Some Research in Support of Workshop Approaches to Reading

Complied by Dr. Frank Serafini

A Literate Environment / Classroom Libraries / Extensive Reading

Allington, R.L. (2001). What really matters for struggling readers: Designing

research-based programs. New York: Addison Wesley Longman.

Arya, P., Martens, P., Wilson, G. P., Altwerger, B., Lijun, J., Laster, B., et al. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-73.

Chambers, A. (1996). The reading environment: How adults help children enjoy books. York, ME: Stenhouse.

Hoewisch, A. K. (2000). Children's literature in teacher-preparation programs.

Reading Online. Available: http://www.readingonline.org/critical/hoewisch/index.html.

Krashen, S. (1993). The power of reading: Insights from the research.

Englewood, CO: Libraries Unlimited.

Lehman, B. A., Freeman, E. B., & Allen, V. G. (1994). Children’s literature and literacy instruction: “Literature-based” elementary teachers’ beliefs and practices. Reading Horizons, 35, 3-23.

Neuman, S.B. (1999). Books make a difference: A study of access to literacy.

Reading Research Quarterly, 34, 286–311.

Reutzel, D.R., & Fawson, P.C. (2002). Your classroom library: New ways to give

it more teaching power. New York: Scholastic.

Sadoski, M., Norton, D. E., Rodrigguez, M., Nichols, W. D., & Gerla, J. P. (1998). Preservice and inservice teachers' knowledge of literary concepts and literary analysis. Reading Psychology, 19, 267-286.

Scharer, P. L. (1992). Teachers in transition: An exploration of changes in teachers and classrooms during implementation of literature-based reading instruction. Research in the Teaching of English, 26(4), 408-445.

Reading Aloud

Barrentine, S. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36-43.

Campbell, R. (2001). Read-alouds with young children. Newark, DE: International Reading Association.

Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17.

Jacobs, J. S., Morrison, T. G., & Swinyard, W. R. (2000). Reading aloud to students: A national probability study of classroom reading practices of elementary school teachers. Reading Psychology, 21, 171-193.

Robbins, C., & Ehri, L. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.

Roser, N., Martinez, M., McDonnald, K., & Fuhrken, C. (2004). Helping young children learn to read chapter books: The role of the teacher in reading aloud. Paper presented at the National Reading Conference.

Serafini, F., & Giorgis, C. (2003). Reading aloud and beyond: Fostering the intellectual life with older readers. Portsmouth, NH: Heinemann.

Sipe, L. (2001a). A palimpsest of stories: Young children's intertextual links during readalouds of fairytale variants. Reading Research and Instruction, 40(4), 333-352.

Sipe, L. (2001b). Scaffolding first and second grader's developing literary understanding of storybook readalouds. The California Reader, 34(3), 9-18.

Sipe, L. (2002). Talking back and taking over: Young children's expressive engagement during story-book readalouds. The Reading Teacher, 55(5), 476-483.

Classroom Discourse

Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge: Dialogos.

Barnes, D. (1992). From communication to curriculum (2nd ed.). Portsmouth, NH: Boynton-Cook.

Boyd, M., & Rubin, D. (2006). How contingent questioning promotes extended student talk: A function of display questions. Journal of Literacy Research, 28(2), 141-169.

Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.

Dillon, J. T. (1988). Questioning and teaching. New York: Teachers College Press.

Foreman-Peck, L. (1985). Evaluating children's talk about literature: A theoretical perspective. Children's Literature in Education, 16(4), 203-218.

Heyman, R. D. (1983). Clarifying meaning through classroom talk. Curriculum Inquiry, 13(1), 23-42.

Hughes, M., & Westgate, D. (1998). Possible enabling strategies in teacher-led talk with young pupils. Language and Education, 12(3), 174-191.

Johnston, P. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.

Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37(1), 94-112.

Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.

Mroz, M., Smith, F., & Hardman, F. (2000). The discourse of the literacy hour. Cambridge Journal of Education, 30(3), 379-390.

Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education, 21(1), 19-41.

Myhill, D., Jones, S., & Hopper, R. (2006). Talking, listening, learning: Effective talk in the primary classroom. Berkshire, England: Open University Press.

Myhill, D., & Warren, P. (2005). Scaffolds or straightjackets?: Critical moments in classroom discourse. Educational Review, 57(1), 55-69.

Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.

Nystrand, M., Wu, L., Gamoran, A., Zeiser, S., & Long, D. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135-198.

Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the Teaching of English, 40(4), 392-412.

O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24(4), 318-335.

Seedhouse, P. (1996). Classroom interaction: possibilities and impossibilities. ELT Journal, 50(1), 16-24.

Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

Wells, G. (1989). Language in the classroom: Literacy and collaborative talk.

Language and Education, 3(4), 251-273.

Westgate, D., & Hughes, M. (1997). Identifying 'quality' in classroom talk: An

enduring research task. Language and Education, 11(2), 125-139.

Interactive Discussions

Almasci, J., McKeown, M., & Beck, I. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28(1), 107-146.

Almasci, J., O'Flahavan, J. F., & Arya, P. (2001). A comparative analysis of student and teacher development in more and less proficient discussions of literature. Reading Research Quarterly, 36(2), 96-120.

Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.

Evans, K. S. (1996). Creating spaces for equity? The role of positioning in peer-led literature discussions. Language Arts, 73, 194-202.

Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature. Urbana, IL: National Council

Teachers of English.

Scharer, P. L., & Peters, D. (1996). An exploration of literature discussions conducted by two teachers moving towards literature-based reading instruction. Reading Research and Instruction, 36(1), 33-50.

Comprehension Instruction

Barton, J., & Sawyer, D. M. (2003). Our students are ready for this: Comprehension instruction in the elementary school. The Reading Teacher, 57(4), 334-347

Block, C. C., Gambrell, L. A., & Pressley, M. (Eds.). (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. San Francisco: Jossey-Bass.

Block, C. C., & Pressley, M. (Eds.). (2002). Comprehension instruction: Research-based best practices. New York: Guilford.

Dole, J., Duffy, G., Roehler, L., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.

Duke, N., & Pearson, D. P. (2002). Effective practices for developing reading comprehension. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association.

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 481-553.

Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse classrooms: A review of what we know. The Reading Teacher, 57, 648-658.

Kucan, L., & Beck, I. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.

Pressley, M., & Block, C. C. (2001). Comprehension instruction: Research-based best practices. New York: Guilford.

Pressley, M., Block, C. C., & Gambrell, L. (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. Indianapolis, IN: Jossey-Bass.