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The Center on English Learning & Achievement

Albany Institute for Research in Education


Center on English Learning & Achievement


Research Articles, Book Chapters, and Presentations

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NEW

What Is Happening in the Teaching of Writing? (English Journal, 98(5), 18-28 - May 2009) by Arthur N. Applebee and Judith A. Langer.



COMPLETE LIST

This list includes some of the many articles and book chapters authored by CELA researchers, listed alphabetically by the lead author’s last name. You may also use the search function (ctrl-f) to locate articles by secondary authors. These articles are in addition to the research reports also available on this site.


A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

M. Adler

Closing the Gap between Concept and Practice: Towards More Dialogic Discussion in the Language Arts Classroom (Journal of Adolescent and Adult Literacy, JAAL). (and E. Rougle, E. Kaiser, and S. Caughlan)

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J. Agee

What Is Effective Literature Instruction? A Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes (Journal of Literacy Research, 32 (3), 303-348, 2000).

Abstract

"There It Was, That One Sex Scene": The Effects of Censorship on Experienced High School English Teachers (English Journal, November 1999).

Abstract

Negotiating Different Conceptions about Reading and Teaching Literature in a Preservice Literature Class (Research in the Teaching of English, 33, August 1998).


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R. Allington

You Can’t Learn Much from Books You Can’t Read (Educational Leadership, 60 (3), 16-19).

Abstract

Putting Books in the Classroom Seems Necessary but Not Sufficient (Journal of Educational Research, 93 (2)).

Abstract

What I’ve Learned About Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers (Phi Delta Kappan, 83 (10), 740-747, June 2002).

Abstract

Exemplary Fourth-Grade Teachers.  Language Arts, 79 (6), 2002.  (and P. Johnston, J. Day)

Abstract

What Do We Know About Effective Fourth Grade Teachers and their Classrooms? In C.M. Roller, EDS, Learning to Teach Reading: Setting the Research Agenda (pp. 150-165), 2001.  Newark, DE: International Reading Association.  (and P. Johnston)

Abstract

Does state and federal reading policymaking matter? In T. Loveless, EDS, The Great Curriculum Debate (pp. 268-298), 2001. Washington, DC: Brookings.

The politics of literacy teaching: How "research" shaped educational policy. Educational Researcher, 28 (8), 4-13, 1999. (and H. Woodside-Jiron)

Crafting state educational policy: The slippery role of educational research and researchers. Journal of Literacy Research, 31, 457-482, 1999.

Best practices in literacy instruction for students with special needs. In L. M. L. Gambrell, S. Neuman, and M. Pressley, EDS, Best Practices in Literacy Instruction (pp. 292-310), 1999. New York: Guilford. (and K. Baker)

30 years of research: When is a research summary not a research summary? In K. Goodman EDS, In Defense of Good Teaching: What Teachers Need to Know about the Reading Wars (pp. 143-157), 1998. York, ME: Stenhouse. (and H. Woodside-Jiron)

Decodable texts in beginning reading: Are mandates based on research? ERS Spectrum, 16 (2), 3-11, Spring, 1998.  (and H. Woodside-Jiron)

Learning To Read: What Research Says Parents Can Do To Help Their Children (Our Children, January 1998). (and S. Guice)

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J. Angelis

Engaging Special Education Students in Higher Levels of Literacy (Educator's Voice, Vol. II, April 1, 2009). (and J. Shogan, L. Carroll, A. Ordway, N. Hunt, and A. Spanakos)

 Article 

Testing: Only the tip of the iceberg (Adolescent Literacy in Perspective, January 2006).

Improving Reading Comprehension in Middle and High School (pp. 1-6, English Update Newsletter, Spring 2005).

 Article 

The Relation Between Professional Climate and Student Learning Depends on the Way a School Treats Teachers (Judith L. Irvin, EDS, Middle School Journal, 35 (5), May 2004).

Parents can use conversations to help their children in reading and writing (Our Children, National PTA Magazine, 29 (2), 10-11, October 2003).

