WORKS CITED

Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18–32. doi:10.1037/a0022086

Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28(5), 1816–1828. doi:10.1016/j.chb.2012.04.023

Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., Wright, J. C., & Larson, R. (2001). Childhood television viewing and adolescent behavior: The recontact study. Monographs of the Society for Research in Child Development, 66(1), 1–154.

Anderson, R. C. (1985). Becoming a nation of readers: The Report of the Commission on Reading. Retrieved from http://files.eric.ed.gov/fulltext/ED253865.pdf.

Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285–303.

Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. doi:10.1111/j.0963–7214.2005.00376.x

Arciuli, J., & Simpson, I. C. (2012). Statistical learning is related to reading ability in children and adults. Cognitive Science, 36(2), 286–304. doi:10.1111/j.1551–6709.2011.01200.x

Ariely, D. (2009). Predictably irrational. New York: HarperCollins.

Arnold, D. S., & Whitehurst, G. J. (1994). Accelerating language development through picture book reading: A summary of dialogic reading and its effect. In D. K. Dickenson (Ed.), Bridges to literacy: Children, families and schools (pp. 103–128). Malden, MA: Blackwell.

Aronson, E., Wilson, T. D., & Akert, R. M. (2012). Social Psychology (8th ed.). New York: Pearson.

Backman, J. (1983). The role of psycholinguistic skills in reading acquisition: A look at early readers. Reading Research Quarterly, 18(4), 466–479.

Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(1), 87–106.

Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239–269.

Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69–82.

Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.

Barclay, J. R., Bransford, J. D., Franks, J. J., McCarrell, N. S., & Nitsch, K. (1974). Comprehension and semantic flexibility. Journal of Verbal Learning and Verbal Behavior, 13(4), 471–481. doi:10.1016/S0022–5371(74)80024–1

Bennett, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. doi:10.1111/j.1467–8535.2007.00793.x

Bennett, S. E., Rhine, S. L., & Flickinger, R. S. (2000). Readings impact on democractic citizenship in America. Political Behavior, 22(3), 167–195.

Bingham, G. E., & Hall-Kenyon, K. M. (2013). Examining teachers’ beliefs about and implementation of a balanced literacy framework. Journal of Research in Reading, 36(1), 14–28. doi: 10.1111/j.1467–9817.2010.01483.x

Bohn, R. E., & Short, J. E. (2009). How much information? 2009 report on American consumers. San Diego: Global Information Industry Center, University of California, San Diego. Retrieved from http://hmi.ucsd.edu/howmuchinfo.php

Bottomley, D. M., Truscott, D. M., Marinak, B. A., Henk, W. A., & Melnick, S. A. (1999). An affective comparison of whole language, literature-based, and basal reader literacy instruction. Reading Research and Instruction, 38(2), 115–129. doi:10.1080/19388079909558282

Braten, I., Lie, A., Andreassen, R., & Olaussen, B. S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing, 11, 65–88.

Brenner, D., Hiebert, E. H., & Tompkins, R. (2009). How much and what are third graders reading? In E. H. Hiebert (Ed.), Reading more, reading better (pp. 118–140). New York: Guilford Press.

Breznitz, Z., & Share, D. L. (1992). Effects of accelerated reading rate on memory for text. Journal of Educational Psychology, 84(2), 193–199.

Card, D. (1999). The causal effect of education on earnings. Handbook of Labor Economics, 3, 1801–1863. doi:10.1016/S1573–4463(99)03011–4

Carlson, K. (2009). How prosody influences sentence comprehension. Language and Linguistics Compass, 3(5), 1188–1200. doi:10.1111/j.1749–818X.2009.00150.x

Carr, N. (2008). Is Google making us stoopid? Yearbook of the National Society for the Study of Education, 107(2), 89–94. doi:10.1111/j.1744–7984.2008.00172.x

Carr, N. (2011). The shallows: What the Internet is doing to our brains. New York: Norton.

Carver, R. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Literacy Research, 26(4), 413–437. doi:10.1080/10862969409547861

Chall, J. (1967). Learning to read: The great debate. New York: McGraw-Hill.

Cheung, A.C.K., & Slavin, R. E. (2011, May). The effectiveness of education technology for enhancing reading achievement: A meta-analysis. 1–48. The Center for Research and Reform in Education, Johns Hopkins University. Retrieved from http://www.bestevidence.org/reading/tech/tech.html.

Chouinard, M. M., Harris, P. L., & Maratsos, M. P. (2007). Children’s questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), 1–129. Retrieved from http://www.jstor.org/stable/30163594.

