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The First R Yesterday and Today: U.S. Elementary Reading Instruction Practices Reported by Teachers and Administrators

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Chorzempa, B., & Graham, S. (2006). Primary-Grade Teachers' Use of Within-Class Ability Grouping in Reading.. Journal of Educational Psychology, 98, 529. doi:10.1037/0022-0663.98.3.529

Guastello, E., & Lenz, C. (2005). Student Accountability: Guided Reading Kidstations. The Reading Teacher, 59, 144. doi:10.1598/RT.59.2.4

Hiebert, E.H. (2005). State Reform Policies and the Task Textbooks Pose for First‐Grade Readers. The Elementary School Journal, 105, 245. doi:10.1086/428743

Hiebert, E.H., & Fisher, C.W. (2005). A Review of the National Reading Panel’s Studies on Fluency: The Role of Text. The Elementary School Journal, 105, 443. doi:10.1086/431888

Ivey, G., & Broaddus, K. (2007). A Formative Experiment Investigating Literacy Engagement Among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English. Reading Research Quarterly, 42, 512. doi:10.1598/RRQ.42.4.4

Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C., & Deno, S.L. (2003). Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels. Learning Disabilities Research and Practice, 18, 237. doi:10.1111/1540-5826.00078

Mesmer, H.E., & Griffith, P.L. (2005). Everybody's Selling It—But Just What Is Explicit, Systematic Phonics Instruction?. The Reading Teacher, 59, 366. doi:10.1598/RT.59.4.6

Mesmer, H. (2006). Beginning Reading Materials: A National Survey of Primary Teachers' Reported Uses and Beliefs. Journal of Literacy Research, 38, 389. doi:10.1207/s15548430jlr3804_2

Mokhtari, K., Rosemary, C.A., & Edwards, P.A. (2007). Making Instructional Decisions Based on Data: What, How, and Why. The Reading Teacher, 61, 354. doi:10.1598/RT.61.4.10

Moss, B. (2005). Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades. The Reading Teacher, 59, 46. doi:10.1598/RT.59.1.5

Pachtman, A.B., & Wilson, K.A. (2006). What Do the Kids Think?. The Reading Teacher, 59, 680. doi:10.1598/RT.59.7.6

Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., Erickson, K., Yoder, D., & Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative & Alternative Communication, 22, 21. doi:10.1080/07434610500243826