Abstract

Study Confirms Importance of Discussion-Based Instruction to Student Literacy Performance (English Update, Fall 2003).

 Article 

Tracking and the Literacy Gap (pp. 1-3, English Update Newsletter, Spring 2003).

 Article 

Conversation in the Middle School Classroom: Developing Reading, Writing, and Other Language Abilities (Middle School Journal, 34 (3), January 2003).

Abstract

The Critical Role of Conversation in Learning (p. 3, English Update Newsletter, Fall 2002).

 Article 

Validity and Value of Research on Reading Beyond the Early Years - What Parents Need to Know (American Educational Research Association, 83rd Annual Meeting, April 2002).

 Article 

Development: A Vital but Often Neglected Part of R & D (April 2002). (and E. Close)

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A. Applebee

What Is Happening in the Teaching of Writing? (Applebee, A.N. & Langer, J.A., English Journal, 98(5), 18-28, May 2009).

Abstract

Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English (American Education Research Journal, 40 (3), 685-730, Fall 2003). (and J. Langer, M. Nystrand, and A. Gamoran)

Abstract

Balancing the Curriculum in the English Language Arts: Exploring the Components of Effective Teaching and Learning. (In Handbook of Research on Teaching the English Language Arts, Second Edition (2003), James Flood, Diane Lapp, James R. Squire, and Julie M. Jensen, EDS. Lawrence Erlbaum Associates).

Abstract

Engaging Students in the Disciplines of English: What Are Successful Schools Doing?  (English Journal, 91 (6), July 2002)

Abstract

Alternative Models of Writing Development (Book Chapter).

Article

Curricular Conversations in Elementary School Classrooms: Case Studies of Interdisciplinary Instruction (In Interdisciplinary Curriculum: Challenges to Implementation, Sam Wineberg and Pam Grossman, EDS. Teachers College Press, 2000). (and R. Burroughs and G. Cruz)

Abstract / Article

Creating Continuity and Coherence in High School Literature Curricula (Research in the Teaching of English, 34, February 2000). (and R. Burroughs and A. Stevens)

Abstract

Building a Foundation for Effective Teaching and Learning of English: A Personal Perspective on Thirty Years of Research (Research in the Teaching of English, 33, May 1999).

Abstract

Rethinking Curriculum in the English Language Arts (English Journal, 86, September 1997).

Abstract

Issues in the English Language Arts: A Survey of Teachers and State Coordinators (June 1997).

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R. Bangert-Drowns

The effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis (Review of Educational Research, 74, 29-58). (and M.M. Hurley and B. Wilkinson)

Teacher ratings of student engagement with educational software: an exploratory study (Educational Technology Research and Development, 50 (2), 23-38, 2002).

Abstract

Student engagement with educational software: An exploration of literate thinking with electronic literature. (Journal of Educational Computing, 24 (3), 2001, 213-234). (and C. Pyke)


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D. Brandt

Drafting U.S. literacy. (College English, 66 (5), May 2004).

Abstract

Changing literacy. (Teachers College Record , 105, 245-260, March 2003)

Reading, writing, wealth, and the new economy (Lecture, Center for the Interdisciplinary Studies of Writing, University of Minnesota, 2002)

Limits of the local: Expanding perspectives on literacy as a social practice. (Journal of Literacy Research , 34 (3), 337-356, Fall 2002). (and Clinton, K)

Abstract

Literacy Learning and Economic Change (Harvard Education Review, 69 (4), 373, Winter 1999).

