Reading Research Quarterly 2006: Vol 41 Index

2006·3.1 MB·English

1 Vol. 41
Index/Contents
1 Vol. 41
Index/Contents
Index to Reading Research Quarterly, Vol. 41, 2006
Theory and Research Into Practice: Vocabulary: Questions Hruby, George G. & George W. Hynd, Essay Book
from the classroom, Camille L.Z. Blachowicz, Peter J.L. Review: Decoding Shaywitz: The modular brain and
Fisher, Donna Ogle, & Susan Watts-Taffe, No.4, pp its discontents, No. 4, pp. 544-550.
524-539 Hynd, George W. (see Hruby, George G.)
Validity, reliability, and utility of the observation surve) Klingner, Janette K. & Patricia A. Edwards. Neu
of early literacy achievement, Carolyn A. Denton, Jack Directions in Research: Cultural considerations with
M. Fletcher, & DennisJ . Ciancio. No. 1, pp. 8-34. kesponse-to-Intervention models, No. 1, pp. 108-117
Vernacular literacy on the Lake Titicaca high plains, Knoeller, Christian (see Eckert, Lisa Schade)
Peru, Frank Salomon & Emilio Chambi Apaza, No. 3, Kuhn, Melanie R. (see Schwanenflugel, Paula M.)
pp. 304-320. Kyle, Diane W. (see McIntyre, Ellen)
Leander, Kevin M. & Deborah Wells Rowe. Viapping lit
erdcy spdces in motion: A rhizomatic analysis of a
Author classroom literacy performance, No. 4, pp. 428-460
Alsup, Janet (see Eckert, Lisa Schade) Lee, Carol (see Green, Judith)
Apaza, aEmSi lio Chambi (see Salomon, Fereaen k) IL ose, Mary“ b K. (see ‘M ccEenn; eaney,y ,. Joh| n, et al|. )
Blachowicz, Camille L.Z., Peter J.L. Fisher, Donna Ogle, Marsh, Jackie. Popular culture in the literacy curriculim
& Susan Watts-Taffe, Theanod rResyear ch Into A Bourdieuan analysis, No. 2, 160-174
Practice: Vocabulary: Questions from the classroom, Marshall, Elizabeth (see Rogers, Teresa)
McEneaney, John E., Agent-based literacy theory, No. 3,
No. 4, pp. 524-539
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M ead ) 37]
McEneaney, John E., Mary K. Lose, & Robert M
Griffin. Maiernal reading and teaching patterns:
Schwartz. New Directions in Research: A transactional
Associations with school readiness in low-income
perspective on reading difficulties and Response to
African-American families, No. 1, pp. 68-89.
Intervention, No. 1, pp. 117-128
Brooks, Wanda, Reading representations of themselves
McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
Urban youth use culture and African American textu-
primary-grade teacher's guidance toward small-group
al features to develop literary understandings, No. 3,
pp. 3=7=> 2-? 392¢2 .; dialogue, No. 1, pp. 38-63
Meisinger, Elizabeth B. (see Schwanenflugel, Paula J.)
Brooks-Gunn, Jeanne (see Britto, Pia Rebello) :
: Moore, Gayle H. (see McIntyre, Ellen)
Celano, Donna (see Neuman, Susan)
eae: Morris, Robin D. (see Schwanenflugel, Paula J.)
Ciancio, Dennis J. (see Denton, Carolyn A.)
Mosley, Melissa (see Rogers, Rebecca)
Cox, Beverly E. & Carol J. Hopkins, Theory and Research
Neuman, Susan B. & Donna Celano, The knowledge gap
Into Practice: Building on theoretic al princ iples Implications of leveling the playing field for low-income
gleaned: from Reading > Recoviesr y to inform classroom and middle-income children, No. 2, pp. 176-201
practice, No. 2, pp. 254-207. Ogle, Donna (see Blachowicz, Camille L.Z.)
Denton, Carolyn A., Jack M. Fletcher, & Dennis J Pappas, |C hristine C., 7be information book genre: Its role
Ciancio. Validity, reliability, and utility of the observa-
in integrated science-literacy research and practice
tion survofe eayrl y literacy achievement, No. 1, pp
No. 2, pp. 226-250
8—34.
as Fer ee Ba Rogers, Theresa, Elizabeth» Marshall, & Cynthia Tyson,
Dimino, Joseph (see Gersten, Russell Dialogic narratives of literacy, teaching. and school
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, & ing: Preparing literacy teachers for diverse settings, No
Christian Knoeller, Essay Book Review: Rethinking the > pp. 202-
i : : ; - a 3k sith alc
meaning of difference: Contemporary challenges for Rogers, Rebecca & Melissa Mosley, Racial literacy in a
researchers and practitioners in literacy and language second-grade classroom: Critical race tl
education, No. 2, pp. 274-291 studies, and literacy research, No
Edwards, Patricia A. (see Klingner, Janette K.) Rowe. Deborah Wells (see Leander. Kevin M)
Edwards, Patricia A. & Patricia Ruggiano Schmidt, Essay Salomon, Frank & Emilio Chambi Apaza, Verna
Book Review: Critical Race Theory: Recognizing the eracy on the Lake Titicaca high ? iains. Peru
elephant and taking action, No. 3, pp. 404-415 pp. 304-326
Fisher, Peter J.L. (see Blachowicz, Camille L.Z.) Schmidt, Patricia Ruggiano (see Edwards, Patricia A.)
