Leading Students At-Risk to Academic Success Bibliography

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Baker, S., Gersten, R., Haager, D., & Dingle, M. (2006, November). Teaching Practice

and the Reading Growth of First-Grade English Learners: Validation of an

Observation Instrument. Elementary School Journal, 107(2), 199-219.

Boorman, G.D., Hewes, G., Overman, L.T., & Brown, S. (2002). Comprehensive school

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Foundations for teacher preparation. Paper presented at the International Dyslexia

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Carlson, C.D., & Francis, D.J. (2002). Increasing the reading achievement of at-risk

children through direct instruction: Evaluation of the rodeo institute for teacher

excellence (RITE). Journal of Education for Students Placed At Risk, 7(2), 141-166.

Carter, S. C. (2001). No excuses: Lessons from 21 high-performing, high-poverty schools.

Washington, D. C.: The Heritage Foundation.

Children of the Code (n. d.) The history and science of the code and learning to read and

comprehend it. Retrieved July 5, 2006 from www.childrenofthecode.org.

Díaz-Rico, L.T. & Weed, K.Z. (2004) The crosscultural, language, and academic

development handbook (3rd ed.). Boston: Allyn and Bacon.

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Engelmann, S. (1999, September). The benefits of direct instruction: Affirmative action

for at-risk students. Educational Leadership, 57(1), 77, 79. Retrieved , from Research

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Engelmann, S. (1988). The Direct Instruction follow-through model: Design and

outcomes. Education and Treatment of Children. 11(4), 303-317.

Foorman, B., & Moats, L. (2004). Conditions for sustaining research-based practices in

early reading instruction. Remedial and Special Education, 25(1), 51-61.

Fullan, M. (2000). The three stories of education reform. Phi Delta Kappan, 81(8), 581-

584.

Gersten, R., & Geva, E. (2003). Teaching reading to early language learners. Educational

Leadership, 60(7), 44-49.

Gersten, R., Baker, S. K., Hagaar, D., Graves, A. W. (2005). Exploring the role of teacher

quality in predicting reading outcomes for first-grade English learners. Remedial and

Special Education 26(4), 197-206.

Gersten, R., Keating, T., & Becker, W. (1988). The continued impact of the Direct

Instruction model: Longitudinal studies of Follow Through students. Education and

Treatment of Children, 11(4), 318-327.

Geva, E., & Wang, M. (2001). The role of orthography in the literacy acquisition of

young L2 learners. Annual Review of Applied Linguistics, 21, 182–204

Goddard, R.D., Hoy, W.K., & Woolfolk, A. (2004). Collective efficacy beliefs:

Theoretical developments, empirical evidence, and future directions. Educational

Researcher, 33(3), 3-13.

Graves, A., & Gersten, R. (2002, April). Instruction and literacy development of Englishlanguage

learners: Descriptive research in grade one classrooms. Presentation at the

Council for Exceptional Children Annual Convention, New York, NY.

Gunn, B., Smolkowski, K., Biglan, A., Black, C. & Blair, J. (2005). Fostering the

development of reading skill through supplemental instruction: Results for Hispanic

and non-Hispanic students. The Journal of Special Education, 39(2), 66-85.

Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental

instruction in decoding skills for Hispanic and non-Hispanic students in early

elementary school. The Journal of Special Education, 34(2), 90-103.

Hart, B. & Risely, T. R. (1995). Meaningful Differences in the Everyday Experience of

Young American Children. Baltimore: Brooks.

Hempenstall, K. (1997). The whole language-phonics controversy: An historical

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Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first

through fourth grades. Journal of Educational Psychology, 85, 112-126.

Juel, C., & Minden-Cupp, C. (1999). One down and 80,000 to go: Word recognition

instruction in the primary grades. The Reading Teacher, 53(4), 332-336.

Kerbow, D. (1996). Patterns of urban student mobility and local School reform. Journal

of Education for Students Placed at Risk. 1(2) 147-170.

Kim, T & Axelrod, S. (2005). Direct instruction: An educator’s guide and a plea for

action. The Behavior Analyst Today 6(2), 111-120.

Kozloff, M. A., LaNunziata, L., Cowardin, J., Bessellieu, F. B. (2000). Direct instruction:

Its contributions to high school achievement. The High School Journal, 84(2), 54.

Marshall, C. (1991). Teachers’ learning styles: How they affected student learning.

Clearing House 64(4), 225-228.

Miron, L.F., St. John, E.P. & Davidson, B. (1998). Implementing school restructuring in

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National Institute of Child Health and Human Development. (2000). Report of the

National Reading Panel. Teaching children to read: An evidence-based assessment of

the scientific research literature on reading and its implications for reading

instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government

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National Institute for Literacy. (2003, June). Put reading first: The research building

blocks of reading instruction. Jessup, MD: Armbruster, B.B. & Osborne, J. Available

from http://www.nationalreadingpanel.org/Publications /researchread.htm

Oregon Reading First Center. (2004). Review of Comprehensive Programs. Available

from http://oregonreadingfirst.uoregon.edu/curriculum_review.php.

Porter, T.M. (1996). Trust in numbers: The pursuit of objectivity in science and public

life. Princeton, NJ: Princeton University Press.

Pray, L. (2005). How well do commonly used language instruments measure English

oral-language proficiency? Bilingual Research Journal, 29(2). 387-411.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E. Abbott, R. D., & Berninger, V. W.

(2002). Phonological awareness and beginning reading in Spanish-speaking ESL first

graders: Research into practice. Journal of School Psychology, 40(1), 85-111.

Saulter, R., & Crawford, D.B. (2005). Beyond buying the books: What the teacher’s

guide doesn’t tell you about schoolwide implementation of DI. Effective School

Practices, 5(2), 13-15.

Schaefer, E. (2005). An introduction to the effective school checklist. Effective School

Practices, 5(2), 24-31.

Shippen, M.E., Houchins, D.E., Steventon, C., & Sartor, D. (2005). A comparison of two

direct instruction reading programs for urban middle school students. Remedial and

Special Education, 26(3), 175-183.

Silbert, J. (2005). A number of lessons learned from the PACT/BREAD/ICARE trip to

Baltimore. Effective School Practices, 5(2), 23.

Slavin R., & Cheung, A. (2003). Effective reading programs for English language

learners: A best-evidence synthesis. (Report No. 66). Baltimore, MD: Center for the

Education of Students Placed at Risk.

Smith-Maddox, R. (1999). An inquiry-based reform effort: Creating the conditions for

reculturing and restructuring schools. The Urban Review, 31(3) 283-304.

Smith, R. A. (2005, January). Saving Black boys. School Administrator, 62(1), 16-25.

Stein, M., Carnine, D., Dixon, R. (1998). Direct instruction: Integrating curriculum

design and effective teaching practice. Intervention in School and Clinic, 33(4), 227.

Thompson, S. L., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003).

Effectiveness of supplemental reading instruction for 2nd grade English learners with

reading difficulties. Elementary School Journal, 103(3), 221–238.

Utley, C. A., Kozleski, E., Smith, A. & Draper, I. L.. (2002). Positive behavior support:

A proactive strategy for minimizing behavior problems in urban multicultural youth.

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Vaughn, S. (2005, July). Introduction to a three-tiered reading model. Presentation at the

Annual Reading First Conference, New Orleans, LA.

Watkins, A. M. & Kurtz, P. D. (2001). Using solution-focused intervention to address

African American male overrepresentation in special education: A case study.

Children and Schools, 23(4), 223-234.