Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 507524
Adams, M. J.
(1990) Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.Google Scholar
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z.
(2011) Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111, 535–560. DOI logoGoogle Scholar
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Wanzek, J., Schatschneider, C., & Wagner, R. K.
(2014) To wait in Tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading. Exceptional Children, 81, 11–27. DOI logoGoogle Scholar
Bos, C., Mather, N., Narr, R. F., & Babur, N.
(1999) Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act. Learning Disabilities Research and Practice, 14, 227–238. DOI logoGoogle Scholar
Bronfenbrenner, U., & Morris, P. A.
(2006) The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793–828). Hoboken, NJ: John Wiley & Sons.Google Scholar
Cairns, R. B., Elder, G. H. J., & Costello, E. J.
(Eds.) (1996) Developmental science. New York: Cambridge University Press. DOI logoGoogle Scholar
Chall, J. S.
(1967) Learning to read: The great debate. New York: McGraw-Hill Book Co.Google Scholar
Connor, C. M., Crowe, E. C., & Lonigan, C. J.
(2014) Replicating studies: When treatment effects replicate and when they don’t. Paper presented at the Society for Research on Educational Effectiveness, Washington DC.
Connor, C. M., Day, S. L., Phillips, B. M., Ingebrand, S., McLean, L. E., Sparapani, N., & Kaschak, M. P.
(2016) Reciprocal Effects of Reading, Vocabulary, and Self-regulation in Early Elementary School. Child Development, 87, 1813–1824. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C.
(2013) A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade. Psychological Science, 24, 1408–1419. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P., … Schatschneider, C.
(2011) Classroom instruction, child X instruction interactions and the impact of differentiating student instruction on third graders’ reading comprehension. Reading Research Quarterly, 46, 189–221.Google Scholar
Connor, C. M., Morrison, F. J., Fishman, B., Ponitz, C. C., Glasney, S., Underwood, P., … Schatschneider, C.
(2009) The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38, 85–99. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P.
(2007) THE EARLY YEARS: Algorithm-guided individualized reading instruction. Science, 315, 464–465. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., & Katch, E. L.
(2004) Beyond the reading wars: The effect of classroom instruction by child interactions on early reading. Scientific Studies of Reading, 8, 305–336. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., & Petrella, J. N.
(2004) Effective reading comprehension instruction: Examining child by instruction interactions. Journal of Educational Psychology, 96, 682–698. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E. G., Crowe, E., & Fishman, B.
(2011) Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders’ word reading achievement. Journal for Research on Educational Effectiveness, 4, 173–207. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., & Slominski, L.
(2006) Preschool instruction and children’s literacy skill growth. Journal of Educational Psychology, 98, 665–689. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., & Underwood, P.
(2006, June). A second chance in second grade: The independent and cumulative impact of first and second grade reading instruction on students’ letter-word reading skill growth. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Vancouver, BC.
(2007) A second chance in second grade? The independent and cumulative Impact of first and second grade reading Instruction and students’ letter-word reading skill growth. Scientific Studies of Reading, 11, 199–233. DOI logoGoogle Scholar
Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., … Morrison, F. J.
(2009) Individualizing student instruction precisely: Effects of child by instruction interactions on first graders’ literacy development. Child Development, 80, 77–100. DOI logoGoogle Scholar
Connor, C. M., Rice, D. C., Canto, A. I., Southerland, S. A., Underwood, P., Kaya, S., … Morrison, F. J.
(2012) Child characteristics by science instruction interactions in second and third grade and their relation to students’ content-area knowledge, vocabulary, and reading skill gains. The Elementary School Journal, 113, 52–75. DOI logoGoogle Scholar
Connor, C. M., Son, S., Hindman, A., & Morrison, F. J.
(2004, April 12–16). Teacher qualifications, classrooms practices, and family characteristics: Complex effects on first-graders’ early reading outcomes. Paper presented at the AERA 2004 Annual Meeting, San Diego, CA.
Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W, McLean, L., & Morrison, F. J.
(2014) Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106, 762–778. DOI logoGoogle Scholar
Cook, B. G., & Odom, S. L.
(2013) Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144. DOI logoGoogle Scholar
Cronbach, L. J., & Snow, R. E.
(1977) Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.Google Scholar
Dahl, K. L., & Freppon, P. A.
(1995) A comparison of innercity children’s interpretations of reading and writing instruction in the early grades in skills-based and whole language classrooms. Reading Research Quarterly, 30, 50–74. DOI logoGoogle Scholar