Fletcher, Jack M. (see Denton, Carolyn A.) Schwanenflugel, Paula J., Elizabeth B. Meisinger, Joseph
Fuchs, Douglas & Lynn S. Fuchs, New Directions in M. Wisenbaker, Melanie R. Kuhn, Gregory P. Strauss,
Research: Introduction to Response-to-Intervention & Robin D. Morris, Becoming a fluent and automatic
What, why, and how valid is it? No. 1, pp. 92-99 reader in the early elementary school years. No. 4. pp
Fuchs , Lynn S. (see Fuchs, Douglas) 196-522
Gersten, Russell & Joseph Dimino, New Directions in Schwartz, Robert M. (see McEneaney, John, et al
Research: RTI (Response to Intervention): Rethinking Strauss, Gregory P. (see Schwanenflugel, Paula J
special educaftor istoudennt s with reading difficulties rurner, Jennifer D. (see Eckert, Lisa Schade)
(yet again) ,N o. 1, pp. 99-108 Tyson, Cynthia (see Rogers, Teresa)
Green, Judith & Carol Lee. Essay Book Review: Making VanderStaay, Steven L., Learning from longitudinal r
visible the invisible logic of inquiry: uncovering multi- search in criminology and the health sciences, No. 3
ple challenges, No. 1, pp. 140-150. pp. 328-350.
Griffin, Terri M. (see Britto, Pia Rebello) Watts-Taffe, Susan (see Blachowicz, Camille L.Z.)
Hopkins, Carol J. (see Cox, Beverly E.) Wisenbaker, Joseph M. (see Schwanenflugel, Paula J
Reading Research Quarterly OCTCBER/NOVEMBER/DECEMBER 2006 41/4
By subject Klingner, Janette K. & Patricia A. Edwards. Neu
Directions in Research: Cultural considerations with
Response-to-Intervention models, No. 1, pp. 108-117
Achievement gap VanderStaay, Steven L., Learning from longitudinal re-
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, & search in criminology and the health sciences, No. 3,
Christian Knoeller, Essay Book Review: Rethinking the pp. 325 350.
meaning of difference: Contemporary challenges for
researchers and practitioners in literacy and language
Artificial intelligence
education, No. 2, pp. 274-291
McEneaney, John E., Agent-based literacy theory, No. 3,
Fuchs, Douglas & Lynn S. Fuchs, New Directions in
Research; Introduction to Response-to-Intervention pTypr . 35— 2-Ri 3 7 |
What, why, and how valid is it? No. 1, pp. 92-99
Assessment
Klingner, Janette K. & Patricia A. Edwards. New
Cox, Beverly E. & Carol J. Hopkins, Theory and Research
Directions in Research: Cultural considerations with
Response-to-Intervention models, No. 1, pp. 108-117 Into Practice: Building on theoretical principles
Leander, Kevin M. & Deborah Wells Rowe, Mapping lit gleaned from Reading Recovery to inform classroom
eracy spaces in motion: A rhizomatic analysis ofa practice, No. 2, pp. 254—267
Denton, Carolyn A., Jack M. Fletcher, & DennisJ .
classroom literacy performance, No. 4, pp 28-400
McEneaney, John E., Mary K. Lose, & Robert M Ciancio. Validity, reliability, and utility of the observa-
Schwartz. New Directions in Research: A transactional tion survey of early literacy achievement, No. 1, pp.
perspective on reading difficulties and Response to 5-34.
Intervention, No. 1, pp. 117-128 Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
Neuman, Susan B. & Donna Celano, The knowledggea p Christian Knoeller, Essay Book Review: Rethinking the
Implications of leveling the playing field for lou meaning of difference: Contemporary challenges for
income and middle-income children, No. 2, pp. researchers and practitioners in literacy and language
176-201. education, No. 2, pp. 274-291.
Gersten, Russell & Joseph Dimino, New Directions in
Adolescent learners Research: RTI (Response to Intervention): Rethinking
Brooks, Wanda, Reading representations of themselves special educatiofno r students with reading difficulties
Urban youth use culture and African American textu (yet again) , No. 1, pp. 99-108.
al features to develop literary understandings, No. 3, Klingner, Janette K. & Patricia A. Edwards. New
pp. 372-392. Directions in Research: Cultural considerations with
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
Response-to-Intervention models, No. 1, pp. 108-117.
Christian Knoeller, Essay Book Review: Rethinking the
meaning of difference: Contemporary challengefso r
At-risk factors
researchers and practitioners in literacy and language
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
education, No. 2, pp. 274-291.
Griffin. Maternal reading and teaching patterns:
Leander, Kevin M. & Deborah Wells Rowe, Mapping lit
Associations with school readiness in low-income,
eracy spaces in motion: A rbizomatic analysis of a
African-American families, No. 1, pp. 68-89.
classroom literacy performance, No. 4, pp. 428-400.
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
McEneaney, John E., Agent-based literacy theory, No. 3,
Christian Knoeller, Essay Book Review: Rethinking the
pp. 352-371.
meaning of difference: Contemporary challengefso r
Neuman, Susan B. & Donna Celano, The knowledge gap
researchers and practitioners in literacy and language
Implications of leveling the playing field for low-
income and middle-income children, No. 2, pp education, No. 2, pp. 274-291.
