Bates, C. C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. Young Children. 30-33.
Bear, D. R., Negrete, S. & Cathey, S. (2012). Developmental literacy instruction with struggling readers across three stages. The NERA Journal, 48(1), 1-9.
Block, C. C. & Israel, S. E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2), 154-167.
Chall, J. S. (1983). Stages of Reading Development. A proposal for reading stages (pp. 9-39). Columbus, OH: McGraw-Hill.
Clay, M. M. (1993). An observation survey of early literacy achievement. Auckland, NZ: Heinemann. Pages 69-73. Taking records of reading continuous text.
Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44(2), 102-126.
Eutsler, L. l. (2018). Parents' mobile technology adoption influences on elementary children's use. International Journal Of Information & Learning Technology, 35(1), 29-42.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher. 58(1), 8-17.
Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202-211.
Marston, N. (2015). 6 steps to successful co-teaching, helping special and regular education teachers work together. NEA.
Ness, M. & Kenny, M. (2015). Improving the quality of think-alouds. The Reading Teacher, 0(0), 1-8.
Vaughn, M., Parsons, S. A., Gallagher, M. A. & Branen, J. (2015). Teachers’ adaptive instruction supporting students’ literacy learning. The Reading Teacher, 69(5), 539-547.
A fast way of determining if the article you are viewing is Peer Reviewed or Scholarly, is to search for the title of the journal which published the article in: Ulrichsweb
The Referee Shirt icon indicates the journal is refereed or peer reviewed.