Table Of Content

Reading Research Quarterly Vol. 40, No. 4 October/November/December 2005 © 2005 International Reading Association (pp. 530-539) |I NDEX TO READING RESEARCH QUARTERLY, VOL. 40, 2005 Title The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement, Barbara M. Taylor, P. David Pearson, Debra S. Peterson, & Michael C. Rodriguez, No. 1, pp. 40-69. A comparison off irst graders’ reading with little books or literature-based basal anthologies, Shailaja Menon & Elfrieda H. Hiebert, No. 1, pp. 12-38. The construction of meaning and identity in the composition and reading of an architectural text, Peter Smagorinsky, Leslie Susan Cook, & Patty M. Reed, No. 1, pp. 70-88. Developmental changes in parents’ use of miscue feedback during shared book reading, Jubilea Mansell, Mary Ann Evans, & Laura Hamilton, No. 3, pp. 394-317. Ecological influences of the home and child-care center on preschool-age children’s literacy development, Daniel J. Weigel, Sally S. Martin, & Kymberley K. Bennett, No. 2, pp. 204-233. Editorial: Revealing an exchange between authors and reviewers about statistical significance, Donna E. Alvermann & David Reinking, No. 1, pp. 6-10. Editorial: What are evaluation studies, and should they be published in RRQ?, David Reinking & Donna E. Alvermann, No. 2, pp. 142-140. Effects ofa systematic and strategic analogy-based phonics on grade 2 students’ word reading and reading comprehension, Thomas G. White, No. 2, pp. 234-255. The effects of theoretically different instruction and student characteristics on the skills of struggling readers, Patricia G. Mathes, Carolyn A. Denton, Jack M. Fletcher, Jason L. Anthony, David J. Francis, & Christopher Schatschneider, No. 2, pp. 148-182. Essay book review: Hybridization of literacy practice, Margaret Finders & Alfred Tatum, No. 3, pp. 388-397 Essay book review: The literacies of the 20th century: Stories ofp ower and the power of stories in a hypertextual world, Diane Lemonnier Schallert & Suzanne E. Wade, No. 4, pp. 520-529. Essay book review: New literacies and the institution of old learning, David G. O’Brien & Eurydice Bouchereau Bauer, No. 1, pp. 120-131. Essay book review: Special education and family literacy: Perspective through lens ofc riti- cal discourse, Victoria Purcell-Gates & Dorothy S. Strickland, No. 2, pp. 274-281. Exploring the role of morphemes in word reading, Joanne F. Carlisle & C. Addison Stone, No. 4, pp. 428-449. Instant messaging, literacies, and social identities, Cynthia Lewis & Bettina Fabos, No. 4, pp. 470-501. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 1, pp. 112-118. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 2, pp. 208-272. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 4, pp. 514-518. International reports on literacy research: Required national, regional, and state testing programs, Stergios Botzakis & Jacquelynn Malloy, No. 3, 382-386. Investigating the instructional supportiveness of leveled texts, James W. Cunningham, Stephanie A. Spadorcia, Karen A. Erickson, David A. Koppenhaver, Janet M. Sturm, David E. Yoder, No. 4, pp. 410-427. ISO 9002 as literacy practice: Coping with quality control documents in a high-tech company, Jo Anne Kleifgen, No. 4, pp. 450-468. New directions in research: The evolution of an adolescent literacy program: A foundation’s journey, Andrés Henriquez, No. 3, pp. 376-380. Reading Research Quarterly Vol. 40, No. 4 October/November/December 2005 © 2005 International Reading Association (pp. 530-539) |I NDEX TO READING RESEARCH QUARTERLY, VOL. 40, 2005 Title The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement, Barbara M. Taylor, P. David Pearson, Debra S. Peterson, & Michael C. Rodriguez, No. 1, pp. 40-69. A comparison off irst graders’ reading with little books or literature-based basal anthologies, Shailaja Menon & Elfrieda H. Hiebert, No. 1, pp. 12-38. The construction of meaning and identity in the composition and reading of an architectural text, Peter Smagorinsky, Leslie Susan Cook, & Patty M. Reed, No. 1, pp. 70-88. Developmental changes in parents’ use of miscue feedback during shared book reading, Jubilea Mansell, Mary Ann Evans, & Laura Hamilton, No. 3, pp. 394-317. Ecological influences of the home and child-care center on preschool-age children’s literacy development, Daniel J. Weigel, Sally S. Martin, & Kymberley K. Bennett, No. 2, pp. 204-233. Editorial: Revealing an exchange between authors and reviewers about statistical significance, Donna E. Alvermann & David Reinking, No. 1, pp. 6-10. Editorial: What are evaluation studies, and should they be published in RRQ?, David Reinking & Donna E. Alvermann, No. 2, pp. 142-140. Effects ofa systematic and strategic analogy-based phonics on grade 2 students’ word reading and reading comprehension, Thomas G. White, No. 2, pp. 234-255. The effects of theoretically different instruction and student characteristics on the skills of struggling readers, Patricia G. Mathes, Carolyn A. Denton, Jack M. Fletcher, Jason L. Anthony, David J. Francis, & Christopher Schatschneider, No. 2, pp. 148-182. Essay book review: Hybridization of literacy practice, Margaret Finders & Alfred Tatum, No. 3, pp. 388-397 Essay book review: The literacies of the 20th century: Stories ofp ower and the power of stories in a hypertextual world, Diane Lemonnier Schallert & Suzanne E. Wade, No. 4, pp. 520-529. Essay book review: New literacies and the institution of old learning, David G. O’Brien & Eurydice Bouchereau Bauer, No. 1, pp. 120-131. Essay book review: Special education and family literacy: Perspective through lens ofc riti- cal discourse, Victoria Purcell-Gates & Dorothy S. Strickland, No. 2, pp. 274-281. Exploring the role of morphemes in word reading, Joanne F. Carlisle & C. Addison Stone, No. 4, pp. 428-449. Instant messaging, literacies, and social identities, Cynthia Lewis & Bettina Fabos, No. 4, pp. 470-501. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 1, pp. 112-118. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 2, pp. 208-272. International reports on literacy research, Jacquelynn A. Malloy & Stergios Botzakis, No. 4, pp. 514-518. International reports on literacy research: Required national, regional, and state testing programs, Stergios Botzakis & Jacquelynn Malloy, No. 3, 382-386. Investigating the instructional supportiveness of leveled texts, James W. Cunningham, Stephanie A. Spadorcia, Karen A. Erickson, David A. Koppenhaver, Janet M. Sturm, David E. Yoder, No. 4, pp. 410-427. ISO 9002 as literacy practice: Coping with quality control documents in a high-tech company, Jo Anne Kleifgen, No. 4, pp. 450-468. New directions in research: The evolution of an adolescent literacy program: A foundation’s journey, Andrés Henriquez, No. 3, pp. 376-380. Index to Reading Research Quarterly, Vol. 40, 2005 New directions in research: In the press to scale up, what David E. Yoder, Investigating the instructional sup- is at risk?, Anne McGill-Franzen, No. 3, pp. 366-370. portiveness of leveled texts, No. 4, pp. 410-427. New directions in research: The relationship of reading- Denton, Carolyn A. (see Mathes, Patricia G.) ICT to opportunity structure: An object of study?, Peter Dieckman, Donna (see Saul, E. Wendy) Freebody & Margery Hornibrook, No. 3, pp. 371-376. Dillon, Deborah R., New directions in research: There and New directions in research: Researching literacy as tool, back again: Qualitative research in literacy education, place, and way of being, Constance A. Steinkuehler, No. 1, pp. 106-110. Rebecca W. Black, & Katherine A. Clinton, No. 1, pp. Erickson, Karen A. (see Cunningham, James W.) 95-100. Evans, Mary Ann (see Mansell, Jubilea) New directions in research: The scaling of reading inter- Fabos, Bettina (see Lewis, Cynthia) ventions: Building multilevel insight, Finbarr C. Fijalkow, Jacques, International reports on literacy re- Sloane, No. 3, pp. 361-366. search: France, No. 4, pp. 514-515. New directions in research: Strengthening the use of qual- Finders, Margaret & Alfred Tatum, Essay book review: itative research methods for studying literacy, Joseph Hybridization of literacy practice, No. 3, pp. 388-397. Tobin, No. 1, pp. 91-95. Fletcher, Jack M. (see Mathes, Patricia G.) New directions in research: There and back again: Francis, David J. (see Mathes, Patricia G.) Qualitative research in literacy education, Deborah R. Freebody, Peter & Margery Hornibrook, New directions Dillon, No. 1, pp. 106-110. in research: The relationship of reading-ICT to oppor- New directions in research: Why qualitative research con- tunity structure: An object of study? ,N o. 3, pp. tinues to thrive: Jason and the politics of 371-370. representation, Kathleen A. Hinchman, No. 1, pp. Hamilton, Laura (see Mansell, Jubilea) 100-105. Henriquez, Andrés, New directions in research: The evolu- Reading-related cognitive deficits in developmental tion of an adolescent literacy program: A foundation's dyslexia, attention-deficit/hyperactivity disorder, and journey, No. 3, pp. 370-380. developmental coordination disorder among Chinese Hiebert, Elfrieda H. (see Menon, Shailaja) children, Connie Suk-Han Ho, David Wai-Ock Chan, Hinchman, Kathleen A., New directions in research: Why Suk-Han Lee, Suk-Man Tsang, & Patrick W.L. Leung, qualitative research continues to thrive: Jason and the No. 3, pp. 318-337. politics ofr epresentation, No. 1, pp. 100-105. Reinterpreting the development of reading skills, Scott G. Ho, Connie Suk-Han, David Wai-Ock Chan, Suk-Han Paris, No. 2, pp. 184-202. Lee, Suk-Man Tsang, & Patrick W.L. Leung, Reading- Theory and research into practice: Choosing and using information trade books, E. Wendy Saul & Donna related cognitive deficits in developmental dyslexia, attention-deficit/byperactivity disorder, and develop- Dieckman, No. 4, pp. 502-513. Theory and research into practice: Principles for literacy mental coordination disorder among Chinese children, No. 3, pp. 318-337. assessment, Peter Johnston, & Paula Costello, No. 2, pp. 256-267. Hornibrook, Margery (see Freebody, Peter) Viewing eye movements during reading through the lens Infante, Marta, International reports on literacy research: of chaos theory: How reading is like the weather, Eric J. Chile, No. 2, pp. 208-209. Paulson, No. 3, pp. 338-358. Infante, Marta, International reports on literacy research: Chile, No. 3, pp. 385-386. Johnston, Peter & Paula Costello, Theory and research Author into practice: Principlefsor literacy assessment, No. 2, pp. 256-207. Alvermann, Donna E. (see Reinking, David) Junqueira de Souza, Renata, International reports on liter- Alvermann, Donna E. & David Reinking, Editorial. acy research: Brazil, No. 4, pp. 516-517. Revealing an exchange between authors and reviewers Kleifgen, Jo Anne, SO 9002 as literacy practice: Coping about statistical significance, No. 1, pp. 6-10. with quality control documents in a high-tech Anthony, Jason L. (see Mathes, Patricia G.) company, No. 4, pp. 450-468. Bauer, Eurydice Bouchereau (see O Brien, David G.) Koppenhaver, David A. (see Cunningham, James W.) Bennett, Kymberley K. (see Weigel, Daniel J.) Black, Rebecca W. (see Steinkuehler, Constance A.) Lee, Suk-Han (see Ho, Connie Suk-Han) Caravolas, Marketa, International reports on literacy re- Leung, Patrick W.L. (see Ho, Connie Suk-Han) search: United Kingdom, No. 4, p. 5106. Lewis, Cynthia & Bettina Fabos, /nstant messaging, litera- Cardoso-Martins, Claudia, International reports on literacies, and social identities, No. 4, pp. 470-501 cy research: Brazil, No. 2, pp. 270-271. Mansell, Jubilea, Mary Ann Evans, & Laura Hamilton, Carlisle, Joanne F. & C. Addison Stone, Exploring the role Developmental changes in parents’ use of miscue feed- of morphemes in word reading, No. 4, pp. 428-449. back during shared book reading, No. 3, pp. 394-317. Chan, David Wai-Ock (see Ho, Connie Suk-Han) Martin, Sally S. (see Weigel, Daniel J.) Clavijo-Olarte, Amparo, International reports on literacy Mathes, Patricia G., Carolyn A. Denton, Jack M. Fletcher, research: Colombia, No. 2, pp. 271-272. Jason L. Anthony, David J. Francis, & Christopher Clinton, Katherine A. (see Steinkuehler, Constance A.) Schatschneider, The effects oft heoretically different in- Cook, Leslie Susan (see Smagorinsky, Peter) struction and student characteristics on the skills of Costello, Paula (see Johnston, Peter) struggling readers, No. 2, pp. 148-182. Cunningham, James W., Stephanie A. Spadorcia, Karen A. McGill-Franzen, Anne, New directions in research: In the Erickson, David A. Koppenhaver, Janet M. Sturm, & press to scale up, what is at risk?, No. 3, pp. 300-370. Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2005 40/4 Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Tobin, Joseph, New directions in research: Strengthening first graders’ reading with little books or literature- the use ofq ualitative research methods for studying lit- based basal anthologies, No. 1, pp. 12-38. eracy, No. 1, pp. 91-95. O’Brien, David G. & Eurydice Bouchereau Bauer, Essay Tsang, Suk-Man (see Ho, Connie Suk-Han) book review: New literacies and the institution of old Wade, Suzanne E. (see Schallert, Diane Lemonnier) learning, No. 1, pp. 120-131. Weigel, Daniel J., Sally S. Martin, & Kymberley K. Oyanagi, Wakio, International reports on literacy re- Bennett, Ecological infiuences of the home and child- search: Japan, pp. 383-384. care center on preschool-age children’s literacy devel- Pandis, Meeli, International reports on literacy research: opment, No. 2, pp. 204-233. Estonia, No. 3, pp. 384-385. White, Thomas G., Effects ofa systematic and strategic andlogy-based phonics on grade 2 students’ word read- Paris, Scott G., Reinterpreting the development of reading ing and reading comprehension, No. 2, pp. 234-255. skills, No. 2, pp. 184-202. Yoder, David E. (see Cunningham, James W.) Paulson, Eric J. Viewing eye movements during reading through the lens ofc haos theory: How reading is like the weather, No. 3, pp. 338-358. Subject Pearson, P. David (see Taylor, Barbara M.) Peterson, Debra S. (see Taylor, Barbara M.) Accountability, assessment Porto, Melina, International reports on literacy research: Johnston, Peter & Paula Costello, Theory and research Argentina, No. 2, pp. 269-270. into practice: Principles for literacy assessment, No. 2, Purcell-Gates, Victoria & Dorothy S. Strickland, Essay pp. 256-267. book review: Special education and family literacy: Paris, Scott G., Reinterpreting the development of reading Perspective through lens of critical discourse, No. 2, skills, No. 2, pp. 184-202. pp. 274-281. Reed, Patty M. (see Smagorinsky, Peter) Achievement gap Reinking, David (see Alvermann, Donna E.) Finders, Margaret & Alfred Tatum, Essay book review: Reinking, David & Donna E. Alvermann, Editorial: What Hybridization of literacy practice, No. 3, pp. 388-397 are evaluation studies and should they be published in Henriquez, Andrés, New directions in research: The evolu- RRQ? No. 2, pp. 142-140. tion of an adolescent literacy program: A foundation's Rodriguez, Michael C. (see Taylor, Barbara M.) journey, No. 3, pp. 376-380. Taylor, Barbara M., P. David Pearson, Debra S. Peterson, Saul, E. Wendy & Donna Dieckman, Theory and research into practice: Choosing and using information trade & Michael C. Rodriguez, The CIERA School Change books, No. 4, pp. 502-513. Framework: An evidence-based approach to professional development and school reading improvement, Schallert, Diane Lemonnier & Suzanne E. Wade, Essay No. 1, pp. 40-69. book review: The literacies of the 20th century: Stories of power and the power of stories in a hypertextual world, No. 4, pp. 520-529. Adolescence Schatschneider, Christopher (see Mathes, Patricia G.) Johnston, Peter & Paula Costello, Theory and research Shokrpour, Nasrin, Jnternational reports on literacy re- into practice: Principles for literacy assessment, No. 2, pp. 250-207. search: Iran, No. 3, p. 384. Lewis, Cynthia & Bettina Fabos, Instant messaging, litera- Shu, Hua, /nternational reports on literacy research: cies, and social identities, No. 4, pp. 470-501. China, No. 3, p. 383. Paulson, Eric J., Viewing eye movements during reading Sloane, Finbarr C., New directions in research: The scal- through the lens of chaos theory: How reading is like ing of reading interventions: Building multilevel in- the weather, No. 3, pp. 338-358. sight, No. 3, pp. 361-300. Sloane, Finbarr C., New directions in research: The scal- Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, ing of reading interventions: Building multilevel in- The construction of meaning and identity in the com- sight, No. 3, pp. 361-360. position and reading of an architectural text, No. 1, pp. 70-88. Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, The construction of meaning and identity in the com- Spadorcia, Stephanie A. (see Cunningham, James W.) position and reading of an architectural text, No. 1, Steinkuehler, Constance A., Rebecca W. Black, & pp. 70-88. Katherine A. Clinton, New directions in research: Steinkuehler, Constance A., Rebecca W. Black, & Researching literacy as tool, place, and way of being, Katherine A. Clinton, New directions in research: No. 1, pp. 95-100. Researching literacy as tool, place, and way of being, Stone, C. Addison (see Carlisle, Joanne F.) No. 1, pp. 95-100. Strickland, Dorothy S. (see Purcell-Gates, Victoria) Sturm, Janet M. (see Cunningham, James W.) Adult Tatum, Alfred (see Evans, Mary Ann) Kleifgen, Jo Anne, ISO 9002 as literacy practice: Coping Taylor, Barbara M., P. David Pearson, Debra S. Peterson, with quality control documents in a high-tech & Michael C. Rodriguez, The CIERA School Change company, No. 4, pp. 450-468. Framework: An evidence-based approach to profes- Paulson, Eric J., Viewing eye movements during reading sional development and school reading improvement, through the lens of chaos theory: How reading is like No. 1, pp. 40-69. the weather, No. 3, pp. 338-358. Index to Reading Research Quarterly, Vol. 40, 2005 Analogy Cognitive perspectives Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Menon, Shailaja & Elfrieda H. Hiebert, A comparison of first graders’ reading with little books or literature- first graders’ reading with little books or literature- based basal anthologies, No. 1, pp. 12-38. based basal anthologies, No. 1, pp. 12-38. White, Thomas G., Effects ofa systematic and strategic Sloane, Finbarr C.. New directions in research: The scal- analogy-based phonics on grade 2 students’ word reading of reading interventions: building multilevel in- ing and reading comprehension, No. 2, pp. 234-255. sight, No. 3, pp. 361-306. Assessment outcomes College/university students Freebody, Peter & Margery Hornibrook, New directions O’Brien, David G. & Eurydice Bouchereau Bauer, Essay in research: The relationship of reading-ICT to oppor- book review: New literacies and the institution of old tunity structure: An object of study?, No. 3, pp. learning, No. 1, pp. 120-131. 371-370. Paulson, Eric J., Viewing eye movements during reading through the lens of chaos theory: How reading is like Automaticity the weather, No. 3, pp. 338-358. Carlisle, Joanne F. & C. Addison Stone, Exploring the role Steinkuehler, Constance A., Rebecca W. Black, & of morphemes in word reading, No. 4, pp. 428-449. Katherine A. Clinton, New directions in research: Researching literacy as tool, place, and way of being, Case study No. 1, pp. 95-100. Kleifgen, Jo Anne, [SO 9002 as literacy practice: Coping with quality control documents in a high-tech company, Comprehension No. 4, pp. 450-468. Henriquez, Andrés, New directions in research: The evolu- Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, tion of an adolescent literacy program: A foundation's The construction of meaning and identity in the com- journey, No. 3, pp. 370-380. position and reading of an architectural text, No. 1, Paulson, Eric J., Viewing eye movements during reading pp. 70-88. through the lens of chaos theory: How reading is like the weather, No. 3, pp. 338-358. Childhood Saul, E. Wendy & Donna Dieckman, Theory and research Carlisle, Joanne F. & C. Addison Stone, Exploring the role into practice: Choosing and using information trade of morphemes in word reading, No. 4, pp. 428-449. books, No. 4, pp. 502-513. Cunningham, James W., Stephanie A. Spadorcia, Karen A. White, Thomas G., Effects of a systematic and strategic Erickson, David A. Koppenhaver, Janet M. Sturm, & analogy-based phonics on grade 2 students’ word David E. Yoder, Investigating the instructional sup- reading and reading comprehension, No. 2, pp. portiveness of leveled texts, No. 4, pp. 410-427. 234-255. Hinchman, Kathleen A., New directions in research: Why qualitative research continues to thrive: Jason and the Constructionism politics of representation, No. 1, pp. 100-105. Hinchman, Kathleen A., New directions in research: Why Johnston, Peter & Paula Costello, Theory and research qualitative research continues to thrive: Jason and the into practice: Principlefsor literacy assessment, No. 2, politics of representation, No. 1, pp. 100-105. pp. 256-2067. Paris, Scott G., Reinterpreting the development of reading skills, No. 2, pp. 184-202. Constructivism Sloane, Finbarr C., New directions in research: The scal- Hinchman, Kathleen A., New directions in research: Why ing of reading interventions: building multilevel in- qualitative research continues to thrive: Jason and the politics of representation, No. 1, pp. 100-105. sight, No. 3, pp. 361-300. Taylor, Barbara M., P. David Pearson, Debra S. Peterson, Paulson, Eric J., Viewing eye movements during reading & Michael C. Rodriguez, The CIERA School Change through the lens of chaos theory: How reading is like Framework: An evidence-based approach to profes- the weather, No. 3, pp. 338-358. sional development and school reading improvement, Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, No. 1, pp. 40-09. The construction of meaning and identity in the composition and reading of an architectural text, No. 1, Children’s literature pp. 70-88. Saul, E. Wendy & Donna Dieckman, Theory and research into practice: Choosing and using information trade Content literacy books, No. 4, pp. 502-513. Henriquez, Andrés, New directions in research: The evolt- tion of an adolescent literacy program: A foundation's Choice, preference journey, No. 3, pp. 376-380. Saul, E. Wendy & Donna Dieckman, Theory and research Saul, E. Wendy & Donna Dieckman, Theory and research into practice: Choosing and using information trade into practice: Choosing and using information trade books, No. 4, pp. 502-513. books, No. 4, pp. 502-513. Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2005 40/4 Context Diagnostic assessment Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Paris, Scott G., Reinterpreting the development of reading first graders’ reading with little books or literature- skills, No. 2, pp. 184-202. based basal anthologies, No. 1, pp. 12-38. Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, Digital/media literacies The construction of meaning and identity in the com- Lewis, Cynthia & Bettina Fabos, Instant messaging, litera- position and reading of an architectural text, No. 1, cies, and social identities, No. 4, pp. 470-501. pp. 70-88. O'Brien, David G. & Eurydice Bouchereau Bauer, Essay book review: New literacies and the institution of old Critical analysis learning, No. 1, pp. 120-131. Tobin, Joseph, New directions in research: Strengthening Steinkuehler, Constance A., Rebecca W. Black, & Katherine A. Clinton, New directions in research: the use of qualitative research methods for studying literacy, No. 1, pp. 91-95. Researching literacy as tool, place, and way of being, No. 1, pp. 95-100. Tobin, Joseph, New directions in research: Strengthening Critical literacy the use of qualitative research methods for studying lit- Kleifgen, Jo Anne, ISO 9002 as literacy practice: Coping eracy, No. 1, pp. 91-95. with quality control documents in a high-tech company, No. 4, pp. 450-468. Digital information and communication O'Brien, David G. & Eurydice Bouchereau Bauer, Essay Freebody, Peter & Margery Hornibrook, New directions book review: New literacies and the institution of old in research: The relationship of reading-ICT to oppor- learning, No. 1, pp. 120-131. tunity structure: An object of study?, No. 3, pp. 371-370. Critical theory Hinchman, Kathleen A., New directions in research: Why Discourse analysis qualitative research continues to thrive: Jason and the Steinkuehler, Constance A., Rebecca W. Black, & politics of representation, No. 1, pp. 100-105. Katherine A. Clinton, New directions in research: Researching literacy as tool, place, and way of being, Decoding No. 1, pp. 95-100. Carlisle, Joanne F. & C. Addison Stone, Exploring the role Tobin, Joseph, New directions in research: Strengthening of morphemes in word reading, No. 4, pp. 428-449. the use of qualitative research methods for studying lit- Cunningham, James W., Stephanie A. Spadorcia, Karen A. eracy, No. 1, pp. 91-95. Erickson, David A. Koppenhaver, Janet M. Sturm, David E. Yoder, Investigating the instructional sup- Early adolescence portiveness of leveled texts, No. 4, pp. 410-427. Carlisle, Joanne F. & C. Addison Stone, Exploring the role Ho, Connie Suk-Han, David Wai-Ock Chan, Suk-Han of morphemes in word reading, No. 4, pp. 428-449. Lee, Suk-Man Tsang, Patrick W. L. Leung, Reading- Hinchman, Kathleen A., New directions in research: Why related cognitive deficits in developmental dyslexia, qualitative research continues to thrive: Jason and the attention-deficit/byperactivity disorder, and develop- politics of representation, No. 1, pp. 100-105. mental coordination disorder among Chinese Johnston, Peter & Paula Costello, Theory and research into practice: Principles for literacy assessment, No. 2, children, No. 3, pp. 318-337. Menon, Shailaja & Elfrieda H. Hiebert, A comparison of pp. 256-267. first graders’ reading with little books or literature- Lewis, Cynthia & Bettina Fabos, Instant messaging, literacies, and social identities, No. 4, pp. 470-501. based basal anthologies, No. 1, pp. 12-38. Sloane, Finbarr C., New directions in research: The scal- White, Thomas G., Effects of a systematic and strategic ing of reading interventions: Building multilevel in- analogy-based phonics on grade 2 students’ word sight, No. 3, pp. 361-360. reading and reading comprehension, No. 2, pp. 234-255. Early childhood Hinchman, Kathleen A., New directions in research: Why Developmental perspectives qualitative research continues to thrive: Jason and the Menon, Shailaja & Elfrieda H. Hiebert, A comparison of politics of representation, No. 1, pp. 100-105. Jirst graders’ reading with little books or literature- Johnston, Peter & Paula Costello, Theory and research based basal anthologies, No. 1, pp. 12-38. into practice: Principles for literacy assessment, No. 2, Paris, Scott G., Reinterpreting the development of reading pp. 256-267. skills, No. 2, pp. 184-202. Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Sloane, Finbarr C., New directions in research: The scal- first graders’ reading with little books or literature- ing of reading interventions: Building multilevel in- based basal anthologies, No. 1, pp. 12-38. sight, No. 3, pp. 361-306. Paris, Scott G., Reinterpreting the development of reading Weigel, Daniel J., Sally S. Martin, & Kymberley K. skills, No. 2, pp. 184-202. Bennett, Ecological influences of the home and child- Sloane, Finbarr C., New directions in research: The scal- care center on preschool-age children’s literacy devel- ing of reading interventions: Building multilevel in- opment, No. 2, pp. 204-233. sight, No. 3, pp. 361-366. Index to Reading Research Quarterly, Vol. 40, 2005 Tobin, Joseph, New directions in research: Strengthening Expressive language the use of qualitative research methods for studying lit- Weigel, DanielJ ., Sally S. Martin, & Kymberley K. eracy, No. 1, pp. 91-95. Bennett, Ecological influences of the home and child- Weigel, Daniel J., Sally S. Martin, & Kymberley K. care center on preschool-age children’s literacy devel- Bennett, Ecological influences of the home and child- opment, No. 2, pp. 204-233. care center on preschool-age children’s literacy development, No. 2, pp. 204-233. Eye movement White, Thomas G., Effects of a systematic and strategic Paulson, Eric J., Viewing eye movements during reading analogy-based phonics on grade 2 students’ word through the lens of chaos theory: How reading is like reading and reading comprehension, No. 2, pp. the weather, No. 3, pp. 338-358. 234-255. Family literacy ELL, ESL, ESOL Purcell-Gates, Victoria & Dorothy S. Strickland, Essay Henriquez, Andrés, New directions in research: The evolu- book review: Special education and family literacy: tion of an adolescent literacy program: A foundation's Perspective through lens of critical discourse, No. 2, journey, No. 3, pp. 376-380. pp. 274-281. Steinkuehler, Constance A., Rebecca W. Black, & Weigel, Daniel J., Sally S. Martin, & Kymberley K. Katherine A. Clinton, New directions in research: Bennett, Ecological influences of the home and child- Researching literacy as tool, place, and way of being, care center on preschool-age children’s literacy devel- No. 1, pp. 95-100. opment, No. 2, pp. 204-233. Ethnography Fluency Carlisle, Joanne F. & C. Addison Stone, Exploring the role Kleifgen, Jo Anne, ISO 9002 as literacy practice: Coping of morphemes in word reading, No. 4, pp. 428-449 with quality control documents in a high-tech compa- Ho, Connie Suk-Han, David Wai-Ock Chan, Suk-Han ny, No. 4, pp. 