176-201 Fuchs, Douglas & Lynn S. Fuchs, New Directions in
VanderStaay, Steven L., Learning from longitudinal re Research: Introduction to Response-to-Intervention:
search in criminology and the health sciences, No. 3, What, why, and how valid is it? No. 1, pp. 92-99.
pp. 328-356 Klingner, Janette K. & Patricia A. Edwards. New
Directions in Research: Cultural considerations with
Adult learners Response-to-Intervention models, No. 1, pp. 108-117.
McEneaney, John E., Agent-based literacy theory, No. 3, McEneaneyJo,h n E., Mary K. Lose, & Robert M.
pp. 352-371. Schwartz. New Directions in Research: A transactional
Salomon, Frank & Emilio Chambi Apaza, Vernacular lit perspective on reading difficulties and Response to
eracy on the Lake Titicaca high plains, Peru, No. 3, Intervention, No, 1, pp. 117-128.
pp. 304-320. Neuman, Susan B. & Donna Celano, The knowledge gap:
Implications of leveling the playing field for low-
Affective influences income and middle-income children, No. 2, pp.
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M 176-201.
Griffin. Maternal reading and teaching patterns: VanderStaay, Steven L., Learning from longitudinal re-
Associations with school readiness in low-income search in criminology and the health sciences, No. 3,
African-American families, No. 1, pp. 68-89. pp. 328-350.
Index to Reading Research Quarterly, Vol. 41, 2006
Attitude readeri n the early elementary school years, No. 4, pp
VanderStaay, Steven L., Learning from longitudinal re 196-522
search in criminology and the health sciences, No. 3. VanderStaay, Steven L., Learning from longitudinal re
pp. 428-350 search in criminology and the health sciences, No. 3
p. 428—350.
Behavioral perspectives
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M Cognitive perspectives
Griffin. Maternal reading and teaching patterns: Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M
Associations with school readiness in low-income Griffin. Maternal reading and teaching patterns
African-American families, No. 1, pp. 68-89. Associations with school readiness in low-income,
VanderStaay, Steven L., Learning from longitudinal re {frican-American families, No. 1, pp. 68-89
search in criminology and the health sciences, No. 3, VanderStaay, Steven L., Learning from longitudinal re
pp 426-350
search in criminology and the health sciences, No. 3
pp. 328-350.
Case study
Brooks, Wanda, Reading representations of themselves College/university students
Urban youth use culture and African American textu
Marsh, Jackie. Popular culture in the literacy curriculum
al features to develop literary understandings, No. 3.
A Bourdieuan analysis, No. 2, 160-174
pp. 372-392.
McEneaney, John E., Agent-based literacy theory, No. 3,
Salomon, Frank & Emilio Chambi Apaza, Vernacular lit-
pp. 352-371
eracy on the Lake Titicaca high plains, Peru, No. 3,
pp. 304-322 0. Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson,
Dialogic narratives of literacy, teaching, and school
ing: Preparing literacy teachers for diverse settings, No
Childhood learners
2, pp. 202-223
Blachowicz, Camille L.Z., Peter J.L. Fisher, Donna Ogle,
& Susan Watts-Taffe, Theanod rResyear ch Into
Practice: Vocabulary: Questions from the classroom, Community-based programs, resources
No. 4, pp. 524-539. Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson,
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M. Dialogic narratives of literacy, teaching, and school-
Griffin. Maternal reading and teaching patterns: ing: Preparing literacy teachfore drivesrs e settings, No.
Associations with school readiness in low-income, 2, pp. 202—223
African-American families, No. 1, pp. 68-89 Salomon, Frank & Emilio Chambi Apaza, Vernacular lit-
Cox, Beverly E. & Carol J. Hopkins, Theory and Research eracy on the Lake Titicaca high plains, Peru, No. 3,
Into Practice: Building on theoretical principles pp 404-320(
gleaned from Reading Recovery to inform classroom
practice, No. 2, pp. 254—267 Comprehension
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, & Cox, Beverly E. & Carol J. Hopkins, Theory and Research
Christian Knoeller, Essay Book Review: Rethinking the Into Practice: Building on theoretical principles
meaning of difference: Contemporary challenges for gleaned from Reading Recovery to inform classroom,
researchers and practitioners in literacy and language No. 2, pp.254—267
education, No. 2, pp. 274-291. Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
Gersten, Russell & Joseph Dimino, New Directions in
Christian Knoeller, Essay Book Review: Rethinking the
Research: RTI (Response to Intervention): Rethinking meaning of difference: Contemporary challenges for
special educaftor istoudnent s with reading difficulties researchers and practitioners in literacy and language
(vel again) ,N o. 1, pp. 99-108. 274-291
education, No. 2, pp
Hruby, George G. & George W. Hynd, Essay Book
Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
Review: Decoding Shaywitz: The modular brain and
eracy spaces in motion: A rhizomatic analysis of a
its discontents, No. 4, pp. 544-550.
classroom literacy performance, No. 4, pp. 428-400
Klingner, Janette K. & Patricia A. Edwards. New
McEneaney, John E., Agent-based literacy theory, No. 3,
Directions in Research: Cultural considerations with
pp. 352-371.
