly , 13, 236-243. | Phonics, Reading disability, assessment, memory, phoneme-grapheme correspondence | 3-5 years, Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5)| Other: Literature Review | view modified research article review in pdf format
Valencia, S. & Buly, M. (2004). Behind test scores: What struggling readers really need.Reading Teachers, 57 (6), 520-531. | Silent reading, No Child Left Behind (NCLB), standardized reading test, reading test scores, reading assessment | Upper Elementary (4-5) | Qualitative Research | view modified research article review in pdf format
Vellutino, F. R., & Scanlon, D. M. (1986). Experimental evidence for the effects of instructional bias on word identification. Exceptional Children, 53 (2), 145-155. | Fluency, strategy, word identification | Lower Elementary (1-3), Upper Elementary (4-5) | Qualitative Research | view modified research article review in pdf format
Wagner, R. (1988). Causal relationships between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill-Palmer Quarterly. 34 (3), 261-279. | Phonological awareness, early reading | Lower Elementary (1-3), Upper Elementary (4-5) | Other: Meta-analysis | view modified research article review in pdf format
Wepner, S., & Bowes, K. (2004). Issues of technology. Reading and Writing Quarterly, 20, 219-223. | Assistive technology, literacy event, literacy development | Kindergarten, Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Wilkins, A., Huang, J., & Yue, C. (2004). Visual stress theory and its application to reading and reading tests. Journal of Research in Reading, 27 (2), 152-162. | Reading, reading tests, assessment, reading assessment | Lower Elementary (1-3), Upper Elementary (4-5), Middle School (6-8), High School (9-12) | Other: Literature Review | 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
Woltz, L. A. (1981). Mainstreaming reading and classroom teachers (Document No CS006777). Des Moines, IA: Plains Regional Conference of the International Reading Association. (EDRS Document Reproduction Service No. ED 219741. | Mainstreaming, learning disabilities, remedial reading | Lower Elementary (1-4), Upper Elementary (5-6) | Other: Literature Review | view modified research article review in pdf format
Yopp, R. H., & Yopp, H. K. (2004). Preview-Predict-Confirm: Thinking about the language and content of informational text. The Reading Teacher, 58 (1), 79-83. | Informational text, comprehension, Reading Strategies | Upper Elementary (4-5) | Other: Classroom Practice | view modified research article review in pdf format
