Chapter 5: Components of Language & Reading
66
Taylor, B. M., & Pearson, P. D. (2002). The CIERA school change project: Supporting schools as they implement
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Fromkin & Rodman. (1974). pp. 297-298.
Depending on the linguist, the estimate of distinct sounds (phonemes) in English ranges from 34 to 52. Websites
of interest include: http://www.antimoon.com/forum/posts/4025.htm and
http://www.putlearningfirst.com/language.08sounds/08sounds.html
Juel, C. (1994). Learning to read and write in one elementary school. New York: Springer-Verlag.
Fromkin & Rodman. (1974). p. 33.
Anderson. (2003). p. 20.
Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making
discoveries about words. The Reading Teacher, 50(4), 312-327.
Lerner, J. (2000). Presentation at the International Association for Research in Learning Disabilities (IARLD),
Williamsburg, VA.
Gaskins et al. (1997). p. 316
Juel & Minden-Cupp. (2000). p. 461.
Gaskins. (1998). p. 539.
Juel & Minden-Cupp. (2000). p. 465.
Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19(2), 8, 21-25, 39-
42.
Juel & Minden-Cupp. (2000). Citing Adams, 1990, and Carroll, Davies, & Richman, 1971. p. 461.
Ibid.
Juel & Minden-Cupp. (2000). p 459.
Juel & Minden-Cupp. (2000). p. 481.
Juel & Minden-Cupp. (2000). pp. 487-488.
See, for example, the work of Michael Pressley and Joe Torgesen for further discussion of this topic.
Gaskins. (1998). p. 317.
Nagy & Scott (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds),
Handbook of reading research, Volume III. Mahwah, NJ: Lawrence Erlbaum Associates, 269-284. p. 273
Roberts, E. (1992). The evolution of the young child’s concept of word in text and written language. Reading
Research Quarterly, 30, 158-218.
Nagy & Scott. (2000). p. 279.
Nagy & Scott. (2000). p. 275.
Nagy & Scott. (2000). p. 280.
Hunter, P. (2003). Keynote address for the National Association for the Education of Homeless Children and
Youth Conference, Arlington, VA.
Allington. (2000).
Neuman, S., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological
study of four neighborhoods. Reading Research Quarterly, 36, 8-26; and Pucci, S. L. (1994). Supporting Spanish
language literacy: Latino children and free reading resources in schools. Bilingual Research Journal, 18(1-2), 67-
82.
Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second language morphological development. Applied
psycholinguistics, 15, 289-310.
Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of
Educational Research, 56, 72-110.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second
language vocabulary acquisition. In J. Coady & T. Hucking (Eds.), Second language vocabulary acquisition (pp.
174-200). Cambridge: Cambridge University Press.
Nagy & Scott. (2000). p. 271
Ibid.
Ibid., pp. 271-272.
Ibid., p. 272.
Nagy & Scott. (2000). p. 270.
Ibid.
Kuhn, M., & Stahl, S. (1998). Teaching children to learn word meanings from context: A synthesis and some
questions. Journal of Literacy Research, 30, 119-138.