Claessens, A., Engel, M., & Curran, F. C. (2013). Academic content, student learning, and the persistence of preschool effects. American Educational Research Journal, 51, 403–434.

Clark, C., & DeZoysa, S. (2011). Mapping the interrelationships of reading enjoyment, attitudes, behaviour and attainment: An exploratory investigation. London. Retrieved from http://files.eric.ed.gov/fulltext/ED541404.pdf.

Collins, W. M., & Levy, B. A. (2008). Developing fluent text processing with practice: Memorial influences on fluency and comprehension. Canadian Psychology/Psychologie Canadienne, 49(2), 133–139. doi: 10.1037/0708–5591.49.2.133

Connell, C., Bayliss, L., & Farmer, W. (2012). Effects of eBook readers and tablet computers on reading comprehension. International Journal of Instructional Media, 39(2), 131–141.

Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8(4), 305–336.

Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining Child × Instruction interactions. Journal of Educational Psychology, 96(4), 682–698.

Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264–274. doi:10.1037//0022–0663.83.2.264

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945.

Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 Special Study of Oral Reading. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006469.

Daniel, D. B., & Willingham, D. T. (2012). Electronic textbooks: Why the rush? Science, 335, 1569–1571.

Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers and Education, 62, 18–23. doi:10.1016/j.compedu.2012.10.016

de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145–155. doi:10.1037//0022–0663.94.1.145

de Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39, 378–393.

DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1–20. doi:10.1016/0193–3973(95)90013–6

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. Retrieved from http://psycnet.apa.orgjournals/bul/125/6/627.

Deocampo, J. A., & Hudson, J. A. (2005). When seeing is not believing: Two-year-olds’ use of video representations to find a hidden toy. Journal of Cognition and Development, 6(2), 229–258. doi:10.1207/s15327647jcd0602_4

DeStefano, D., & LeFevre, J.-A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641. doi:10.1016/j.chb.2005.08.012

Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310. doi:10.3102/0013189X10370204

Dowhower, S. L. (1989). Repeated reading: Research into practice. Reading Teacher, 42, 389–406.

Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224. doi:10.1598/RRQ.35.2.1

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 Educational 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.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181–221. doi:10.3102/00346543066002181

Rosenwald, M. S. (2014, April 6). Serious reading takes a hit from online scanning and skimming, researchers say. Washington Post. Retrieved from http://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2–11e3-b899–20667de76985_story.html.

Rowe, K. J. (1991). The influence of reading activity at home on students’ attitudes. British Journal of Educational Psychology, 19–35.

Ruble, D. N., & Frey, K. S. (1991). Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation. In J. Suls & T. A. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 79–113). Hillsdale, NJ: Erlbaum.

Samuels, J. (1979). The method of repeated readings. Reading Teacher, 32, 403–408.

Sanchez, C. A., & Wiley, J. (2009). To scroll or not to scroll: Scrolling, working memory capacity, and comprehending complex texts. Human Factors, 51(5), 730–738. doi:10.1177/0018720809352788

Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. Modern Language Journal, 95(1), 26–43. doi:10.1111/j.1540–4781.2011.01146.x

Schneider, W., Körkel, J., & Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children, 81(3), 306–312.

Schugar, J. T., Schugar, H., & Penny, C. (2011). A nook or a book? Comparing college students’ reading comprehension levels, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7(2), 174–192.

Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S. (2009). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. doi:10.1007/s11145–009–9182-x

Senechal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. doi:10.3102/0034654308320319

Seymour, P.H.K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(Pt. 2), 143–174. doi:10.1348/000712603321661859

Shanahan, T., & Lomax, R. G. (1986). An analysis and comparison of theoretical models of the reading–writing relationship. Journal of Educational Psychology, 78(2), 116–123. Retrieved from http://psycnet.apa.orgjournals/edu/78/2/116.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–60.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218; discussion 219–226. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/7789090.

Silvén, M., Niemi, P., & Voeten, M. J. (2002). Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds? Cognitive Development, 17(1), 1133–1155. doi:10.1016/S0885–2014(02)00093-X

Sonnenschein, S., Stapleton, L. M., & Benson, A. (2009). The relation between the type and amount of instruction and growth in children’s reading competencies. American Educational Research Journal, 47(2), 358–389. doi:10.3102/0002831209349215

Stabiner, A., Chasin, J., & Haver, K. (2003). A comprehensive approach to balanced literacy: A handbook for educators. New York: New York City Department of Education.

Stahl, S. A., & Miller, P. D. (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59, 87–116.