Dickinson, D. K., & Tabors, P. O.
(2001) Beginning literacy with language. Baltimore: Paul H. Brookes.Google Scholar
Fishman, B., Marx, R., Blumenfeld, P., Krajcik, J. S., & Soloway, E.
(2004) Creating a framework for research on systemic technology innovations. The Journal of the Learning Sciences, 13, 43–76. DOI logoGoogle Scholar
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P.
(1998) The role of instruction in learning to read: Preventing reading failure in at risk children. Journal of Educational Psychology, 90, 37–55. DOI logoGoogle Scholar
Foorman, B. R., Schatschneider, C., Eakin, M. N., Fletcher, J. M., Moats, L. C., & Francis, D. J.
(2006) The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Educational Psychology, 31, 1–29. DOI logoGoogle Scholar
Gagne, R. M.
(1967) Learning and individual differences: Columbus.Google Scholar
Goodman, K.
(1986) What’s whole in whole language? Portsmouth, NH: Heinemann.Google Scholar
Gough, & Tunmer
(1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. DOI logoGoogle Scholar
Guthrie, J. T., Schafer, W. D., & Huang, C.-w.
(2001) Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94, 145–162. DOI logoGoogle Scholar
Holland, J. H.
(2006) Studying complex adaptive systems. Journal of Systems Science and Complexity, 19, 1–8. DOI logoGoogle Scholar
Hoover, W. A., & Gough, P. B.
(1990) The simple view of reading. Reading and Writing, 2, 127–160. DOI logoGoogle Scholar
Juel, C., & Minden-Cupp, C.
(2000) Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458–492. DOI logoGoogle Scholar
Koedinger, K. R., Booth, J. L., & Klahr, D.
(2013) Instructional complexity and the science to constrain it. Science, 342, 935–937. DOI logoGoogle Scholar
Konstantopoulos, S., & Chung, N.
(2011) The persistence of teacher effects in elementary grades. American Educational Research Journal, 48, 361–386. DOI logoGoogle Scholar
Lemke, J. L., & Sabelli, N. H.
(2008) Complex systems and education change: Towards a new research agenda. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 112–123). Malden MA: Wiley-Blackwell. DOI logoGoogle Scholar
Mitchell, M.
(2011) Complexity: A guided tour (Vol. Kindle Edition). New York: Oxford Press.Google Scholar
Morrison, F. J., Bachman, H. J., & Connor, C. M.
(2005) Improving literacy in America: Guidelines from research. New Haven, CT: Yale University Press. DOI logoGoogle Scholar
Morrison, F. J., & Connor, C. M.
(2002) Understanding schooling effects on early literacy. Journal of School Psychology, 40, 493–500. DOI logoGoogle Scholar
Muthen, L. K., & Muthen, B. O.
(2007) Mplus: Statistical analysis with latent variables, user’s guide. Los Angeles: Muthen & Muthen.Google Scholar
(2004) Multiple pathways to early academic achievement. Harvard Educational Review, 74, 1–29. DOI logoGoogle Scholar
Piaget, J.
(1960) The psychology of intelligence. Paterson, NJ: Littlefield, Adams.Google Scholar
Pressley, M., & Wharton-McDonald, R.
(1997) Skilled comprehension and its development through instruction. School Psychology Review, 26, 448–466.Google Scholar
Raudenbush, S. W., & Bryk, A. S.
(2002) Hierarchical linear models: Applications and data analysis methods (second ed.). Thousand Oaks, CA: Sage.Google Scholar
Ravitch, D.
(2001) It is time to stop the war. In T. Loveless (Ed.), The great curriculum debate: How should we teach reading and math (pp. 210–228). Washington DC: Brookings Institutional Press.Google Scholar
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B.
(2011) The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462–501. DOI logoGoogle Scholar
Reis, S. M., & Coyne, M.
(2007) Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal, 108, 3–23. DOI logoGoogle Scholar
Torgesen, J. K.
(2000) Individual differences in response to early intervention in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55–64. DOI logoGoogle Scholar
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voelier, K. K. S., & Conway, T.
(2001) Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33–58. DOI logoGoogle Scholar
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B.
(1996) Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601–638. DOI logoGoogle Scholar
Wharton-McDonald, R., Pressley, M., & Hampston, J. M.
(1998) Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. Elementary School Journal, 99, 101–128. DOI logoGoogle Scholar
Xue, Y., & Meisels, S. J.
(2004) Early literacy instruction and learning in kindergarten: Evidence from the early childhood longitudinal study – kindergarten class of 1998–1999. American Educational Research Journal, 41, 191–229. DOI logoGoogle Scholar
Yoshikawa, H., & Hsueh, J.
(2001) Child development and public policy: Toward a dynamic systems perspective. Child Development, 72, 1887–1903. DOI logoGoogle Scholar
Cited by

Cited by 2 other publications

Parrila, Rauno, Dean Dudley, Shuang Song & George K. Georgiou
2020. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1  pp. 1 ff. DOI logo
Walda, Sietske, Fred Hasselman & Anna Bosman
2022. Identifying Determinants of Dyslexia: An Ultimate Attempt Using Machine Learning. Frontiers in Psychology 13 DOI logo

This list is based on CrossRef data as of 13 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.