The Missouri Reader Vol. 41, Issue 2 - Page 50

50

Cheri Gump

K-2

9-12

6-8

3-5

References:

Afflerbach, P. (2016). Reading assessment: Looking ahead. The Reading Teacher (69)4. pp.413-419. doi:10.1002/trtr.1430.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes inreading comprehension. Handbook of Reading Research, 1, 255-291.

Athans, S.K. & Devine, D.A. (2008). Qualitycomprehension: A strategic model of reading instruction using read-along guides, grades 3-6. International Reading Association: Newark, DE.

Atwell, N. (2015). In the middle: A lifetime of learning about reading, writing, and adolescents (3rd ed.). Portsmouth, NH: Heinemann.

Beers, K. (1998) Choosing not to read understanding why some middle schoolers just say no. In K. Beers & B. Samuels (Eds.) Into Focus: Understanding and Creating Middle School Readers (pp. 1-27). Christopher Gordon: Norwood, MA.

Barone, D. (2013). Important revelations about school reform: Looking at and beyond

Reading First. School Effectiveness and School Improvement. 24(4), 392-416. doi:10.1080/09243453.2012.693104.

Brown, B. (2010). The gifts of imperfection: Let go of who you think you're supposed to be and embrace who you are. Hazeldon: Center City, MN.

Dorn, L., French, C., & Jones, T. (1998). Apprenticeship in Literacy. Stenhouse: Portland, ME.

Dorn, L. & Soffos, C. (2005) Teaching for deep comprehension: A reading workshop approach. Stenhouse: Portland, ME.

Fisher, D, & Frey, N. (2008). Better learning through structured teaching: A framework for

the gradual release of responsibility. Association of Supervision and Curriculum Development: Alexandria, VA.

Fisher, D. & Frey, N. (2016). Systems for teaching complex texts: A proof-of-conceptinvestigation. The Reading Teacher, 69(4), 403–412. doi: 10.1002/trtr.1409.

Fountas, I & Pinnell, G. (2000). Guiding readers and writers (grades 3-6): Teaching, comprehension, genre, and content literacy. Heinemann: Portsmouth, NH.

Kaufman, G. (1992). Shame: The power of caring. Schenkman Books: Rochester, VT.

Middleton-Moz, J. (1990). Shame and guilt: Masters of disguise. Health Communications Incorporated: Deerfield, FL.

Miller, A. (1996). Drama of the gifted child: The true search for self (3rd ed.). New York: Basic Books. (originally published as Drama des begabten Kindes, 1979).

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. Guilford Press: New York.

Rosenblatt, L. (1995). Literature as exploration (5th ed.). New York, NY: Modern Language Association.

Szymusiak, K., & Sibberson, F. (2001). Beyond leveled books: Supporting transitional readers in grades 2-5. Stenhouse: Portland, ME.

Stygles, J.M. (2012). The role of vocabulary awareness in comprehension at the intermediate level. New England Reading Association Journal, 47(2), 43.

Stygles, J.M. (2017). Discovering giftedness and autonomy: Jayda becomes a reader. Voices From the Middle. (24)4. 53-58.

Tangney, J.P. & Dearing, R.L. (2002). Shame and Guilt. Guilford Press: New York.

Justin Stygles is a Grade 5 Teacher at Wiscasset Elementary School in Wiscasset, ME. Over the past fifteen years he had taught in daycares, summer programs, intervention settings, fourth, fifth, and sixth

grade, humanities and self-contained models. He is currently the President of the LEADER SIG, part of ILA and a committee member of the Middle - Level Steering Committee for NCTE. Justin has a forthcoming book with Corwin Literacy.

.