Recommended+Reading


 * (I am still working of the format)**

These references have been grouped roughly by category. Some of them, of course, address more than one of the categories, and may therefore appear in more than one section. Others are simply placed in the category that is consistent with their primary focus, although they may have content related to other areas as well.

Brandt, R. (1992). Using performance assessment (special issue). //Educational leadership, 49//(8).
 * Assessment**

Brandt, R. (Ed.). (1989). Redirecting assessment (special issue). //Educational leadership, 46//(7).

Hansen, J. (1992). Literacy portfolios: Helping students know themselves. //Educational Leadership, 49//(8), 66-68.

Hiebert, E., & Calfee, R. (1992). Assessing literacy: From standardized tests to portfolios and performances. In S.J. Samuels & A. E. Farstrup (Eds.), //What research has to say about reading instruction// (2nd ed., pp. 70-100). Newark, DE: International Reading Association.

Johnston, P. (1992). Nontechnical assessment. //The Reading Teacher, 46//(1), 60-62.

Leslie, L., & Caldwell, J. (2006). //Qualitative reading inventory. 4// ([4th ed.). Boston: Pearson.

McKenna, M. C., & Stahl, S. A. (2003). //Assessment for reading instruction//. New York: Guilford Press.

Paris, S., & Ayres, L. (1994//). Becoming reflective students and teachers.// Washington, DC: American Psychological Association.

Paris, S., Calfee, R., Filby, N., Hiebert, E., Pearson, P., Valencia, S., & Wolf, K. (1992). A framework for authentic literacy assessment//. The Reading Teacher, 46//(2), 88-98.

Paulson, F., Paulson, P., & Meyer, C. (1991). What makes a portfolio a portfolio? //Educational Leadership, 49//(5), 60-63.

Tierney, R., Carter, M., & Desai, L. (1991). //Portfolio assessment in the reading-writing classroom.// Norwood, MA: Christopher-Gordon.

Valencia, S. (1990). A portfolio approach to classroom reading assessment: The whys, whats, and hows. //The Reading Teacher,// 43, 338-340.

Winograd, P., Paris., S., & Bridge, C. (1991). Improving the assessment of literacy. //The Reading Teacher, 45//(2), 108-116.

Beck, I. Et al. (1998). Getting at the meaning. //American Educator//, Summer, 66-71.
 * Comprehension**

Beck, I., McKeown, M., Hamilton, R., & Kucan, L. (1997). //Questioning the author: An approach for enhancing student engagement with text.// Newark, DE: International Reading Association.

Beers, K. (2003).//When kids can’t read: What teachers can do: A guide for teachers 6-12.// Porstmouth, NH: Heinemann.

Block, C., & Pressley, M. (2001). //Comprehension instruction: Research-based best practices.// NY: Guilford.

Block, C., Gambrell, L., & Pressley, M., (Eds.). (2002). //Improving comprehension Instruction: Rethinking research, theory, and classroom practice.// San Francisco, CA: Jossey-Bass.

Brown, R. (2002). //Scaffolding two worlds:// Self-directed comprehension instruction for middle schoolers. In C.C. Block and M. Pressley (Eds.), //Comprehension instruction Research-based Best Practices// (pp. 337-350). New York: Guilford Press.

Fisher, J., Schumaker, J., & Deshler, D. (in press). Improving the reading comprehension of at-risk adolescents. In M. Pressley & C. Block (Eds.), //Strategies for increasing reading comprehension.// New York: Guilford

Harvey, S. (1998). //Nonfiction matters: Reading, writing, and research in grades 3 – 8.// York, MN: Stenhouse Publishers.

Harvey, S., & Goudvis, A. (2000). //Strategies that work: Teaching comprehension to enhance understanding.// NY: Stenhouse.

Keene, E., & Zimmermann, S. (1997). //Mosaic of thought: Teaching comprehension in a reader’s workshop.// Portsmouth, NH: Heinemann.

Palincsar, A.S. & Brown, A.L. (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. //Cognition and Instruction,// 2, 117-175.

RAND. (2002). //Reading for understanding: Toward an R&D program in reading comprehension.// Retrieved February 16, 2006, from []

Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy, //Reading Research Quarterly, 21(4),// 360-407.

Taylor, B., Graves, M. F., & Broek, P. W. v. d. (2000). //Reading for meaning: fostering comprehension in the middle grades//. New YorkNewark, DE: Teachers College Press; International Reading Association.

