Mary Kearney Briggs

 Reference List

Antonacci, P.A., & O’Callaghan, C. M. (2011). Promoting literacy development:  50 research-based strategies for K-8 learning (pp. 83-114). Thousand Oaks, CA: SAGE publications inc.

Athans, S. K., & Devine, D. (2010). Activities to build vocabulary knowledge and word skills. In Fun-tastic Activities for Differentiating Comprehension Instruction, Grades 2–6 (pp. 59-76). Newark, DE: International Reading Association.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnson, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Merrill

Beck, I. L., & And, O. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-21.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002) Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press

Behlol, M., & Kaini, M. (2011). Comparative effectiveness of contextual and structural method of teaching vocabulary. English Language Teaching, 4(1), 90-97.

Blachowicz, C. Z., Fisher, P. L., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.

Bloodgood, J. W., & Pacifici, L. C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher, 58(3), 250-263.

Bölte, J. (2009). Effects of referential ambiguity, time constraints and addressee orientation on the production of morphologically complex words. European Journal of Cognitive Psychology, 21(8), 1166-1199.

Boushey, G., & Moser, J. (2009). The café book: Engaging all students in daily literacy assessment and instruction. Portland, ME: Stenhouse Publishers

Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading & Writing, 23(5), 515-537. doi:10.1007/s11145-009-9172-z

Campbell-Rush, P. (2008). 10 strategies to improve writing instruction in the primary grades. Education Digest, 74(1), 35-39.

Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464-487.  doi:10.1598/RRQ.45.4.5

Carpenter, K., Gehsmann, K., Smith, R., Bear, D., & Templeton, S. (2009).  Learning together:  Putting word study instruction into practice.  California Reader, 42(3), 4-18.

Cassar, A., & Jang, E. (2010). Investigating the effects of a game-based approach in teaching word recognition and spelling to students with reading disabilities and attention deficits. Australian Journal of Learning Difficulties, 15(2), 193-211. doi:10.1080/19404151003796516

Connor, C., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., & Schatschneider, C. (2011). Testing the impact of child characteristics and instruction interactions on third graders’ reading comprehension by differentiating literacy instruction.  Reading Research Quarterly, 46(3), 189-221.

Culham, R. (2006). The trait lady speaks up. Educational Leadership, 64(2), 53-57.

Davis, C., & Drouin, M. (2010). Relations between specific and general word learning. Reading Psychology, 31(4), 327-346. doi:10.1080/02702710902754366

Donnelly, W., & Roe, C. J. (2010). Using sentence frames to develop academic vocabulary for English learners. The Reading Teacher, 64(2), 131-136. doi:10.1598/RT.64.2.5

Donovan, C. A., & Smolkin, L. B., (2006). Children’s understanding of genre and writing development, In C. A. MacArthur, S. Graham, and J. Fitzgerald, (Eds.), Handbook of writing research (pp. 131-143) New York, NY: The Guilford Press

Duke, N. K. & Carlisle, J. (2011). The development of comprehension, In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerback, (Eds.), Handbook of reading research (Vol.       4, pp.199-228) New York, NY: Routledge.

Durso, F. T., & Coggins, K. A. (1991). Organized instruction for the improvement of word  knowledge skills. Journal of Educational Psychology, 83(1), 108-12.

Fry, S., & Griffin, S. (2010). Fourth graders as models for teachers: Teaching and learning 6+1 trait writing as a collaborative experience. Literacy Research And Instruction, 49(4), 283-298.

Graham, S. & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104(6), 396-407.

Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness  in young readers. The Reading Teacher, 62(3), 185-193.

Harp, B, (2006) Analytic trait writing assessment. The Handbook of Literacy Assessment and Evaluation, (3rd ed.) Norwood, MA: Christopher-Gordon Publishers, Inc.

Harris, M. L., Schumaker, J. B., & Deshler, D. D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 17-33.

Harris, T. L., Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing.  Newark, DE: International Reading Association

Hutton, T. L., (2008) Three tiers of vocabulary and education. Retrieved on December 28, 2011 from http://www.superduperinc.com/handouts/pdf/182_VocabularyTiers.pdf

Kinloch, V. (2011). Innovative writing instruction. English Journal, 100(5), 95-99.

Kirk, C., & Gillon, G. T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech & Hearing Services In Schools, 40(3), 341-351. doi:10.1044/0161-1461(2008/08-0009)

Laman, T. (2011). The functions of talk within a 4th-grade writing workshop: Insights into understanding. Journal of Research In Childhood Education, 25(2), 133-144.

Lehr, F., Osborn, J., & Hiebert, E. H. (2005), A focus on vocabulary, Regional Educational Laboratory at Pacific Resources for Education and Learning, 1-26.

McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children’s strategic use of morphological information to infer word meanings. Reading Research Quarterly, 46(4), 334-349. doi:10.1002/RRQ.003

Manak, J. (2011). The social construction of intertextuality and literacy understanding: The impact of interactive read-alouds on the writing of third graders during writing workshop. Reading Research Quarterly, 46(4), 309-311. doi:10.1002/RRQ.001

Manzo, K. (2003). NAEP results underscore need to up writing instruction. Education Week, 22(43), 10.

Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky. St. Paul, MN: Red Leaf Press

Morgan, B., & Odom, D. (2006). Stories from tween classrooms. Educational Leadership, 63(7), 38-41.

Morrison, V. B., & Okonkowski S. (2010). Using read-alouds to develop vocabulary: Components of a balanced word diet.  The Michigan Reading Journal, 42 (3), 18-28.

Mountain, L. (2005). ROOTing out meaning: More morphemic analysis for primary pupils. The Reading Teacher. 58 (8) 742-749.

Nagy, W. E., & Hiebert, E. H., (2011). Toward a theory of word selection, In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerback, (Eds.), Handbook of Reading Research (Vol. 4, pp. 388-404). New York, NY: Routledge.

Northwest Regional Educational Laboratory, 2011, 6 + 1 Trait Scoring, http://educationnorthwest.org/traits.  Portland, OR, retrieved on December 12, 2011

Olinghouse, N. G., & Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading & Writing, 22(5), 545-565. doi:10.1007/s11145-008-9124-z

Piaget, J. (1928). La causalité chez l’enfant. British Journal of Psychology, 18, 276-301

Pressley, M., Mohan, L., Raphael, L. M., & Fingeret, L. (2007). How does Bennett Woods Elementary School produce such high reading and writing achievement? Journal of     Educational Psychology, 99(2), 221-240. doi:10.1037/0022-0663.92.2.221

Rasinski, T. V., Padak, N., Newton, J., & Newton, E. (2011). The Latin-Greek connection: Building vocabulary through morphological study. The Reading Teacher, 65(2), 133-141. doi:10.1002/TRTR.01015

Savino, J. (2011). The Shakespeare in all of us: A monumental, multitudinous, premeditated approach to vocabulary instruction. Journal of Adolescent & Adult Literacy, 54(6), 445-453. doi:10.1598/JAAL.54.6.6

Smith, C. B., & ERIC Clearinghouse on Reading, (2003a). Vocabulary development: Elaboration for writing. ERIC Topical Bibliography and Commentary. 2-5.

Smith, C. B., & ERIC Clearinghouse on Reading, (2003b). Vocabulary’s influence on successful writing. ERIC Topical Bibliography and Commentary. 2-5.

Stygles, J. (2011). Implementing morphological word study in the intermediate classroom. New England Reading Association Journal, 46(2), 60-66.

Tunks, K. W. (2010). Attitudes toward writing in fifth grade students preparing for state-mandated writing exam. International Journal of Applied Educational Studies, 8(1), 1-9.

Vogt, M. & Shearer, B. A., (2011). Reading Specialists and Literacy Coaches in the Real World (3rd ed.). Boston, MA: Pearson Allyn & Bacon.

Vygotsky, Lev (1986). Thought and language. Cambridge, Massachusetts: The MITPress

White, S., Vanneman, A., & National Center for Education Statistics. Washington, D. C. (2000). NAEP scoring of fourth-grade narrative writing.

Children’s Literature/Mentor Texts for Read Alouds

Coerr, E., (1977). Sadako and the thousand paper cranes. New York, NY: Putnam

Conrad, P., (1989). My daniel. New York, NY: Harper Collins

Applegate, K., (2007). Home of the brave. New York, NY: Holtzbrinck

 

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