References

Adams, M. J. (2004). Modeling the connections between word recognition and reading. In R. B.
Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp.
1219-1243). Newark, DE: International Reading Association.

Allington, R. L. (2013). What really matters when working with struggling readers. The Reading
Teacher, 66(7), 520-530.

Beck, I., McKeown, M., & Kuckan, L. (2002). Bringing words to life: Robust vocabulary instruction.
New York, NY: The Guilford Press.

Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction
on lexical access and reading comprehension. Journal of Educational Psychology, 74(4),
506-521.

Gee, J. P. (2003). A sociocultural perspective on early literacy development. In S. B. Neuman & D.

Dickinson (Eds.), Handbook of early literacy research (pp. 30-42). New York: Guilford
Press.

Goodman, K. S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic

view. In R. B. Ruddell, M. R. Ruddell & H. Singer (Eds.), Theoretical models and processes
of reading (4th ed., pp. 1093-1130). Newark, DE: International Reading Association.

González, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in
households, communities, and classrooms, 29-46. Mahwah, NJ: Erlbaum.

Harvey, S. & Ward, A. (2017). From striving to thriving: How to grow confident, capable readers.
USA: Scholastic, Inc.

Hasbrouck, J. & Denton, C. (2005). The reading coach: A how-to manual for success. Boston, MA:
Sopris West.

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and
contextualisation. Educational Research and Evaluation, 18(7), 655-670.

Lipson, M. Y., Chomsky-Higgins, P., & Kanfer, J. (2011). The missing ingredient in RTI assessment.
The Reading Teacher, 65(3), 204 –208.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of
Adolescent and Adult Literacy, 43(5), 448- 461.

Lewison, M., Leland, C. H., & Harste, J. C. (2008). Creating critical classrooms: K-8 reading and
writing with an edge. New York: Lawrence Erlbaum.
Marzano, R. & Pickering, D. (2005). Building academic vocabulary: Teacher’s manual. Alexandria,
VA: Association for Supervision and Curriculum Development.

McKenna, M. C., & Stahl, K.D. (2015). Assessment for reading instruction, 3rd edition. NY: Guilford
Press.

Mills, H., & Stephens, D. (2004). Theory in practice: The legacy of Louise Rosenblatt. Language
Arts, 82(1), 47-55.

Rumelhart, D. E. (2004). Toward an interactive model of reading. In R. B. Ruddell & N. J. Unrau

(Eds.), Theoretical models and processes of reading (5th ed., pp. 1149-1179). Newark, DE:
International Reading Association.

Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.),
What research has to say about fluency instruction (pp. 24-46). Newark, DE: International
Reading Association.

Short, K. G. (1999). The search for "balance" in literature-rich curriculum. Theory into Practice,
38(3), 130-137.

Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-
analysis. Review of Educational Research, 56(1), 72-110.

Walpole, S., & McKenna, M. (2016). Organizing the early literacy classroom: how to plan for
success and reach your goals. New York, NY: The Guilford Press.

Watts-Taffe, S., Laster, B.P., Broach, L., Marinak, B., McDonald Connor, C. & Walker-Dalhouse, D.
(2012). Differentiated instruction: Making informed teacher decisions. The Reading
Teacher, 66(4), 303–314.