Kesponse-to-Intervention models, No. 1, pp. 108-117.
Rogers, Rebecca & Melissa Mosley, Racial literacy in a
Marsh, Jackie. Popular culture in the literacy curriculum:
A Bourdieuan analysis, No. 2, 160-174 second-grade classroom: Critriacce athelory , whiteness
McEneaneyJo,h n E., Agent-based literacy theory, No. 3, studies, and literacy research, No. 4, pp. 462 sa 195.
Schwanenflugel, Paula J., Elizabeth B. Meisinger, Joseph
pp. 352-371
McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A M. Wisenbaker, Melanie R. Kuhn, Gregory P. Strauss,
primary-grade teacher's guidance toward small-group & Robin D. Morris, Becoming a fluent and automatic
reader in the early elementary school years, No. 4, pp
dialogue, No. 1, pp. 38-63.
Rogers, Rebecca & Melissa Mosley, Racial literacy in a 196-522
second-grade classroom: Critical race theory, whiteness
studies, and literacy research, No. 4, pp. 402-495. Constructionism
Schwanenflugel, PaulaJ. , Elizabeth B. Meisinger, Joseph Green, Judith & Carol Lee. Essay Book Review: Making
M. Wisenbaker, Melanie R. Kuhn, Gregory P. Strauss, visible the invisible logic of inquiry; Uncovering multi
& Robin D. Morris, Becoming a fluent and automatic ple challenges, No. 1, pp. 140-150
Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2006
Constructivism reader in the early elementary school years, No.
Brooks, Wanda, Reading representations of themselves: 196-522.
Urban youth use culture and African American textu
al features io develop literary understandings, No. 3, Developmental perspectives
pp. 372-392 Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M
Cox, Beverly E. & Carol J. Hopkins, Theory and Research Griffin. Maternal reading and teaching patterns:
Into Practice: Building on theoretical principles Associations with school readiness in low-income,
gleaned from Reading Recovery to inform classroom African-American families, No. 1, pp. 08-89.
practice, No. 2, pp. 254-207 Hruby, George G. & George W. Hynd, Essay Book
Leander, Kevin M. & Deborah Wells Rowe, Vapping lit Review: Decoding Shaywitz: The modular brain and
eracy spaces in motion: A rhizomatic analysis of a its discontents, No. 4, pp. 344-550.
classroom literacy performance, No. 4, pp. 428-400 VanderStaay, Steven L., Learning from longitudinal re-
search tit criminology and the health sciences, No. 3,
Content literacy pp. 328-350.
Pappas, Christine C., The information book genre: Its role
in integrated science-literacy research and practice, Digital/media literacies
No. 2, pp. 226-250. McEneaney, John E., Agent-based literacy theory, No. 3,
pp. 352-371
Critical analysis Neuman, Susan B. & Donna Celano, The knowledge gap:
McEneaney, John E., Agent-based Literacy Theory, No. 3, Implications of leveling the playifienldg f or low
pp 852-371 income and middle-income children, No. 2, pp.
Critical literacy
Edwards, Patricia A. & Patricia Ruggiano Schmidt, Essay Discourse analysis
5
Book Review: Critical Race Theory: Recognizin 2 110 Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
elephant and taking action, No. 3, pp. 404-415. Griffin. Maternal reading and teaching patterns.
Green, Judith & Carol Lee. Essay Book Review: Making \ssociations with school readiness in low-income
visible the invisible logic of inquiry: Uncovering multi African-American families, No. 1, pp. 68-89.
ple challenges, No. 1, pp. 140-150 McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
McEneaney, John F., Agent-based literacy theory, No. 3>, primary-grade teacher's guidance toward small-group
pp. 352-371 dialogue, No. 1, pp. 38-63.
Rogers, Reb| ecca ) & , Mel|i ssa Mo| sley» , Raciailra l lilitteerr, acy 17i2n2 a Pappas, Christine C., 7he information book genre: Its role
second-grade classroom: Critical race theory, whiteness in integrated science-literacy research and practice,
studies, and literacy research, No. 4, pp. 402-495. No. 2, pp 226-250
Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson,
Critical pedagogy Dialogic narratives of literacy, teaching, and school-
Edwards, Patricia A. & Patricia Ruggiano Schmidt, Essay ing: Preparing literacy teafcor hdiveerser setstin gs, No
Book Review: Critical Race Theory: Recognizing the 2, pp. 202-223
elephant and taking action, No. 3, pp. 404-415. Rogers, Rebecca & Melissa Mosley, Racial literacy in a
Rogers, Rebecca & Melissa Mosley, Racial literacy in a second-grade classroom: Critical race theory, whiteness
second-grade classroom: Critical race theory, whiteness studies, and literacy research, No. 4, pp. 402-495.
studies, and literacy research, No. 4, pp. 402495
Discussion
Critical theory Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
Edwards, Patricia A. & Patricia Ruggiano Schmidt, Essay Griffin. Maternal reading and teaching patterns
Book Review: Critical Race Theory; Recognizing the Associations with school readiness in low-income,
elephant and taking action, No. 3, pp. 404-415 African-American families, No. 1, pp. 68-89.
Green, Judith & Carol Lee. Essay Book Review: Making Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
visible the invisible logic of inquiry: Uncovering multi erdcy spaces in motion: A rhizomatic analysis of a
ple challenges, No. 1, pp. 140-150 classroom literacy performance, No. 4, pp. 428-460.
