Monday, October 22, 2007

References

References

Cartledge, G. Repeated reading a fluency building strategy. Retrieved October 21,
2007, from http://www.coe.ohio-state.edu/gcartledge/urbaninitiative/Repeated_Reading_Teachercopy.pdf.

Duke, N. and Pearson, P. D. (2002). What Research Has to Say About Reading
Instruction, 3rd edition, pp. 205-241. International Reading Association. Retrieved October 21, 2007, from
http://www.scholastic.com/dodea/Module_1/resources/dodea_m1_pa_duke.pdf.

Foorman, B. and Torgesen, J. Critical elements of classroom and small-group
instruction promote reading success in all children. Learning Disabilities
Research & Practice, 16(4), 203-212. (2001).

Gersten, R., Fuchs, L., Williams, J., and Baker, S. (2001). Teaching reading comprehension
Strategies to students with learning disabilities: a review of research. Review of
Educational Research, 71(2), 279-320.

Matlin, M. (2005). Cognition (6th ed). Hoboken, NJ: Wiley.

Metacognitive Skills. Retrieved October 22, 2007, from
http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy7/edpsy7_meta.htm

Pressley, M. (2000). Comprehension instruction: what makes sense now, what might make
sense soon. Retrieved October 21, 2007, from http://www.readingonline.org/articles/handbook/pressley/index.html.

Slavin, R. A model of effective instruction. Adapted from Slavin (1987a) and Slavin
(1994). Center for Research on the Education of Students Place at Risk.
John Hopkins University. Retrieved October 21, 2007, from http://www.successforall.net/_images/pdfs/modeleffect.htm.

Thalheimer, W. (2003, January). The learning benefits of questions. Retrieved
October 21, 2007, from http://www.learningadvantage.co.za/pdfs/questionmark/LearningBenefitsOfQuestions.pdf.

Watkins, C. Why fluency matters. Retrieved October 21, 2007, from
https://www.sraonline.com/download/DI/Research/Reading/fluencyresearch.pdf.

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