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R. Buly

Below the bar: Profiles of students who fail state reading tests. (Educational Evaluation and Policy Analysis, 24, 219-239, 2002). (and S.W. Valencia)

Behind Test Scores: What struggling readers REALLY need. (The Reading Teacher, 57 (6), 520-531, March 2004). (and S.W. Valencia)

Related paper:  Meeting the Needs of Failing Readers: Cautions and Considerations for State Policy

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W. Carbonaro

The Production of Achievement Inequality in High School English (American Educational Research Journal, Winter 2002, 39 (4), 801-827). (and A. Gamoran)

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A. Champagne

Bringing the Science Assessment Standards into the Classroom (Paper, November 1999). (and S. Sherwood and O. Cezilturk)

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K. Cole

Engaging in an authentic science project (In R. Bayley and S. Schecter, EDS, Language socialization and bilingualism. Clevedon, England: Multilingual Matters). (and J. Zuengler)


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J. Collins

Reclaiming tradition, remaking community (In R. Blot, EDS, Language and social identity. New York: Bergin and Garvey.)

Language, identity, and learning in the era of expert-guided systems (In S. Wortham and B. Rymes, EDS, The Linguistic Anthropology of Education. Westport, CT: Praeger Publishers).


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E. Close

Writing and reading relationships in literacy learning in Learning to Write, Writing to Learn: Theory and Research in Practice (2005).  Newark, DE:  International Reading Association.  (and M. Hull and J.A. Langer).


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L.S. Cook

Problems in Developing A Constructivist Approach to Teaching: One Teacher’s Transition from Teacher Preparation to Teaching  (Elementary School Journal, 102 (5), May 2002). (and P. Smagorinsky, P.G. Fry, B. Konopak, and C. Moore)

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J. Day

What Sorts of Standards for Teachers? (Teaching for Intelligence II, 2000). (and R. Allington)

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J. Duffy

Literacy and L’Armee Clandestine: The Writings of the Hmong Military Scribes (Hmong Studies Journal, 3, Winter 2000)

Article

Never Hold a Pencil: Rhetoric and Relations in the Concept of "Preliteracy" (Written Communication, 17 (2), 224-258, April 2000)

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A. Gamoran

The Relationship between Professional Development and Professional Community in American Schools (School Effectiveness and School Improvement, 14 (1), 1-29, Mar 2003). (and E. Grodsky)

Abstract

What Are They Thinking?  Journal of Staff Development, 24 (2), 56-60, spring 2002.

High School English: A National Portrait (High School Journal, 86 (2), 1-13). (and W. Carbonaro)

Abstract

American schooling and educational inequality: Forecast for the 21st century. Sociology of Education, 34 (Extra Issue), 135-153, 2001.

Tracking, Instruction, and Unequal Literacy in Secondary School English (In Stability and Change in American Education: Structure, Processes Outcomes. M.T. Halinan, A. Gamoran, T. Loveless, and W. Kubitschek, EDS). (and Sean Kelly)


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M. Gomez

Conversations on Teaching Reading: From the Point of View of Point of View (English Education, 36 (3), 192-213, April 2004). (and J. Stone and J. Kroeger)


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P. Grossman

Focusing the concerns of new teachers: The district as teacher educator. (In M. Knapp, M. McLaughlin, J. Marsh, and A. Hightower, EDS, School districts and instructional renewal: Opening the conversation (pp. 129-142). New York: Teachers College Press). (and C. Thompson and S.W. Valencia)

District policy and beginning teachers. (ERS Spectrum: Journal of School Research and
Information. 20, 12-22, 2002). (and C. Thompson and S.W. Valencia)

Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach (American Journal of Education, November 1999). (and P. Smagorinsky and S. Valencia)

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C. Higgins

In Search of a Profound Answer:  Mainstream Scripts and the Marginalization of Advanced-Track Urban Students (Science Direct, Spring 2003, 14 (1) ). (and M. Thompson and R. Roeder)

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T.S. Johnson

Learning to Teach the Five-Paragraph Theme (Research in the Teaching of English, 38 (2), November 2003). (and P. Smagorinsky, L. Thompson, and P.G. Fry)

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P. Johnston

Early childhood assessment and family literacy. (In Barbara Hanna Wasik, EDS. Handbook of Family Literacy. Mahwah, NJ: Lawrence Erlbaum). (and L. Yanoff)

Assessment conversations. (The Reading Teacher, 57(1), 90-92, 2003).