Decoding Discussion strategies
Cox, Beverly E. & Carol J. Hopkins, Theory and Research Brooks, Wanda, Reading representoaf tthiemosenlvses :
Into Practice: Building on theoretical principles Urban youth use culture and African American textu-
gleaned from Reading Recovery to inform classroom al features to develop literary understandings, No. 3,
practice, No. 2, pp. 254-267 pp. 372-392.
Hruby, George G. & George W. Hynd, Essay Book McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
Review: Decoding Shaywitz: The modular brain and primary-grade teacher's guidance toward small-group
its discontents, No. 4, pp. 344-550. dialogue, No. 1, pp. 38-63.
Schwanenflugel, PaulaJ. , Elizabeth B. Meisinger, Joseph Rogers, Rebecca & Melissa Mosley, Racial literacy in a
M. Wisenbaker, Melanie R. Kuhn, Gregory P. Strauss, second-grade classroom: Critical race theory, whiteness
& Robin D. Morris, Becoming a fluent and automatic studies, and literacy research, No. 4, pp. 402-495.
Index to Reading Research Quarterly, Vol. 41, 2006
Early adolescent learners McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
Blachowicz, Camille L.Z Peter J.L.Fisher, Donna Ogle, & primary-grade teacher's guidance toward small-group
Susan Watts-Taffe, Theory and Research Into Practice dialogue. No. | pp 38-034
Vocabulary: Questions from the classroom, No. 4, pp
Neuman, Susan B. & Donna Celano, The knowledge gap
5 24-539 Implications of leveling the playing field for lou
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
income and middle-income children, No. 2, pp
Christian Knoeller, Essay Book Review: Rethinking the
176-201
meaning of difference: Contemporary challenges for
Rogers, Rebecca & Melissa Mosley, Racial literacy in a
researchers and practitioners in literacy and language
second-grade classroom: Critical race theory, whiteness
education, No. 2, pp. 274-291
Klingner, Janette K. & Patricia A. Edwards. Neu studies, and literacy research, No. 4, pp. 462-495
Directions in Research: Cultural considerations with Salomon, Frank & Emilio Chambi Apaza, Vernacular lit
Response-to-Intervention models, No. 1, pp. 108-117 erdcy on the Lake Titicaca high plains, Peru, No. 3
McEneaney, John | jgent-based literacy theory, No. 4. pp 404—320
pp 45 2-371
Neuman, Susan B. & Donna Celano, The knowledge gap Evidence-based methods
!mplications of leveling the playing field for lou Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
income and middle-income children, No. 2, pp
Christian Knoeller, Essay Book Review: Rethinking the
176—201 meaning of difference: Contemporary challenges for
VanderStaay, Steven L., Learning from longitudinal re
researchers and practitioners in literacy and language
search in criminology and the health sciences, No. 3,
education, No. 2 pp 274-291
pp. 328 350
Klingner, Janette K. & Patricia A. Edwards. Neu
Directions in Research: Cultural considerations with
Early childhood learners
Response-to-Intervention models, No. 1, pp. 108-117
Britto, Pia Rebello, Jeanne Brooks-Gunn,. & Terri M
Griffin. Maternal reading and teaching patterns
Experimental, quasi-experimental methods
Issociations with school readiness in low-income
\frican-American families, No. 1, pp. 08-89 Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, & Griffin. Maternal reading and teaching patterns
Christian Knoeller, Essay Book Review: Rethinking the Issociations with school readiness in low-income
meaning of difference: Contemporary challenges for ifrican-American families, No. 1, pp. 08-89
researchers and practitioners in literacy and language Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
education, No. 2, pp. 274-291 Christian Knoeller, Essay Book Review: Rethinking the
Gersten, Russell & Joseph Dimino, New Directions in meaning of difference: Contemporary challenges for
Research: RT1 (Response to Intervention): Rethinking researchers and practitioners in literacy and language
special education for students with reading difficulties education, No. 2, pp. 274-291
(yet again) , No. 1, pp. 99-108 Klingner, Janette K. & Patricia A. Edwards. Neu
Hruby. Ger rye G. & George W Hvynd,. Essay Book
Directions in Research: Cultural considerations with
Review: Decoding Shaywitz: The modular brain and
Response-to-Intervention models, No. 1, pp. 108-117
its discontents, No. 4, pp. 544-5506
Klingner, Janette K. & Patricia A. Edwards. New
Directions in Research: Cultural considerations with Expressive language
Response-to-Intervention models, No. 1, pp. 108-117 Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M
Neuman, Susan B. & Donna Celano, The knowledge gap Griffin. Maternal reading and teaching patterns
Implications of leveling the playing field for lou \ssociations with school readiness in low-income
income and middle-income children, No. 2, pp ifrican-American families, No. 1, pp. 68-89
176—201
Pappas, Christine C., Zhe information book genre: Its role
Family literacy
in integrated science-literacy research and practice Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
No. 2. pp 220-250
Christian Knoeller, Essay Book Review: Rethinking the
VanderStaay, Steven L., Learning from longitudinal re
meaning of difference: Contemporary challenges for
search in criminology and the health sciences, No. A,
researchers and practitioners in literacy and language
pp \28—350
education, No. 2, pp. 274-291
Klingner, Janette K. & Patricia A. Edwards. Neu
ELL, ESL, ESOL
Directions in Research: Cultural considerations with
Klingner, Janette K. & Patricia A. Edwards. New
Directions in Research: Cultural considerations with Response to-Intervention models, No. 1, pp LOS—117
Response-to-Intervention models, No. 1, pp. 108-117 Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson,
Dialogic narratives of literacy, teaching, and school
Ethnography ing: Preparing literacy teachers for diverse settings, Nc
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M 2. pp 202-—223
Griffin. Maternal reading and teaching patterns VanderStaay, Steven L., Learning from longitudinal re
Associations with school readiness in low-income, search in criminology and the health sciences, No. 3,
African-American families, No. 1, pp. 68-89 pp 428-450.
Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2006 41/4
Fluency Informational text
Fuchs, Douglas & Lynn S$. Fuchs, New Directions in Pappas, Christine C., 7be information book genre: Its role
Research: Introduction to Response-to-Intervention in integrated science-literacy research and practice,
What, why, and bow valid is it? No. 1, pp. 92-99 No. 2, pp. 226-250
Hruby, George G. & George W. Hynd, Essay Book
Review: Decoding Shaywitz: The modular brain and Information and communication technologies
its discontents, No. 4, pp. 544-550. McEneaney, John E., Agent-based literacy theory, No. 3,
Schwanentlugel, Paula J., Elizabeth B. Meisinger, Joseph
M. Wisenbaker, Melanie R. Kuhn, Gregory P. Strauss
& Robin D. Morris, Becoming a fluent and automatic Instructional intervention
readeri n the early elementascrhyoo l years, No. 4, pp Eckert, Lisa Schade, Jennifer D. ‘Turner, Janet Alsup, &
196-5 ») Christian Knoeller, Essay Book Review: Rethinking the
meaning of difference: Contemporary challenges for
General vocabulary researchers and practitioners in literacy and language
Blachowicz, Camille L.Z., Peter J.L. Fisher, Donna Ogle, education, No. 2, pp. 274-291.
& Susan Watts-Taffe, Theory and Research Into uchs, Douglas & Lynn S. Fuchs, New Directions in
Practice: Vocabulary: Questions from the classroom, Research: Introduction to Re sponse-to-Intervention.
No. 4, pp. 5324-539 What, why, and how valid is it? No. 1, pp. 92-99.
0, Pia Rebello, Jeanne Brooks-Gunn, & Terri M Gersten, Russell & Joseph Dimino, New Directions in
Griffin. Maternal reading and teaching patterns Research: RTI (Response to Intervention): Re thinking
Associations with school readiness in low-income special education for students with reading difficulties
African-Americ an families, No. 1 pp b8—89 (yel dgdin) , No. 1, pp. 99-108.
Klingner, Janette K. & Patricia A. Edwards. New
Genre studies Directions in Research: Cultural considerations with
Pappas, Christine C., The information book genre: Its role Response-to-Intervention models, No. 1, pp. 108-117.
pe integrated science Tela y research and practice. Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
No. 2, pp. 226-250 erdcy spaces in motion: A rbizomatic analysis of a
classroom literac y perfor mance, No. 4, pp. 428-400.
: . ; McEneaney, John E., Mary K. Lose, & Robert M
Historical perspectives
: : ae : ray Schwartz. New Directions in Research: A transactional
Salomon, Frank & Emilio Chambi Apaza, Vernacular lit ; ;
perspective on reading difficulties and Response to
eracy on the Lake Titicaca high plains, Peru, No. 4, sips ee
; ; Intervention, No. 1, pp. 117-128.
304--320
, Instructional models
Home language practices
; MR Brooks, Wanda, Reading representations of themselves:
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M , ; 5
Urban youth use culture and African American textu-
Griffin. Maternal reading and teaching patterns :
ee ‘ al features to develop literary understandings, No. 3,
issociations with school readiness in low-income,
pp. 372-392.
African-American families, No. 1, pp. 68-89
Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
eracy spaces in motion: A rhizomatic analysis of a
ChIhr ei stie|a en Kn¢ o#el l. eHret, . Evse say » BoPR Booko kL h RReovmRiee v iew: ’ ;otR ]e ntbhi nk[ inig S the classroom lJ.i teracy perf. ormance, No: . 4, pp. t28'— 400.
meaEniSng ofOP differEean:c e: CKoOnMtEeNm porary s challensgie s dafeo r NMAcATE neaney, John E., Mary K. Lose, & Robert M.
researchers and practitioners in literacy and language Schwartz. New Directions in Research: A transactional
education, No. 2. pp. 274-291. perspective on reading difficulties and Response to
Intervention, No. 1, pp. 117-128.
Home-school connections Rogers, Rebecca & Melissa Mosley, Racial literacy in a
EEecokkear t, Lisa Schhaaddee, JTeennnniiffear D. * Turn<ie r,ee Jannee t Al]s up, & , second-grade cl’ assroom: Crit% ical race theory, whi. teness
Chhrri stiia- n Knt oellaellre,r Essay ) Book » ReDvoiwesown:) Reary thSei neek ing the . studies, and li, teracy research, No. 4, pp. 462-495.=
meaning of difference: Contemporary challengefso r
researchers and practitioners in literacy and language Instructional strategies, teaching strategies
education, No, 2, pp. 274-291. Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
Klingner, Janette K. & Patricia A. Edwards. New Griffin. Maternal reading and teaching patterns:
DirSeeecn tionRsE RESi n Reesee arch: Cultura=l consi: deraa tionsr yw ith Associa; tions wit; h school readiness in low-i: ncome.