Tovani, C. (2000). //I read it, but I don’t get it: Comprehension strategies for adolescent readers.// Portland, ME: Stenhouse.

Lonigan, C.J., Burgess, S.R., & Anthony, J.L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. //Developmental Psychology,// 36(5), 596-613.
 * Emergent Literacy**

National Research Council. (2001). //Eager to Learn: Educating Our Preschoolers.//

Neuman, S.B., & Dickinson, D.K., (EDS.). (2002). //Handbook of Early Literacy Research.// New York: Guilford Press. Strickland, D. S., & Morrow, L. M. (Eds.). (1989). //Emerging literacy: Young children learn to read and write.// Newark, DE: International Reading Association.

Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.). //Handbook of reading research, Vol II.// New York: Longman.

Teale, W. H., & Sulzby, E. (Eds.) (1986). //Emergent literacy: Writing and reading.// Norwood, NJ: Ablex.

Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) //Learning and teaching reading.// London: British Journal of Educational Psychology Monograph Series II.
 * Fluency**

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.). //Word recognition in beginning reading.// (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Fuchs, L. Fuchs, D., & Hosp., M. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. //Scientific Studies of Reading//, 5(3), 239-256.

Hudson, R.F., Lane, H. B, & Pullen, P. C. (2004). Reading fluency assessment and instruction: What, why, and how? //The Reading Teacher//, August.

Kuhn, M.R. & Stahl, S.A. (2000). CIERA Report #2-008. //Fluency: A review of developmental and remedial practices.// Washington, DC: US Department of Education. Retrieved February 2, 2006, from []

Meyer, M., & Felton, R. (1999). Repeated reading to enhance fluency: Old approaches and new directions. //Annals of Dyslexia//, 49, 283-306

Osborn, J., & Lehr, F. (2003). //A focus on fluency: Research-based practices in early reading series.// Honolulu, HI: Pacific Resources for Education and Learning.

Raskinski, T. (2003). //The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension.// NY: Scholastic.

Schwanenflugel, P., Hamilton, A., Wisenbaker, J., Kuhn, M., & Stahl, S. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers, //Journal of Educational Psychology//, 96 (1), 119-129.

Therrien, W. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. //Journal of Remedial and Special Education//, 25(4), 252-261.

Torgesen, J.K. & Hudson, R. (2006). Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). //Reading fluency: The forgotten dimension of reading success.// Newark, DE: International Reading Association.

Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), //Dyslexia, Fluency, and the Brain.// Parkton, MD: YorkPress.

Wolf, M & Katzir-Cohen, T. (2001), Reading fluency and its intervention. //Scientific Studies of Reading,// 5(3), 211-23.

Allington, R. L. (2006). //What really matters for struggling readers: designing research-based programs// (2nd ed.). Boston: Pearson/Allyn and Bacon.
 * Instruction and Intervention**

Carnine, D.W., Silbert, J., Kame’enui, E.J., Tarver, S.G., & Jungjohann, K. (2006). //Teaching struggling and at-risk readers: A direct instruction approach.// Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Banks, J.A.; Cookson, P.; Gay, G.; Hawley, W.D.; Irvine, J.J.; Nieto, S.; Schofield, J.W. & Stephan, W.G. (2001) .Diversity within unity: Essential principles for teaching and learning in a multicultural society. //Phi Delta Kappan,// 196-203.

Blanchett, W.J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. //Educational Researcher, 35// (6). 24-28.

Cunningham, P. M., & Allington, R. L. (2007). //Classrooms that work: they can all read and write// (4th ed.). Boston: Pearson/Allyn and Bacon.

Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. (1999). Grouping practices and reading outcomes for students with disabilities. //Exceptional Children,// 65, 399 - 415.

Foorman, B. (Ed.). (2003). //Preventing and remediating reading difficulties.// Baltimore, MD: York Press.

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.

Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to academic diversity. //American Educational Research Journal,// 34, 174-206.

Guthrie, J., & Davis, M. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. //Reading and Writing Quarterly,// 19, 59-85.

Hiebert, E. H. (1999). Text matters in learning to read. //The Reading Teacher,// 52, (6) 552- 566.