Link to the Journal

Commentary on "The Interactive Strategies approach to reading intervention" ( Contemporary Educational Psychology, 27 (4), 636-647, 2002)

Article

Assessment of Literacy Development in Early Childhood (Book Chapter). (and Rebecca Rogers)

 Article

Small Change: A Multilevel Study of the Implementation of Literature-Based Instruction (Peabody Journal of Education, 1999). (and R. Allington, S. Guice, and G. Brooks)

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G. Kamberelis

(Re)reading Bakhtin as poetic grammarian and strategic pedagogue.  Journal of Russian and East European Psychology, 42(6), 95-105, 2004.

The rhizome and the pack: Liminal literacy formations with political teeth. In K. Leander and M. Sheehy, EDS, Spatializing literacy research and practice (pp. 161-197), 2004. New York: Peter Lang.

Other people’s voices: The coarticulation of texts and subjectivities.  In N. W. Shuart-Faris and D. Bloome, EDS, The uses of intertextuality in classroom and educational research (pp. 197-246), 2004. Greenwich, CT:  Information Age Publishing.  (Reprinted with permission from Linguistics and Education:  An International Journal). (and K. Scott)

Ingestion, Elimination, Sex, and Song: Trickster as Premodern Avatar of Postmodern Research Practice. (Qualitative Inquiry, 9 (5), 673-704).

Abstract

Coordinating reading and writing competencies during early literacy development. (In J. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, and B. Maloch, EDS, Fifty-First Yearbook of the National Reading Conference (pp. 227-241). Chicago: National Reading Conference).

Abstract

Children’s writing: How textual forms, contextual forces, and textual politics co-emerge. (In C. Bazerman and P. Prior, EDS, What Writing Does and How It Does It: An Introduction to Analysis of Text and Textual Practice (pp. 239-277). Mahwah, NJ: Erlbaum).(and L de la Luna)

Abstract

Genre Development and Learning: Children Writing Stories, Science Reports, and Poems (Research in the Teaching of English, 33, May 1999).

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S. Kelly

Classroom discourse and the distribution of student engagement within middle school English classrooms. Paper presented as part of The Partnership for Literacy: A Study of Professional Development, Instructional Change, and Student Growth. American Educational Research Association, San Francisco, April 8, 2006.


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V. Kouba

Mathematics and Science Teachers’ Experiences with Assessment as an Instructional Design Process (Conference Paper, January 2001). (and S. Stowell, D. Champagne, A. Champagne, S. Sherwood, and O. Ceziturk)

 Article 

The Unseen Social and Cultural Substance of Written Responses in Mathematics (Paper, March 2000). (and A. Champagne and Z. Roy-Campbell)

 Article 

Multiple Interpretations = More Challenges (Mathematics Teaching in the Middle School, December 1999)

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G. Ladson-Billings

Just Showing Up: Supporting Early Literacy through Teachers’ Professional Communities (Kappan, May 2001). (and Mary Louise Gomez)

 Article 

Focus on Research: A Conversation with Gloria Ladson-Billings by Arlette Ingram Willis & Karla C. Lewis (Language Arts, 75 (1), January 1998).

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J. Langer

The Partnership for Literacy: A Study of Professional Development, Instructional Change and Student Growth International Reading Association Annual Meeting, 2006. (and A. Applebee)

Article

Developing The Literate Mind (April, 2004).

Speech

Succeeding Against the Odds in English (English Journal, 91(1), 37-42, September 2001).

Abstract

Beating the Odds: Teaching Middle and High School Students to Read and Write Well (American Educational Research Journal, 38 (4), 837-880, Winter 2001).

Abstract

Turning Obstacles into Opportunity (Harvard Education Letter, 17 (2), 6-7).

Abstract

Excellence in English in Middle and High School: How Teachers’ Professional Lives Support Student Achievement (American Educational Research Journal, 37 (2), 397-439, Summer 2000).