Response-to-Intervention models, No. 1, pp. 108-117. African-American families, No. 1, pp. 08-89.
VanderStaay, Steven L., Learning from longitudinal re McEneaneyJo,h n E., Mary K. Lose, & Robert M.
search in criminology and the health sciences, No. 3, Schwartz. New Directions in Research: A transactional
pp. 328-350. perspective on reading difficulties and Response to
Intervention, No. 1, pp. 117-128
Inferences McIntyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
McEneaneyJo,h n E., Agent-based literacy theory, No. 3, primary-grade teacher's guidance toward small-group
pp. 352-371. dialogue, No. 1, pp. 38-03.
Index to Reading Research Quarterly, Vol. 41, 2006
Instructional technology
income and middle-income children, No
McEneaney, John | , Agent-based literacy theory, No. 3, 176-201.
pp 352-371
Motivation/engagement
Language development Klingner, Janette K. & Patricia A. Edwards. New
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
Directions in Research: Cultural considerations with
Christian Knoeller, Essay Book Review: Rethinking the
Response-to-Intervention models, No. 1, pp. 108-117
meaning of difference: Contemporary challenges for Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
researchers and practitioners in literacy and language
erdcy spaces in motion: A rhizomatic analysis of a
education, No. 2, pp. 274-291.
classroom literacy performance, No. 4, pp. 428-460
VanderStaay, Steven L., Learning from longitudinal re-
Legislation, mandates
Gersten, Russell & Joseph Dimino, New Directions in search in criminology and the health sciences, No. 3,
Research: RTI (Response to Intervention): Rethinking
special educatiofno r students with reading difficulties
(yet again) , No. 1, pp. 99-108. Multilingualism
McEneaney, John E., Mary K. Lose, & Robert M. Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
Schwartz. New Directions in Research: A transactional Christian Knoeller, Essay Book Review: Rethinking the
perspective on reading difficulties and Response to meaning of difference: Contemporary challengefso r
Intervention, No. 1, pp. 117-128 researchers and practitioners in literacy and language
education, No. 2, pp. 274-291
Linguistics Salomon, Frank & Emilio Chambi Apaza, Vernacular lit
Green, Judith & Carol Lee. Essay Book Review: Making eracy on the Lake Titicaca high plains, Peru, No. 3,
visible the invisible logic of inquiry: Uncovering multi pp. 304-320.
ple challenges, No. 1, pp. 140-150
Multicultural literature
Literary elements
Brooks, Wanda, Reading representations of themselves
Brooks, Wanda, Reading representations of themselves:
Urban youth use culture and African American textu
Urban youth use culture and African American textu-
al features to devel yp literary understandings, No. 3
al features to develop literary understandings, No. 3,
pp. 372-392
pp. 372-392.
Rogers, Rebecca & Melissa Mosley, Racial literacy in a
Rogers, Rebecca & Melissa Mc sley, Racial literacy in a
second-grade classroom: Critical race theory, whiteness Sec ond-grade classroom: Critical race theory, whiteness
studies, and literacy research, No. 4, pp. 462 —495 studies, and literacy research, No
Salomon, Frank & Emilio Chambi Apaza, Vernacular lit
Literary theory eracy on the Lake Titicaca high plains, Peru, No. 3,
pp. 304-326
Brooks, Wanda, Reading representations of themselt eS:
Urban youth use culture and African American textu-
al features to develop literary understandings, No. 3, Narrative, narrative inquiry
pp. 372-392. Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M
Griffin. Maternal reading and teaching patterns
Literature Associations with school readiness in low-income,
Pappas, Christine C., The information book genre: Its role African-American families, No. 1, pp. 68-89
in integrated science-literacy research and practice Brooks, Wanda, Reading representations of themselves
No. 2, pp. 226-250 Urban youth use culture and African American textu
Leander, Kevin M. & Deborah Wells Rowe, Mapping Iit- al features to develop literary understandings, No. 3,
erdacy spaces in motion: A rbizomalic analysis ofa
pp. 372-392
classroom literacy performance, No. 4, pp. 428-460
Rogers, Rebecca & Melissa Mosley, Racial literacy in a
Neuropsychological
second-grade classroom: Critical race theory, whiteness
VanderStaay, Steven L., Learning from longitudinal re
studies, and literacy research, No. 4, pp. 462-495.
search in criminology and the health sciences, No. 3,
pp. 428-350
Literature-based instruction
Mcintyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
primary-grade teacher's guidance toward small-group Oral language
Eckert, Lisa Schade, Jennifer D. Turner, Janet Alsup, &
dialogue, No. 1, pp. 38-63.