International Reading Association. (2006). //Standards for middle and high school literacy coaches.// Newark, DE: Author. McCormack, R. L., & Paratore, J. R. (2005). //After early intervention, then what? teaching struggling readers in grades 3 and beyond//. Newark, Del.: International Reading Association.

Mastropieri, M., Scruggs, T., & Graetz, J. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. //Learning Disability Quarterly,// 26(2), 103-116.

Opitz, M. F., & International Reading Association. (1998). //Literacy instruction for culturally and linguistically diverse students: a collection of articles and commentaries//. Newark, Del.: International Reading Association.

Pressley, M. (1998). //Reading instruction that works: the case for balanced teaching.// NY: The Guilford Press.

Pressley, M., Wharton-Mc Donald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E., & Woo, D. (2001). A study of effective first-grade instruction. //Scientific Study of Reading,// 5, 35-58.

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2002). How should reading be taught? //Scientific American,// March, 85-91.

Shaywitz, S. (2003). //Overcoming dyslexia: A new and complete science- based program for reading problems at any level.// New York: Knopf Publishing.

Snow, C., Burns, M., & Griffin, P.(eds.). (1998). //Preventing reading difficulties in young children.// Washington, DC: National Academy Press.

Vaughn, S.R., Moody, S.W., & Shuman, J.S. (1998). Broken Promises: Reading Instruction the Resource Room. //Exceptional Children,// 64, 211-225.

Wharton-McDonald, Pressley, M., & Hampston, J. (1999). Literacy instruction in nine first grade classrooms: Teacher characteristics and Student Achievement. //The Elementary School Journal,// 99, 101-128.

Adams, M.J. (1990). //Beginning to read: Thinking and learning about print.// Cambridge: MIT Press.
 * Phonological and Phonemic Awareness**

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998,Spring/Summer). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. //American Educator, 22//, 18- 29. Ball, E.W., & Blackman B.A., (1988). Phoneme segmentation training: Effect on reading readiness. //Annals of Dyslexia//, 38. Ball, E. and Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early work recognition and spelling development? //Reading Research Quarterly, Vol. 26.// pp. 49-66.

Cunningham, A.E., (1990). Explicit versus implicit instruction in phonemic awareness. //Journal of Experimental Child Psychology,// 50, 429-444. Cunningham, P. M. (2005). //Phonics they use: words for reading and writing// (4th ed.). Boston: Pearson/Allyn & Bacon. Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: Guilford Press. Griffith, P., & Olson, M. (1992). Phonemic awareness helps beginning readers break the code. //The Reading Teacher, Vol. 45.// No. 7, pg. 516 - 523.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), //Phonology and Reading Disability: Solving the Reading Puzzle// (pp.1-33). Ann Arbor: University of Michigan Press. Read, C. (1971). Preschool children's knowledge of English phonology. //Harvard Education Review. 41:1-34.//

Read, C. (1975//). Children's categorization of speech sounds in English.// NCTE Research Report No. 17, Urbana, IL: National Council of Teachers of English.

Torgesen, J.K., & Mathes, P. (2000). //A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness.// Austin, TX: PRO-ED. Yopp, H. (1992). Developing phonemic awareness in young children//. The Reading Teacher, Vol 45.// No. 9, pg. 696 - 703.

Bear, D. R. (2004). //Words their way: word study for phonics, vocabulary, and spelling instruction// (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Beck, I.L. (2006). //Making sense of phonics: The hows and whys.// New York: Guilford Press. Beers, C., and Beers, J. (1980). Vowel spelling strategies among first and second graders: A growing awareness of written words//. Language Arts, 57:// 166-172.
 * Phonics and Spelling**

Beers, C., and Beers, J. (1981). Three assumptions about learning to spell//. Language Arts, 58:// 573-580.

Cramer, R. & Cipielewski, J. (1995). Research in action: A study of spelling errors in 18,599 written compositions of children in grades 1-8. In //Spelling research and information: An overview of current research and practices.// Glenview, IL: Scott, Foresman & Co.

Cunningham, P. M. (2005). //Phonics they use: words for reading and writing// (4th ed.). Boston: Pearson/Allyn & Bacon. Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) //Learning and teaching reading.// London: British Journal of Educational Psychology Monograph Series II. Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.). //Word recognition in beginning reading.// (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc. Gaskins, I.W., Ehri, L.C., Cress, C., O’Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making discoveries about words. //The Reading Teacher.// 50, 312- 327. Hendersen, E. (1990). //Teaching Spelling.// Boston, MA: Houghton Mifflin.

Henry, M. (2003). //Unlocking literacy: Effective decoding & spelling instruction.// Baltimore: Paul Brookes. Iversen, S., & Tunmer, W. E. (1993) Phonological processing skills and the reading recovery program. //Journal of Educational Psychology,// 85, 112-126. Juel, C., & Minden-Cupp, C. (2000). //Learning to read words: Linguistic units and instructional strategies.// Reading Research Quarterly, 35, 458-492. Moats, L.C. (2000). //Speech to print: Language essentials for teachers.// Baltimore: Brookes. Moats, L.C. (2006). How spelling supports reading: And why it is more regular and predictable than you may think. //American Educator,// Winter, 12-24.

Stahl, S. (1992). Saying the "p" word: Nine guidelines for exemplary phonics instruction. //The Reading Teacher, Vol. 45.// No. 8, pg. 618 - 625.

Committee on the Prevention of Reading Difficulties in Young Children., Snow, C. E., Burns, M. S., & Griffin, P. (1998). //Preventing reading difficulties in young children//. Washington, DC: National Academy Press. Cunningham, A.E. & Stanovich, K.E. (1998). What reading does for the mind. //American Educator,// 22(Spring/Summer), 8-15. Flood, J., Jensen, J., Lapp, D., and Squire, J. (Eds). (1991). //Handbook of research on teaching the english language arts,// sponsored by the International Reading Association and the National Council of Teachers of English. New York: Macmillan.
 * Scientific Studies of Reading**

Gough, P. B. (1996). How children learn to read and why they fail. //Annals of Dyslexia,// 46, 3-20. Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (2000). //Handbook of Reading Research.// Vol. III. Mahway, NJ: Lawrence Erlbaum Associates. McCardle, P. & Chhabra, V. (Eds.). (2004). //The voice of evidence in reading research.// Baltimore: Brooks. National Institute for Literacy. (2005, Fall). //What is scientifically based research? A guide for teachers.// Retrieved January 26, 2006, from [] National Reading Panel (2000). //Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.// NIH Publication No. 00-4754. Washington, DC: National Institute of Child Health and Human Development. National Reading Panel (U.S.), & International Reading Association. (2002). //Evidence-based reading instruction: putting the National Reading Panel report into practice//. Newark, Del.: International Reading Association. Rayner, K. & Pollatse, A. (1989). //The psychology of reading//. Englewood Cliffs, NJ: Prentice Hall.

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. //Psychological Science in the Public Interest//, 2, 31-74. Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. //Issues in Education: Contributions from Educational Psychology,// 1, 1-57. Stanovich, K.E. & Stanovich, P.J. (2003). //Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions.// Jessup, MD: National Institute for Literacy. Retrieved January, 26, 2006, from [] Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. //Reading Research Quarterly//, 21, 360-407. Stanovich, K. E. (1991). Word recognition: Changing perspectives. In Barr, R., Kamil, M., Mosenthal, P., & Pearson, P. D. (Eds.), //Handbook of Reading Research Vol. II,// pp. 418 - 452. New York: Longman.

Stanovich, K.E., & Stanovich, P.J. (1995) How research might inform the debate about early reading acquisition. //Journal of Research in Reading,// 18, 87-105.

Baumann, J., & Kame’enui, E. (Eds.). (2004). //Vocabulary instruction: Research to Practice. NY: The Guilford Press.// Beck, I.L., McKeown, M.G. & Kucan, L. (2002). //Bringing words to life: Robust vocabulary instruction.// New York: The Guilford Press. Blachowicz, C., & Fisher, P. (2002). //Teaching vocabulary in all classrooms.// NJ: Merrill/Prentice-Hall. Cunningham, P.M. (1998). The multisyallabic word dilemma. //Reading and Writing Quarterly: Overcoming Learning Difficulties//, 14(2), 189-218. Diamond, L., & Gutlohn, L. (2006). //Vocabulary Handbook.// Berkeley, CA: CORE. Hart, B., & Risley, T. (1995). //Meaningful differences in the everyday experiences of young American children.// Baltimore, MD: Paul Brooks. Hiebert, E.H. & Kamil, M.L. (Eds.). (2005). //Teaching and learning vocabulary: Bringing research to practice.// Mahwah, NJ: Lawrence Erlbaum Assoc. Hirsch, E. (2003). Reading comprehension requires knowledge of words and the world: Scientific insights into the fourth-grade slump and nation’s stagnant comprehension scores. //American Educator,// Spring, 10-29. Nagy, W. (2002). //Teaching vocabulary to improve reading comprehension,// Newark, DE:International Reading Association. Stahl, S., & Kapinus, B. (2001). //Word power: What every educator needs to know about teaching vocabulary.// Washington, DC: National Education Association. Stahl, S., & Nagy, W. (2006). //Teaching word meanings.// Mahway, NJ: Lawrence Erlbaum Associates.
 * Vocabulary**