Abstract

Writing and Reading Relationships: Constructive Tasks (Book Chapter in Writing: Research/Theory/Practice, R. Indrisano and J. Squires, EDS, International Reading Association, 2000). (and S. Flihan)

 Article 

Thinking and Doing Literature: An Eight-Year Study (English Journal, 87, February 1998)

Abstract

Literacy Acquisition through Literature (Journal of Adolescent & Adult Literacy, 40 (8), May 1997)


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A. McGill-Franzen

Title I and special education: Support for children who struggle to read, In Handbook of early literacy research, S.B. Neuman and S.K. Dickinson, EDS, 2001. New York: Guildford. (and G. Goatley)

Learning to be Literate: A Comparison of Five Urban Early Childhood Programs, Journal of Educational Psychology, 94 (3), 443-464, 2002. (and C. Lanford and E. Adams)

Abstract

Teachers’ Use of New Standards, Frameworks, and Assessments: Local Cases of NYS Elementary Grade Teachers. Reading Research and Instruction, 41 (2), 127-148, Winter 2002. (and N. Ward, V. Goatley, and V. Machado)

Abstract

Policy and instruction: What is the relationship? In M. Kamil, P. Mosenthal, P. D. Pearson, and R. Barr, EDS. Handbook of Reading Research, 3, 891-908, 2000. Mahwah, NJ: Erlbaum.

How will diversity affect literacy in the next millennium?  Reading Research Quarterly, 35, 550-551, 2000.


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C. Meskill

Triadic scaffolds: Tools for teaching English Language Learners with computers. Language Learning & Technology, 9 (1), 46-59, January 2005.

 Article 

Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning & Technology. 6, 3, 2002. (and J. Mossop, S. DiAngelo, and R. Pasquale)

Electronic texts in ESOL classrooms. TESOL Quarterly. 34 (3), 585-592, 2000.  (and J. Mossop)

Bilingualism, cognitive flexibility, and electronic texts. Bilingual Research Journal, 23, 2-3, 2000.  (and J. Mossop and R. Bates).

Technologies use with learners of English as a Second Language. Journal of Educational Computing Research, 22 (3), 265-284, 2000.  (and J. Mossop)


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M. Nystrand

Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135-196, (March-April 2003). (and L. Wu, A. Gamoran, S. Zeiser, and D. Long)

 Abstract 

Dialogic Discourse Analysis of Revision in Response Groups. In Discourse Studies in Composition, E. Barton and G. Stygall, EDS. Hampton Press, 2001.

 Abstract 

Cultural Supports for Empirical Research on Writing, In Semiotics of Writing, P.J. Coppack, EDS. Brepols. Turnhout, Belgium, 2002.

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K. Oerbaek

Didactics and Didactisizing. Teaching of Literature at the Institute of Philosophy, Education, and Religious Studies, University of Southern Denmark-Odense.

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C. Rodgers

Seeing Student Learning, Teacher Change, and the Role of Reflection, Harvard Educational Review, Summer 2002.

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R. Rodgers

Multiple forms of evidence: A longitudinal case study of student achievement. (Accepted for publication in the National Reading Conference Yearbook). (and V. Goatley)

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E. Rougle

Literacy Across the Curriculum: A Team Approach to Promoting Critical Thinking (Educator's Voice Vol. III: Adolescents - May 1, 2010). (And David Ackley, Laurie Farina, Monica Judd, and Randy Roeser)

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P. Smagorinsky

Student Teaching in the Contact Zone: Learning to Teach Amid Multiple Interests in a Vocational English Class (Journal of Teacher Education, 59 (5), November/December 2008). (and Cori Jakubiak and Cynthia Moore)

 Article 

Student Engagement in the Teaching and Learning of Grammar: A Case Study of an Early Career Secondary English Teacher (Journal of Teacher Education). (and L. Wright, S. M. Augustine, C. O'Donnell-Allen, and B. Konopak)

