Articles that cite this article:

Learning to Read Words: Linguistic Units and Instructional Strategies

Connie Juel

Cecilia Minden-Cupp

Articles that cite this article (and are available online) include:

Avalos, M.A., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. The Reading Teacher, 61, 318. doi:10.1598/RT.61.4.4

Connor, C., Morrison, F.J., & Petrella, J.N. (2004). Effective Reading Comprehension Instruction: Examining Child x Instruction Interactions.. Journal of Educational Psychology, 96, 682. doi:10.1037/0022-0663.96.4.682

Cunningham, J.W., Spadorcia, S.A., Erickson, K.A., Koppenhaver, D.A., Sturm, J.M., & Yoder, D.E. (2005). Investigating the Instructional Supportiveness of Leveled Texts. Reading Research Quarterly, 40, 410. doi:10.1598/RRQ.40.4.2

Foorman, B., Breier, J., & Fletcher, J. (2003). Interventions Aimed at Improving Reading Success: An Evidence-Based Approach. Developmental Neuropsychology, 24, 613. doi:10.1207/S15326942DN242&3_06

Kaplan, D., & Walpole, S. (2005). A Stage-Sequential Model of Reading Transitions: Evidence From the Early Childhood Longitudinal Study.. Journal of Educational Psychology, 97, 551. doi:10.1037/0022-0663.97.4.551

Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the Names Test: Easy-to-Use Phonics Assessments. The Reading Teacher, 60, 114. doi:10.1598/RT.60.2.2

Matthews, M., & Cobb, M. (2005). Broadening the Interpretive Lens: Considering Individual Development Along with Sociocultural Views of Learning to Understand Young Children's Interactions During Socially Mediated Literacy Events. Journal of Literacy Research, 37, 325. doi:10.1207/s15548430jlr3703_3

Morrison, F., Katch, L., & Connor, C. (2004). Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading. Scientific Studies of Reading, 8, 305. doi:10.1207/s1532799xssr0804_1

Olinghouse, N.G. (2007). Student- and instruction-level predictors of narrative writing in third-grade students. Reading and Writing, doi:10.1007/s11145-007-9062-1

Ryder, J.F., Tunmer, W.E., & Greaney, K.T. (2007). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms. Reading and Writing, doi:10.1007/s11145-007-9080-z

Schwartz, R.M. (2005). Decisions, Decisions: Responding to Primary Students During Guided Reading. The Reading Teacher, 58, 436. doi:10.1598/RT.58.5.3

Silverman, R. (2007). Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten. The Elementary School Journal, 107, 365. doi:10.1086/516669

Stahl, S.A., & Yaden, Jr., D.B. (2004). The Development of Literacy in Preschool and Primary Grades: Work by the Center for the Improvement of Early Reading Achievement. The Elementary School Journal, 105, 141. doi:10.1086/428862