Listening/Reading Comprehension Reading List

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (Spring/Summer 1998). Getting at the meaning: How to help students unpack difficult text. American Educator, 22, 66-71.

Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, M. (2007). Is teaching metacognitive strategies effective for third grade readers? The Reading Teacher, 61, 70-77.

Calfee, R. & Chambliss, M. (1988). Beyond decoding: Picture of expository prose. Annals of Dyslexia, 38, 243-258.

Carlisle, J. F. (1989). The use of sentence verification technique in diagnostic assessment of listening and reading comprehension. Learning Disabilities Research, 5(1), 33-44.

Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Palincsar, A., Brown, A., & Campione, J. (1993). First-grade dialogues for knowledge acquisition and use. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development, New York: Oxford University Press.

Pressley, M. (1995). Reading comprehension strategies. Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.

Strict, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson (Ed.), Handbook of Reading Research. New York: Longman.

Cutting, L. E. & Scarborough, H. S., (2006). Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.