Praxis Shock: Making the Transition from a Student-Centered University Program to the Corporate Climate of Schools (English Education, 36 (3), April 2004). (and N. Gibson, S. T. Bickmore, C. P. Moore, and L. S. Cook)

Abstract

Tensions in Learning to Teach: Accommodation and the Development of a Teaching Identity.  (Journal of Teacher Education. 55 (1), January 2004) (and L.S. Cook, C. Moore, A.Y. Jackson, and P.G. Fry)

Abstract

Approaching Texts in School (The Reading Teacher, 56 (1) 54-61, 2002). (and K. Gallas)

Abstract

Growth Through English Revisited (English Journal, 91 (6), July 2002).

Abstract

Acquiescence, Accommodation, and Resistance in Learning to Teach within a Prescribed Curriculum  (English Education, 34 (3), April 2002). (and A. Lakly and T.S. Johnson)

 Abstract

Time to Teach (English Education, 32 (1), October 1999).

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K. Swan

Making sense on the Information Superhighway. Journal of the Research Center for Educational Technology, 1 (1), 2005. (and J. Bowman, J. Vargas, S., Schweig, and A. Holmes)

Self-regulated learning and Internet searching: The applicability of Corno and Mandinach’s model of cognitive engagement. Teachers College Record, 106 (9), 1804-1824, 2004. (and D. Rogers)

Reading the WWW: Making sense on the information superhighway. Journal of Educational Technology Systems, 27 (2), 95-104, 1998/99.  (and J. Bowman, J. Vargas, S. Schweig, and A. Holmes)

Nonprint Media and Technology Literacy Standards for Assessing Technology Integration (Journal of Educational Computing Research, 23 (1), 85-100, 2000).

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S.W. Valencia

Accountability and testing. In B. Guzetti, EDS, Literacy in America: An Encyclopedia (pp. 5-8). New York: ABC Publishers.

Literacy policy and policy research that makes a difference. (In J. Hoffman, D. Schallert, C. Fairbanks, J.Worthy, and B. Malock, EDS. Fiftieth Yearbook of the National Reading Conference (pp.21-43). Chicago: National Reading Conference). (and K.K. Wixson)


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F. Vavrus

I didn’t do nothin’: The discursive construction of school suspension (Urban Education, 34 (2), 87-111, 2002). (and K.M. Cole)

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F. Vellutino

The Interactive Strategies approach to reading intervention ( Contemporary Educational Psychology, 27(4), 573-635, 2002). (and D. Scanlon)

Abstract

IQ Scores Do Not Differentiate between Difficult-to-Remediate and Readily-Remediated Poor Readers: More Evidence against the IQ Achievement Discrepancy Definition of Reading Disability (Journal of Learning Disabilities, 73 (3-4), 81-103, 1996). (and D. Scanlon)

Abstract

The Case for Early Intervention in Diagnosing Specific Reading Disability (Journal of School Psychology, 1996). (and D. Scanlon, M. Tanzman)

Abstract

A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At-Risk for Reading Failure (Scientific Studies of Reading, 1(3), 191-215, 1996). (and D. Scanlon)

Abstract

Prerequisite Skills, Early Instruction, and Success in First-Grade Reading: Selected Results from a Longitudinal Study (Mental Retardation and Developmental Disabilities Research Reviews, 2, 54-63, 1996). (and D. Scanlon)

Abstract

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 (4), 601-638, 1996). (and D. Scanlon)

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R. Young

Modes of Meaning in High School Science (Applied Linguistics, 23(3), 348-372, September 2002). (and H. Thi Nguyen)


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J. Zuengler

Jackie Chan Drinks Mountain Dew: Constructing Cultural Models of Citizenship. In L. Harklau and J. Zuengler (Eds.), Special Issue on “Popular Culture and Classroom Language Learning,” Linguistics and Education, 14 (3-4), 277-304, 2003.

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Microanalysis of classroom discourse: A critical consideration of method. (Applied Linguistics, 23(3), 283-288, September 2002). (and J. Mori)


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