Atwell, N. (1987). //In the middle: writing, reading, and learning with adolescents.// Portsmouth, NH: Boynton/Cook.
 * Writing**

Butler, A. & Turbill, J. (1984//). Towards a reading-writing classroom.// Portsmouth, NH: Heinemann.

Calkins, L. (1994). //The art of teaching writing//. 2nd ed. Portsmouth, NH: Heinemann.

Calkins, L., & Harwayne, S. (1987//). The writing workshop: A world of difference.// Portsmouth, NH: Heinemann.

Calkins, L., & Harwayne, S. (1990). //Living between the lines//. Portsmouth, NH: Heinemann.

Clarke, L. (1989). Encouraging invented spelling in first graders' writings: Effects on learning to spell and read. //Research in the Teaching of English..// 22: 281-309.

Cramer, R. (2001). //Creative power: the nature and nurture of children’s writing//. Boston, MA: Longman.

Harste, J., Short, K., & Burke, C. (1988//). Creating classrooms for authors: The reading-writing connection.// Portsmouth, NH: Heinemann.

Nathan, R., Temple, F., Juntunen, K., & Temple, C. (1989//). Classroom strategies that work: An elementary teacher's guide to process writing.// Portsmouth, NH: Heinemann.

Ray, K. (1999). //Wondrous words: Writers and writing in the elementary classroom//. Urbana, IL:NCTE.

Rief, L. (1992//). Seeking Diversity.// Portsmouth, NH: Heinemann.

Romano, T. (1995). //Writing with passion: life stories, multiple genres//. Portsmouth, NH: Heinemann.

Armbruster, B., Lehr, F., & Osborn, J. (2001). //Put reading first: The research building blocks for teaching children to read. Kindergarten through grade 3.// Jessup, MD: NICHD. Borasi, R., & Siegel, M. (2000). //Reading counts: Expanding the role of reading in mathematics classrooms.// NY: Teachers College Press. Carr, K., Buchanan, D., Wentz, J., Weiss, M., & Brant, K. (2001). Not just for the primary grades: A bibliography of picture books for secondary content teachers. //Journal of Adolescent & Adult Literacy,// 45, 146-153. Guthrie, J., & Wigfield, A. (2000). Engagement and motivation in reading. In Kamil, M., Mosenthal, P., Pearson, P., & Barr, R. (Eds.). (2000). //Handbook of reading research, Vol. III.// (pp. 403-422). Jobe, R., & Dayton-Sakari, M. (2002). //Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners.// Ontario, Canada: Pembroke Publishers Limited. Kamil, M. (2003). //Adolescents and literacy: Reading for the 21st century.// Washington, DC: Alliance for Excellent Education. Moats, L.C. (1999). //Teaching reading is rocket science.// Washington, D.C.: American Federation of Teachers. National Research Council. (1999). //Starting out right: A guide to promoting children’s reading success.// Washington, DC: National Academy Press. Vaughn, S., & Linan-Thompson, S. (2004). //Research-based methods of reading instruction: Grades K-3.// Alexandria, VA: ASCD. Hall, S.L. & Moats, L.C. (2002). //Parenting a struggling reader: A guide to diagnosing and finding help for your child’s reading difficulties.// New York: Broadway Books. National Research Council. (1999). //Starting out right: A guide to promoting children’s reading success.// Washington, DC: National Academy Press. The Partnership for Reading. (2000). //Put reading first: Helping your child learn to read: A parent guide: Preschool through grade 3.// MD: National Institute for Literacy. Zimmermann, S., & Hutchings, C., (2003). //7 keys to comprehension: How to help your kids read it and get it!// New York: Three Rivers Press.
 * Generally Good Information About Reading for Teachers**
 * Generally Good Information About Reading for Parents**