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

Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85(2), 211–229. doi:10.1037//0022–0663.85.2.211

Stanovich, K. E., Cunningham, A. E., & West, R. F. (1995). Literacy experiences and the shaping of cognition, In S. G. Paris & H. M. Wellman (Eds.), Global prospects for education: Development, culture, and schooling (pp. 253–288). Washington, DC: American Psychological Association.

Stuart, E. W., Shimp, T. A., & Engle, R. W. (1984). Classical conditioning of consumer attitudes: Four experiments in an advertising context. Journal of Consumer Research, 14, 334–349.

Suggate, S. P. (2010). Why what we teach depends on when: Grade and reading intervention modality moderate effect size. Developmental Psychology, 46(6), 1556–1579. doi:10.1037/a0020612

Sulin, R. A., & Dooling, D. J. (1974). Intrusion of a thematic idea in retention of prose. Journal of Experimental Psychology, 103(2), 255–262. doi:10.1037/h0036846

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. doi:10.3102/0034654310393361

Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 89(2), 276–288. doi:10.1037//0022–0663.89.2.276

Tizard, B., & Hughes, M. (1984). Young children learning. Cambridge, MA: Harvard University Press.

Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in child development and behavior (Vol. 31, pp. 105–135). San Diego, CA: Academic Press.

Treiman, R., Kessler, B., & Pollo, T. C. (2006). Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers. Applied Psycholinguistics, 27, 211–227.

Treiman, R., Levin, I., & Kessler, B. (2012). Linking the shapes of alphabet letters to their sounds: The case of Hebrew. Reading and Writing, 25(2), 569–585. doi:10.1007/s11145–010–9286–3

Troseth, G. L., Saylor, M. M., & Archer, A. H. (2006). Young children’s use of video as a source of socially relevant information. Child Development, 77(3), 786–799. doi:10.1111/j.1467–8624.2006.00903.x

Trushell, J., Burrell, C., & Maitland, A. (2001). Year 5 pupils reading an “interactive storybook” on CD-ROM: Losing the plot? British Journal of Educational Technology, 32(4), 389–401.

Vaughn, J. S. (1902, August). Our strange language. Spectator, 187.

Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2014). What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading. doi:10.1111/1467–9817.12024

Villiger, C., Niggli, A., Wandeler, C., & Kutzelmann, S. (2012). Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation. Learning and Instruction, 22(2), 79–91. doi:10.1016/j.learninstruc.2011.07.001

Walberg, H. J., & Tsai, S. (1985). Correlates of reading achievement and attitude: An assessment study. Journal of Educational Research, 78(3), 159–167.

Wallbrown, F. H., Brown, D. H., & Engin, A. W. (1978). A factor analysis of reading attitudes along with measures of reading achievement and scholastic aptitude. Psychology in the Schools, 15(2), 160–165. doi:10.1002/1520–6807(197804)15:2<160::AID-PITS2310150204>3.0.CO;2-G

Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265–279. Retrieved from http://psycnet.apa.orgjournals/dev/37/2/265.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.

Willingham, D. T. (2005). How praise can motivate—or stifle. American Educator, 29(4), 23–27, 48.

Willingham, D. T. (2008, summer). What is developmentally appropriate practice? American Educator, 34–39.

Woolfolk, M. E., Castellan, W., & Brooks, C. I. (1983). Pepsi versus Coke: Labels, not tastes, prevail. Psychological Reports, 52, 185–186.

Xue, Y., & Meisels, S. J. (2004). Early literacy instruction and learning in kindergarten: Evidence from the early childhood longitudinal study: Kindergarten class of 1998–1999. American Educational Research Journal, 41(1), 191–229.

Yoon, J. (2002). Three decades of sustained silent reading: A meta-analytic review of the effects of SSR on attitude towards reading. Reading Improvement, 39(4), 186–195.

Yuill, N., Oakhill, J., & Parkin, A. (1989). Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80, 351–361.

Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 177–200). Hillsdale, NJ: Erlbaum.

Zhang, S., & Duke, N. K. (2011). The impact of instruction in the WWWDOT framework on students’ disposition and ability to evaluate web sites as sources of information. Elementary School Journal, 112(1), 132–154. doi:10.1086/660687

Ziegler, J. C., Stone, G. O., & Jacobs, A. M. (1997). What is the pronunciation for -ough and the spelling for /u/? A database for computing feedforward and feedback consistency in English. Behavior Research Methods, Instruments, and Computers, 29(4), 600–618.

Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342–349. doi:10.1542/peds.2008–2267

..................Content has been hidden....................

You can't read the all page of ebook, please click here login for view all page.
Reset
3.145.172.56