450-468. Lee, Suk-Man Tsang, & Patrick W.L. Leung, Reading- Steinkuehler, Constance A., Rebecca W. Black, & related cognitive deficits in developmental dyslexia, Katherine A. Clinton, New directions in research: attention-deficit/hyperactivity disorder, and develop- Researching literacy as tool, place, and way of being, No. 1, pp. 95-100. mental coordination disorder among Chinese children, No. 3, pp. 318-337. Tobin, Joseph, New directions in research: Strengthening Paris, Scott G., Reinterpreting the development of reading the use of qualitative research methods for studying lit- skills, No. 2, pp. 184-202 eracy, No. 1, pp. 91-95. Saul, E. Wendy & Donna Dieckman, Theory and research into practice: Choosing and using information trade Evidence-based perspectives books, No. 4, pp. 502-513. Freebody, Peter & Margery Hornibrook, New directions in research: The relationship of reading-ICT to oppor- Formative experiments, design experiments tunity structure: An object of study?, No. 3, pp. Dillon, Deborah R., New directions in research: There and 371-376. back again: Qualitative research in literacy education, Paris, Scott G., Reinterpreting the development of reading No. 1, pp. 106-110. skills, No. 2, pp. 184-202. Sloane, Finbarr C., New directions in research: The scal- Genre studies ing of reading interventions: Building multilevel in- Saul, E. Wendy & Donna Dieckman, Theory and research sight, No. 3, pp. 361-366. into practice: Choosing and using information trade books, No. 4, pp. 502-513. Experimental, quasi-experimental perspectives Menon, Shailaja & Elfrieda H. Hiebert, A comparison of High-frequency words first graders’ reading with little books or literature- Carlisle, Joanne F. & C. Addison Stone, Exploring the role based basal anthologies, No. 1, pp. 12-38. of morphemes in word reading, No. 4, pp. 428-449. Sloane, Finbarr C., New directions in research: The scal- Cunningham, James W., Stephanie A. Spadorcia, Karen A. ing of reading interventions: Building multilevel in- Erickson, David A. Koppenhaver, Janet M. Sturm, & sight, No. 3, pp. 361-3066. David E. Yoder, Investigating the instructional sup- White, Thomas G., Effects of a systematic and strategic portiveness of leveled texts, No. 4, pp. 410-427. analogy-based phonics on grade 2 students’ word Menon, Shailaja & Elfrieda H. Hiebert, A comparison of reading and reading comprehension, No. 2, pp. first graders’ reading with little books or literature- 234-255. based basal anthologies, No. 1, pp. 12-38. Explicit phonics Home language White, Thomas G., Effects of a systematic and strategic Weigel, Daniel J., Sally S. Martin, & Kymberley K. analogy-based phonics on grade 2 students’ word Bennett, Ecological influences of the home and child- reading and reading comprehension, No. 2, pp. care center on preschool-age children’s literacy devel- 234-255. opment, No. 2, pp. 204-233. Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2005 40/4 Home-school connections, parental involvement Legislation, mandates Weigel, Daniel J., Sally S. Martin, & Kymberley K. Dillon, Deborah R., New directions in research: There and Bennett, Ecological influences of the home and child- back again: Qualitative research in literacy education, care center on preschool-age children’s literacy devel- No. 1, pp. 106-110. opment, No. 2, pp. 204-233. Paris, Scott G., Reinterpreting the development of reading skills, No. 2, pp. 184-202. Informational text Saul, E. Wendy & Donna Dieckman, Theory and research Linguistics into practice: Choosing and using information trade Kleifgen, Jo Anne, [SO 9002 as literacy practice: Coping books, No. 4, pp. 502-513. with quality control documents in a high-tech company, No. 4, pp. 450-468. Instructional intervention Henriquez, Andrés, New directions in research: The evolu- Literary theory tion of an adolescent literacy program: A foundation’s Tobin, Joseph, New directions in research: Strengthening journey, No. 3, pp. 376-380. the use of qualitative research methods for studying literacy, No. 1, pp. 91-95. Mathes, Patricia G., Carolyn Denton, Jack M. Fletcher, Jason L. Anthony, David J. Francis, & Christopher Schatschneider, The effects of theoretically different in- Literature struction and student characteristics on the skills of Saul, E. Wendy & Donna Dieckman, Theory and research struggling readers, No. 2, pp. 148-182. into practice: Choosing and using information trade Menon, Shailaja & Elfrieda H. Hiebert, A comparison of books, No. 4, pp. 502-513. first graders’ reading with little books or literature- based basal anthologies, No. 1, pp. 12-38. Mixed methods Paulson, Eric J., Viewing eye movements dur _iig reading Instructional models through the lens of chaos theory: How reading is like the weather, No. 3, pp. 338-358. Cunningham, James W., Stephanie A. Spadorcia, Karen A. Sloane, Finbarr C., New directions in research: The scal- Erickson, David A. Koppenhaver, Janet M. Sturm, & ing of reading interventions: building multilevel in- David E. Yoder, Investigating the instructional sup- sight, No. 3, pp. 361-3060. portiveness of leveled texts, No. 4, pp. 410-427. Mathes, Patricia G., Carolyn Denton, Jack M. Fletcher, Jason L. Anthony, David J. Francis, & Christopher Morphemic analysis Schatschneider, The effects of theoretically different in- Carlisle, Joanne F. & C. Addison Stone, Exploring the role of morphemes in word reading, No. 4, pp. 428-449. struction and student characteristics on the skills of struggling readers, No. 2, pp. 148-182. Motivation/engagement Saul, E. Wendy & Donna Dieckman, Theory and research Information and communication technologies into practice: Choosing and using information trade Lewis, Cynthia & Bettina Fabos, /nstant messaging, litera- books, No. 4, pp. 502-513. cies, and social identities, No. 4, pp. O’Brien, David G. & Eurydice Bouchereau Bauer, Essay New literacies book review: New literacies and the institution of old Finders, Margaret & Alfred Tatum, Essay book review: learning, No. 1, pp. 120-131. Hybridization of literacy practice, No. 3, pp. 388-397. Kleifgen, Jo Anne, [SO 9002 as literacy practice: Coping Instructional strategies, teaching strategies with quality control documents in a high-tech company, Freebody, Peter & Margery Hornibrook, New directions No. 4, pp. 450-468. in research: The relationship of reading-ICT to oppor- Lewis, Cynthia & Bettina Fabos, Instant messaging, litera- tunity structure: An object of study?, No. 3, pp. cies, and social identities, No. 4, pp. 470-501. 371-370. O’Brien, David G. & Eurydice Bouchereau Bauer, Essay Taylor, Barbara M., P. David Pearson, Debra S. Peterson, book review: New literacies and the institution of old and Michael C. Rodriguez, The CIERA School Change learning, No. 1, pp. 120-131. Framework: An evidence-based approach to profes- Steinkuehler, Constance A., Rebecca W. Black, & sional development and school reading improvement, Katherine A. Clinton, New directions in research: No. 1, pp. 40-69. Researching literacy as tool, place, and way of being, No. 1, pp. 95-100. Language learners Tobin, Joseph, New directions in research: Strengthening Andrés Henriquez, New directions in research: The evolu- the use of qualitative research methods for studying lit- tion of an adolescent literacy program: A foundation's eracy, No. 1, pp. 91-95. journey, No. 3, pp. 376-380. Steinkuehler, Constance A., Rebecca W. Black, & Nonfiction Katherine A. Clinton, New directions in research: Saul, E. Wendy & Donna Dieckman, Theory and research Researching literacy as tool, place, and way of being, into practice: Choosing and using information trade No. 1, pp. 95-100. books, No. 4, pp. 502-513. Index to Reading Research Quarterly, Vol. 40, 2005 Onsets and rimes McGill-Franzen, Anne, New directions in research: In the Cunningham, James W., Stephanie A. Spadorcia, Karen A. press to scale up, what is at risk?, No. 3, pp. 366-370. Erickson, David A. Koppenhaver, Janet M. Sturm, & Paris, Scott G., Reinterpreting the development of reading David E. Yoder, Investigating the instructional sup- skills, No. 2, pp. 184-202. portiveness of leveled texts, No. 4, pp. 410-427. Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Policy study first graders’ reading with little books or literature- Hinchman, Kathleen A., New directions in research: Why based basal anthologies, No. 1, pp. 12-38. qualitative research continues to thrive: Jason and the White, Thomas G., Effects of a systematic and strategic politics of representation, No. 1, pp. 100-105. analogy-based phonics on grade 2 students’ word reading and reading comprehension, No. 2, pp. 234-255. Polysyllabic words Carlisle, Joanne F. & C. Addison Stone, Exploring the role of morphemes in word reading, No. 4, pp. 428-449. Oral language Menon, Shailaja & Elfrieda H. Hiebert, A comparison of Weigel, Daniel J., Sally S. Martin, & Kymberley K. first graders’ reading with little books or literature- Bennett, Ecological influences of the home and child- care center on preschool-age children’s literacy devel- based basal anthologies, No. 1, pp. 12-38. opment, No. 2, pp. 204-233. Popular culture Oral reading, read-alouds Carlisle, Joanne F. & C. Addison Stone, Exploring the role Paulson, Eric J., Viewing eye movements during reading of morphemes in word reading, No. 4, pp. 428-449. through the lens of chaos theory: How reading is like Finders, Margaret & Alfred Tatum, Essay book review: the weather, No. 3, pp. 338-358. Hybridization ofl iteracy practice, No. 3, pp. 388-397. Steinkuehler, Constance A., Rebecca W. Black, & Outcomes of assessment Katherine A. Clinton, New directions in research: Paris, Scott G., Reinterpreting the development of reading Researching literacy as tool, place, and way of being, skills, No. 2, pp. 184-202. No. 1, pp. 95-100. Tobin, Joseph, New directions in research: Strengthening Phonics, phonemic awareness, phonological the use of qualitative research methods for studying lit- awareness eracy, No. 1, pp. 91-95. Cunningham, James W., Stephanie A. Spadorcia, Karen A. Erickson, David A. Koppenhaver, Janet M. Sturm, & David E. Yoder, Investigating the instructional sup- Menon, Shailaja & Elfrieda H. Hiebert, A comparison of portiveness of leveled texts, No. 4, pp. 410-427 first graders’ reading with little books or literature- Ho, Connie Suk-Han, David Wai-Ock Chan, Suk-Han based basal anthologies, No. 1, pp. 12-38. Lee, Suk-Man Tsang, & Patrick W.L. Leung, Reading- related cognitive deficits in developmental dyslexia, Psycholinguistic perspectives attention-deficit/hyperactivity disorder, and develop- Paulson, Eric J., Viewing eve movements during reading mental coordination disorder among Chinese through the lens of chaos theory: How reading is like children, No. 3, pp. 318-337. the weather, No. 3, pp. 338-358. Menon, Shailaja & Elfrieda H. Hiebert, A comparison of first graders’ reading with little books or literature- Qualitative based basal anthologies, No. 1, pp. 12-38. Dillon, Deborah R., New directions in research: There and Paris, Scott G., Reinterpreting the development of reading skills, No. 2, pp. 184-202. back again: Qualitative research in literacy education, White, Thomas G., Effects ofa systematic and strategic No. 1, pp. 106-110. analogy-based phonics on grade 2 students’ word Hinchman, Kathleen A., New directions in research: Why reading and reading comprehension, No. 2, pp. qualitative research continues to thrive: Jason and the 234-255. politics ofr epresentation, No. 1, pp. 100-105. Kleifgen, Jo Anne, SO 9002 as literacy practice: Coping Phonograms with quality control documents in a high-tech company, Cunningham, James W., Stephanie A. Spadorcia, Karen A. No. 4, pp. 450-468. Erickson, David A. Koppenhaver, Janet M. Sturm, & Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, David E. Yoder, Investigating the instructional sup- The construction of meaning and identity in the com- portiveness of leveled texts, No. 4, pp. 410-427. position and reading of an architectural text, No. 1, Menon, Shailaja & Elfrieda H. Hiebert, A comparison of pp. 70-88. first graders’ reading with little books or literature- Steinkuehler, Constance A., Rebecca W. Black, & based basal anthologies, No. 1, pp. 12-38. Katherine A. Clinton, New directions in research. Researching literacy as tool, place, and way of being, Policy No. 1, pp. 95-100. Dillon, Deborah R., New directions in research: There and Tobin, Joseph, New directions in research: Strengthening back again: Qualitative research in literacy education, the use of qualitative research methods for studying lit- No. 1, pp. 106-110. eracy, No. 1, pp. 91-95. Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2005 40/4 Receptive language Hinchman, Kathleen A., New directions in research: Why Weigel, Daniel J., Sally S. Martin, & Kymberley K. qualitative research continues to thrive: Jason and the Bennett, Ecological influences of the home and child- politics of representation, No. 1, pp. 100-105. care center on preschool-age children’s literacy devel- O’Brien, David G. & Eurydice Bouchereau Bauer, Essay opment, No. 2, pp. 204-233. book review: New literacies and the institution of old learning, No. 1, pp. 120-131. Reflection Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, Taylor, Barbara M., P. David Pearson, Debra S. Peterson, The construction of meaning and identity in the com- & Michael C. Rodriguez, The CIERA School Change position and reading of an architectural text, No. 1, Framework: An evidence-based approach to profes- pp. 70-88. sional development and school reading improvement, Steinkuehler, Constance A., Rebecca W. Black, & No. 1, pp. 40-69. Katherine A. Clinton, New directions in research: Researching literacy as tool, place, and way of being, No. 1, pp. 95-100. School-based Tobin, Joseph, New directions in research: Strengthening Taylor, Barbara M., P. David Pearson, Debra S. Peterson, the use of qualitative research methodfsor studying lit- & Michael C. Rodriguez, The CIERA School Change eracy, No. 1, pp. 91-95. Framework: An evidence-based approach to professional development and school reading improvement, No. 1, pp. 40-69. Socioliguistic perspectives Kleifgen, Jo Anne, ISO 9002 as literacy practice: Coping with quality control documents in a high-tech company, Scientific perspectives No. 4, pp. 450—468. Paris, Scott G., Reinterpreting the developmeni of reading skills, No. 2, pp. 184-202. Sloane, Finbarr C., New directions in research: The scal- Special needs ing of reading interventions: building multilevel in- Cunningham, James W., Stephanie A. Spadorcia, Karen A. sight, No. 3, pp. 361-366. Erickson, David A. Koppenhaver, Janet M. Sturm, & David E. Yoder, Investigating the instructional supportiveness of leveled texts, No. 4, pp. 410-427. Selection criteria Saul, E. Wendy & Donna Dieckman, Theory and research Ho, Connie Suk-Han, David Wai-Ock Chan, Suk-Han Lee, Suk-Man Tsang, & Patrick W.L. Leung, Reading- into practice: Choosing and using information trade related cognitive deficits in developmental dyslexia, books, No. 4, pp. 502-513. attention-deficit/hyperactivity disorder, and developmental coordination disorder among Chinese Semiotics children, No. 3, pp. 318-337. Kleifgen, Jo Anne, ISO 9002 as literacy practice: Coping Johnston, Peter & Paula Costello, Theory and research with quality control documents in a high-tech company, into practice: Principles for literacy assessment, No. 2, No. 4, pp. 450-468. pp. 256-267. Smagorinsky, Peter, Leslie Susan Cook, & Patty M. Reed, Paris, Scott G., Reinterpreting the development of reading The construction of meaning and identity in the com- skills, No. 2, pp. 184-202. position and reading of an architectural text, No. 1, pp. 70-88 Strategies, methods, materials Cunningham, James W., Stephanie A. Spadorcia, Karen A. Sight words, word recognition Erickson, David A. Koppenhaver, Janet M. Sturm, & Carlisle, Joanne F. & C. Addison Stone, Exploring the role David E. Yoder, Investigating the instructional sup- of morphemes in word reading, No. 4, pp. 428-449. portiveness of leveled texts, No. 4, pp. 410-427. Cunningham, James W., Stephanie A. Spadorcia, Karen A. Henriquez, Andrés, New directions in research: The evolu- Erickson, David A. Koppenhaver, Janet M. Sturm, tion of an adolescent literacy program: A foundation’s David E. Yoder, Investigating the instructional sup- journey, No. 3, pp. 376-380. portiveness of leveled texts, No. 4, pp. 410-427. Lewis, Cynthia & Bettina Fabos, Instant messaging, litera- Menon, Shailaja & Elfrieda H. Hiebert, A comparison of cies, and social identities, No. 4, pp. 470-501. first graders’ reading with little books or literature- Mathes, Patricia G., Carolyn Denton, Jack M. Fletcher, based basal anthologies, No. 1, pp. 12-38. Jason L. Anthony, David J. Francis, & Christopher Schatschneider, The effects of theoretically different in- Sociocognitive perspectives struction and student characteristics on the skills of Freebody, Peter & Margery Hornibrook, New directions struggling readers, No. 2, pp. 148-182. in research: The relationship of reading-ICT to oppor- Menon, Shailaja & Elfrieda H. Hiebert, A comparison of tunity structure: An object of study?, No. 3, pp. first graders’ reading with little books or literature- 371-376. based basal anthologies, No. 1, pp. 12-38. Saul, E. Wendy & Donna Dieckman, Theory and research Sociocultural perspectives into practice: Choosing and using information trade Freebody, Peter & Margery Hornibrook, New directions books, No. 4, pp. 502-513. in research: The relationship of reading-ICT to oppor- Taylor, Barbara M., P. David Pearson, Debra S. Peterson, tunity structure: An object of study?, No. 3, pp. & Michael C. Rodriguez, The CIERA School Change 371-376. Framework: An evidence-based approach to profes-