Raising Kids Who Read Read online

  Eccles, J., Wigfield, A., Harold, R. D., Blumenfeld, P., & Url, S. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64(3), 830–847.

  Ehri, L. C. (2008). Development of sight word reading: Phases and findings. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 135–154). Oxford, UK: Blackwell.

  Elbaum, B., Vaughn, S., Tejero Hughes, M., & Watson Moody, S. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605–619. doi:10.1037//0022–0663.92.4.605

  Ennemoser, M., & Schneider, W. (2007). Relations of television viewing and reading: Findings from a four-year longitudinal study. Journal of Educational Psychology, 99(2), 349–368. doi:10.1037/0022–0663.99.2.349

  EU High Level Group of Experts on Literacy. (2012). Final report. Luxembourg. Retrieved from http://ec.europa.eu/education/policy/school/doc/literacy-report_en.pdf.

  Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 54(2), 65–75. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10881391.

  Fleisher, L. S., Jenkins, J. R., & Pany, D. (1979). Effects on poor readers’ comprehension of training in rapid decoding. Reading Research Quarterly, 15(1), 30–48.

  Foertsch, J., & Gernsbacher, M. A. (1994). In search of complete comprehension: Getting “minimalists” to work. Discourse Processes, 18(3), 271–296. doi:10.1080/01638539409544896

  Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

  Fractor, J. S., Woodruff, M. C., Martinez, M. G., & Teale, W. H. (1993). Let’s not miss opportunities to promote voluntary reading: Classroom libraries in the elementary school. Reading Teacher, 46, 476–484.

  Gallagher, K. (2009). Readicide. Portland, ME: Stenhouse.

  Goodman, K. (1996). On reading: A common-sense look at the nature of language and the science of reading. Portsmouth, NH: Heinemann.

  Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280–92. doi:10.1016/j.cognition.2012.01.003

  Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of Adolescent Research, 2(3), 203–222. doi:10.1177/074355488723003

  Guernsey, L. (2007). Into the minds of babes: How screen time affects children from birth to age five. New York: Basic Books.

  Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283–302. doi:10.1023/A:1016627907001

  Haidt, J. (2012). The righteous mind: How good people are divided by politics and religion. New York: Random House.

  Hall, L. A. (2012). Rewriting identities: Creating spaces for students and teachers to challenge the norms of what it means to be a reader in school. Journal of Adolescent and Adult Literacy, 55(5), 368–373. doi:10.1002/JAAL.00045

  Hansen, L. E., Collins, P., & Warschauer, M. (2009). Reading management programs: A review of the research. Journal of Literacy and Technology, 10(3), 56–80.

  Harter, S. (1999). The cognitive and social construction of the developing self. New York: Guilford Press.

  Hattie, J. (2009). Visible learning. London: Routledge.

  Holden, M. H., & MacGinitie, W. H. (1972). Children’s conceptions of word boundaries in speech and print. Journal of Educational Psychology, 63(6), 551–557. Retrieved from http://psycnet.apa.orgjournals/edu/63/6/551.

  Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. doi: 10.1037/0022–0663.100.2.252

  Hu, C.-F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2(1), 55–79.

  Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart, & Winston.

  Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509–527. doi:10.1111/1467–8624.00421

  Janiuk, D. M., & Shanahan, T. (1988). Applying adult literacy practices in primary grade instruction. Reading Teacher, 41(9), 880–886. Retrieved from http://eric.ed.gov/?id=EJ370154.

  Jeynes, W. H., & Littell, S. W. (2000). A meta-analysis of studies examining the effect of whole language instruction on the literacy of low-SES students. Elementary School Journal, 101(1), 21–33.

  Johnston, A. M., Barnes, M. A., & Desrochers, A. (2008). Reading comprehension: Developmental processes, individual differences, and interventions. Canadian Psychology/Psychologie Canadienne, 49(2), 125–132. doi:10.1037/0708–5591.49.2.125

  Junge, C., Cutler, A., & Hagoort, P. (2012). Electrophysiological evidence of early word learning. Neuropsychologia, 50(14), 3702–3712. doi:10.1016/j.neuropsychologia.2012.10.012

  Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 113, 99–113.

  Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Pre-schoolers, print and storybooks: An observational study using eye movement analysis. Journal of Research in Reading, 28(3), 229–243. doi:10.1111/j.1467–9817.2005.00267.x

  Kamil, M. (2008). How to get recreational reading to increase reading achievement. In Y. Kim, V. J. Risko, D. L. Compton, D. K. Dickinson, M. K. Hundley, R. T. Jiménez, & D. Well Rowe (Eds.), 57th Yearbook of the National Reading Conference (pp. 31–40). Oak Creek, WI: National Reading Conference.

  Kessler, B. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. doi:10.1093/wsr/wsp004

  Killi, C., Laurinen, L., & Marttunen, M. (2008). Students evaluating Internet sources: From versatile evaluators to uncritical readers. Journal of Educational Computing Research, 39(1), 75–95. Retrieved from http://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,5,5;journal,43,193;linkingpublicationresults,1:300321,1.

  Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in how we assess reading ability (pp. 21–37). Plymouth, UK: Rowman & Littlefield. Retrieved from http://books.google.com/books?hl=en&lr=&id=0gn9TV2CFm0C&pgis=1.

  Korat, O., & Or, T. (2010). How new technology influences parent-child interaction: The case of e-book reading. First Language, 30(2), 139–154. doi:10.1177/0142723709359242

  Korat, O., Segal-Drori, O., & Klien, P. (2009). Electronic and printed books with and without adult support as sustaining emergent literacy. Journal of Educational Computing Research, 41(4), 453–475. doi:10.2190/EC.41.4.d

  Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248–259. doi:10.1111/j.1365–2729.2006.00213.x

  Kush, J. C., & Watkins, M. W. (1996). Long-term stability of children’s attitudes toward reading. Journal of Educational Research, 89(5), 315–319.

  Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48(4), 969–986. doi:10.1037/a0026400

  Lareau, A. (2003). Unequal childhoods. Berkeley: University of California Press.

  Lee, J. (2014). Universal factors of student achievement in high-performing Eastern and Western countries. Journal of Educat
ional Psychology, 106, 364–374.

  Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137. Retrieved from http://psycnet.apa.orgjournals/psp/28/1/129.

  Leu, D. J., & Castek, J. (2006). What skills and strategies are characteristic of accomplished adolescent users of the Internet? Presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.

  Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93(1), 63–93. doi:10.1016/j.jecp.2005.07.003

  Long, D. L., Oppy, B. J., & Seely, M. R. (1994). Individual differences in the time course of inferential processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1456–1470.

  Magliano, J. P., & Millis, K. K. (2003). Assessing reading skill with a think-aloud procedure and latent semantic analysis. Cognition and Instruction, 21(3), 251–283.

  Manguel, A. (1996). A history of reading. New York: Viking.

  Mann, H. (1841). A lecture on the best mode of preparing and using spelling-books. Delivered before the American Institute of Instruction, August, 1841. Common School Journal, 4(2), 25.

  Manning, M., & Lewis, M. (2010). Sustained silent reading: An update of the research. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers (pp. 112–128). Newark, DE: International Reading Association.

  Mares, M.-L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children’s learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140–151. doi:10.1016/j.appdev.2013.01.001

  Markman, E. M. (1979). Realizing that you don’t understand: Elementary school children’s awareness of inconsistencies. Child Development, 50(3), 643–655.

  Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56, 429–440.

  Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–49. doi:10.1111/j.1467–8624.2008.01154.x

  Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29, 1–13.

  Mayer, M. (2010). It’s not what you know, it’s what you can find out. Retrieved from http://edge.org/response-detail/11973.

  McKenna, M. C., Conradi, K., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a US survey. Reading Research Quarterly, 47(3), 283–306. doi:10.1002/RRQ.021

  McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956.

  Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352. doi:10.1037/a0026744

  Miller, D., & Moss, B. (2013). No more independent reading without support. Portsmouth, NH: Heinemann.

  Mills, K. L. (2014). Effects of Internet use on the adolescent brain: Despite popular claims, experimental evidence remains scarce. Trends in Cognitive Sciences, 18, 385–387.

  Moffitt, M. A. S., & Wartella, E. (1991). Youth and reading: A survey of leisure reading pursuits of female and male adolescents. Reading Research and Instruction, 31(2), 1–17. doi:10.1080/19388079209558075

  Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. doi:10.1037/a0021890

  Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D.J.H. (2008). Added value of dialogic parent-child book reading: A meta-analysis. Early Education and Development, 19(1), 7–26.

  Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165–183.

  Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221–230. Retrieved from http://eric.ed.gov/?id=EJ280231.

  Morrow, L. M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27(3), 250–275.

  Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 40(2), 201–219. doi:10.1080/10862960802411927

  Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9686450.

  National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: (Reports of the subgroups). Washington, DC. Retrieved from http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/.

  National Institute of Child Health and Human Development. Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. Elementary School Journal, 102(5), 367–387.

  National Institute of Child Health and Human Development. Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105(3), 305–323.

  National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.

  Nelson, D.G.K., Hirsh-Pasek, K., Jusczyk, P. W., & Cassidy, K. W. (1989). How the prosodic cues in motherese might assist language learning. Journal of Child Language, 16(01), 55–68. doi:10.1017/S030500090001343X

  Neuman, S. B., Kaefer, T., Pinkham, A., & Strouse, G. (2014, February 24). Can babies learn to read? A randomized trial of baby media. Journal of Educational Psychology, 106, 815–830.

  Neumann, M. M., Hood, M., Ford, R. M., & Neumann, D. L. (2011). The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 12(3), 231–258. doi:10.1177/1468798411417080

  Noel Foulin, J. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. doi:10.1007/s11145–004–5892–2

  Nusername. (2013). AskReddit. Reddit. Retrieved from http://www.reddit.com/r/AskReddit/comments/15yaap/if_someone_from_the_1950s_suddenly_appeared_today/c7qyp13?context=5#c7qyp13.

  Parise, E., & Csibra, G. (2012) Electrophysiological evidence for the understanding of maternal speech by 9-month-old infants. Psychological Science, 23, 728–733.

  Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., & Golinkoff, R. M. (2011). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200–211.

  Pashler, H. E. (1999). The psychology of attention. Cambridge, MA: MIT Press

  Pentimonti, J. M., Zucker, T. A., Justice, L. M., & Kaderavek, J. N. (2010). Informational text use in preschool classroom read-alouds. Reading Teacher, 63(8), 656–665. doi:10.1598/RT.63.8.4

  Piasta, S. B., & Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of Experimental Child Psychology, 105(4), 324–344. doi:10.1016/j.jecp.2009.12.008

  Pressley, M. (2002). Balanced literacy instruction. Focus on Exceptional Children, 34(5), 1–14.

  Rayner, K., Foorman, B. R., Perfetti, C.
A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science, 2(2 Suppl.), 31–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11878018.

  Rayner, K., Pollatsek, A., Ashby, J., & Clifton, Charles, J. (2012). Psychology of reading (2nd ed.). New York: Psychology Press.

  Rehm, D. (2013, October 22). Billy Collins: “Aimless love: New and selected poems.” The Diane Rehm Show. Retrieved from http://thedianerehmshow.org/shows/2013–10–22/billy-collins-aimless-love-new-and-selected-poems/transcript.

  Retelsdorf, J., Köller, O., & Möller, J. (2014). Reading achievement and reading self-concept: Testing the reciprocal effects model. Learning and Instruction, 29, 21–30. doi:10.1016/j.learninstruc.2013.07.004

  Richtel, M. (2012, November 1). Technology changing how students learn, teachers say. New York Times, p. A18.

  Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds (p. 79). Menlo Park, CA: Kaiser Family Foundation.

  Ritchie, S. J., Bates, T. C., & Plomin, R. (2014). Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16. Child Development. doi:10.1111/cdev.12272.

  Robinson, A. (2007). The story of writing (2nd ed.). London: Thames & Hudson.

  Robinson, R. (2014). Kids and family reading report (4th ed.). Retrieved from http://mediaroom.scholastic.com/files/kfrr2013-noappendix.pdf.

  Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers and Education, 63, 259–266. doi:10.1016/j.compedu.2012.11.022

  Rose, J. (2006). Independent review of the teaching of early reading: Interim report. London: Department for Education and Skills. Retrieved from http://webarchive.nationalarchives.gov.uk/20100526143644/ http://standards.dcsf.gov.uk/phonics/report.pdf.

  Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530.