Christian Knoeller, Essay Book Review: Rethinking the
Mixed methods meaning of difference: Contemporary challengefso r
Klingner, Janette K. & Patricia A. Edwards. New researchers and practitioners in literacy and language
Directions in Research: Cultural considerations with education, No. 2, pp. 274-291
Response-to-Intervention models, No. 1, pp. 108-117 Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
Neuman, Susan B. & Donna Celano, 7he knowledge gap: erdcy spaces in motion: A rhizomatic analysis of a
Implications of leveling the playingfi eld for low- classroom literacy performance, No. 4, pp. 428-460
Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2006 41/4
Parental involvement perspective on reading difficulties and Response to
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M. Intervention, No. 1, pp. 117-128.
Griffin. Maternal reading and teaching patterns
Associations with school readiness in low-income, Qualitative
African-American families, No. 1, pp. 08-89
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
VanderStaay, Steven L., Learning from longitudinal re- Griffin. Maternal reading and teaching patterns:
search in criminology and the health sciences, No. 3, Associations with school readiness in low-income,
pp 428-450. African-American families, No. 1, pp. 68-89.
Klingner, Janette K. & Patricia A. Edwards. New
Phonics, phonemic awareness, phonological Directions in Research; Cultural considerations with
awareness Response-to-Intervention models, No. 1, pp. 108-117.
Cox, Beverly E. & Carol J. Hopkins, Theory and Research Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
Into Practice: Building on theoretical principles eracy spaces in motion: A rhizomatic analysis ofa
gleaned from Reading Recovery to inform classroom classroom literacy performance, No. 4, pp. 428-460.
practice, No. 2, pp. 254-2067. Neuman, Susan B. & Donna Celano, The knowledggaep :
Fuchs, Douglas & Lynn S. Fuchs, New Directions in Implications of leveling the playing field for low-
Research: Introduction to Response-to-Intervention: income and middle-income children, No. 2, pp.
What, why, and how valid is it? No. 1, pp. 92-99
176-201.
Hruby, George G. & George W. Hynd, Essay Book Salomon, Frank & Emilio Chambi Apaza, Vernacular lit-
Review: Decoding Shaywitz: The modular brain and
eracy on the Lake Titicaca high plains, Peru, No. 3,
its discontents, No. 4, pp. 544-550.
pp. 404-320.
Policy
Reader response
Fuchs, Douglas & Lynn S. Fuchs, New Directions in
Brooks, Wanda, Reading representations of themselves:
Research: Introduction to Response-to-Intervention:
Urban youth use culture and African American textu-
What, why, and how valid is it? No. 1, pp. 92-99.
al features to develop literary understandings, No. 3,
Gersten, Russell & Joseph Dimino, New Directions in
pp. 372-392.
Research: RTI (Response to Intervention): Rethinking
Mcintyre, Ellen, Diane W. Kyle, & Gayle H. Moore. A
special educatiofno r students with reading difficulties
primary-grade teacher's guidance toward small-group
(vet again) , No. 1, pp. 99-108.
dialogue, No. 1, pp. 38-63.
Klingner, Janette K. & Patricia A. Edwards. Neu
Directions in Research; Cultural considerations with
Response-to-Intervention models, No. 1, pp. 108-117. Receptive language
Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
Griffin. Maternal reading and teaching patterns:
Popular culture
Marsh, Jackie. Popular culture in the literacy curriculum: Associations with school readiness in low-income,
A Bourdieuan analysis, No. 2, 160-174 African-American families, No. 1, pp. 08-89.
Poststructuralism Reflection
Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson,
Leander, Kevin M. & Deborah Wells Rowe, Mapping lit-
erdcy spaces in motion: A rhizomatic analysis ofa Dialogic narratives of literacy, teaching, and school-
classroom literacy performance, No. 4, pp. 428-460. ing: Preparing literacy teachfoer drivesrs e settings, No.
Rogers, Theresa, Elizabeth Marshall, & Cynthia Tyson, 2, pp. 202-223.
Dialogic narratives of literacy, teaching, and school-
ing: Preparing literacy teachfore drivesrs e settings, No. Remediation
2, pp. 202-223. Gersten, Russell & Joseph Dimino, New Directions in
Research: RTI (Response to Intervention): Rethinking
Pragmatism special educaftor istoudennt s with reading difficulties
McEneaney, John E., Agent-based literacy theory, No. 3, (yet again) , No. 1, pp. 99-108.
pp. 352-371. Fuchs, Douglas & Lynn S. Fuchs, New Directions in
Research: Introduction to Response-to-Intervention:
Program evaluation What, why, and how valid is it? No. 1, pp. 92-99.
Denton, Carolyn A., Jack M. Fletcher, & DennisJ . Klingner, Janette K. & Patricia A. Edwards. New
Ciancio. Validity, reliability, and utility of the observa- Directions in Research; Cultural considerations with
tion survey of early literacy achievement, No. 1, pp. Response-to-Intervention models, No. 1, pp. 108-117.
8—44. McEneaney, John E., Mary K. Lose, & Robert M.
Schwartz. New Directions in Research: A transactional
Protocols perspective on reading difficulties and Response to
Fuchs, Douglas & Lynn S. Fuchs, New Directions in Intervention, No. 1, pp. 117-128.
Research: Introduction to Response-to-Intervention:
What, why, and how valid is it? No. 1, pp. 92-99. Scientific perspectives
McEneaney, John E., Mary K. Lose, & Robert M. Britto, Pia Rebello, Jeanne Brooks-Gunn, & Terri M.
Schwartz. New Directions in Research: A transactional Griffin. Maternal reading and teaching patterns: