GENERAL+RESOURCES


 * ARTICLES **


 * Duffy, G. G., & Hoffman, J. V. (1999). In pursuit of an illusion: The flawed search for a perfect method. //The Reading Teacher, 53//, 10-16.
 * Mesmer, E. M., & Mesmer, H. A. (2008). Response to intervention: What teachers of reading need to know. //The Reading Teacher, 62//, 280-290.
 * Morris, D., Ervin, C., & Conrad, K. (1996). A case study of middle school reading disability. //The Reading Teacher, 49//, 368-377.
 * Neufeld, P. (2005). Comprehension instruction in content area classes. //The Reading Teacher, 59//, 302-312.
 * Pikulski, J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. //The Reading Teacher, 58//, 510-519.


 * BOOKS / TEXTS **
 * Allington, R. L. (2001). //What really matters for struggling readers: designing research-based programs//. New York: Longman.
 * Atwell, N. (1998). //In the middle: New understandings about writing, reading, and learning.// (2nd edition). Portsmouth, NH: Heinemann.
 * Atwell, N. (2007). //The reading zone: How to help kids become skilled, passionate, habitual, critical readers.// USA: Scholastic//.//
 * Beers, K. (2003). //When kids can't read: What teachers can do: A guide for teachers 6-12.// Portsmouth, NH: Heinemann.
 * Beers, K., Probst, R.E., & Rief, L. (2007). //Adolescent literacy: Turning promise into practice.// Portsmouth, NH: Heinemann.
 * Blachowicz, C. L. Z., & Fisher, P. J. (2002). //Teaching vocabulary in all classrooms.// Upper Saddle River, NJ: Merrill Prentice Hall.
 * Bond, E. (2011). //Literature and the young adult reader.// USA: Pearson.
 * Boushey, G., & Moser, J. (2006). //The Daily Five//. Portland, ME: Stenhouse.
 * Boushey, G., & Moser, J. (2009). //The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction//. Portland, ME: Stenhouse.
 * Calkins, L. M. (1994). //The art of teaching writing// (New ed.). Portsmouth, N.H.: Heinemann.
 * Calkins, L. M. (2001). //The art of teaching reading// (1st ed.). New York: Longman.
 * Clay, M. M. (2002). //An observation survey of early literacy achievement// (2nd ed.). Portsmouth, NH: Heinemann.
 * Cunningham, P. M., & Allington, R. L. (2003). //Classrooms that work. They can all read and write// (3rd ed.). Boston: Allyn and Bacon.
 * Feldgus, E. G., & Cardonick, I. (1999). //Kid writing: a systematic approach to phonics, journals, and writing workshop//. Bothell, Wash.: Wright Group.
 * Fountas, I. C., & Pinnell, G. S. (1996). //Guided reading: Good first teaching for all children//. Portsmouth, NH: Heinemann.
 * Fountas, I. C., & Pinnell, G. S. (1999). //Matching books to readers: using leveled books in guided reading, K-3 Irene C. Fountas and Gay Su Pinnell//. Portsmouth, NH: Heinemann.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gallagher, K. (2009). //How Schools are killing readig and what you can do about it: Readicide.// Portland, ME: Stenhouse.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Harvey, S., & Goudvis, A. (2000). //Strategies that work//. Portland, ME: Stenhouse.
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Henderson, E. H. (1981). //Learning to read and spell//. DeKalb: Northern Illinois University Press.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Keene, E. O., & Zimmermann, S. (1997). //Mosaic of thought. Teaching reading in a Reader's Workshop.// Portsmouth, NH: Heinemann.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Kirby, D., Kirby, D, & Liner, D. (2003). //Inside out: Strategies for teaching writing.// (3rd edition). Portsmouth, NH: Heinemann.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Krogness, M. (1995). //Just teach me, Mrs. K.// Portsmouth, NH: Heinemann.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leslie, L., & Caldwell, J. (2006). //Qualitative reading inventory-4//. Boston: Allyn & Bacon.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Miller, D. (2008). //Teaching with intention//. Portland, ME, Stenhouse.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Miller, D. (2002). //Reading with meaning: Teaching comprehension in the primary grades//. Portland, ME: Stenhouse Publishers.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Milner, J. & Pope, C. (2011): //Engaging American novels: Lessons from the classroom.// Urbana, IL: National Council of Teachers of English.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morris, D. (2005). //The Howard Street tutoring manual//. (2nd ed.). New York: Guilford Press.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morrow, L. M., Gambrell, L. B., & Pressley, M. (Eds.). (2003). //Best practices in literacy instruction//. New York: Guilford Press.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Strong, W. (2012). //Coaching writing in content areas: Write-for-insight strategies, grades 6-12.// USA: Pearson.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Taberski, S. (2000). //On solid ground : strategies for teaching reading K-3//. Portsmouth, NH: Heinemann.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wilhelm, J. (2008). //"You gotta BE the book//"//:Teaching engaged and reflective reading with adolescents.// (2nd edition.) New York: Teachers College Press.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wilhelm, J. & Smith, M. (2002). //"Reading don't fix no chevys": Literacy in the lives of young men.// Portsmouth, NH: Heinemann.


 * CONCEPTS **


 * An Introduction to TPACK: Technological Pedagogical Content Knowledge


 * WEBSITES **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Center for the Improvement of Early Reading Achievement: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Florida Center for Reading Research (FCRR): http://www.fcrr.org/
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">International Reading Association: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Issues in Literacy Development: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Literacy Web at the University of Connecticut: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">National Council of Teachers of English: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Literacy Research Association: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">National Research Center on English Learning and Achievement: []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">National Writing Project: [|www.writingproject.org]
 * NCSU Diagnostic Reading Clinic: http://ced.ncsu.edu/extension/diagnostic-reading-clinic
 * <span style="font-family: Arial,Helvetica,sans-serif;">// Reading Online-- // []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Read/Write/Think.org: []
 * Word Study: [|www.prenhall.com/bear]


 * OTHER **


 * Journals from NCTE (//English Education; English Journal; Language Arts; Research in the Teaching of English; Voices for the Middle;//
 * Journals from International Reading Assocation [IRA] (//The Reading Teacher, Journal of Adolescent and Adult Literacy, Reading Research Quarterly//)
 * Journal from Literacy Research Association (//Journal of Literacy Research//)