Table Of Content

Reading Research Quarterly Vol. 42, No. 4 October/November/December 2007 2007 International Reading Associatior (pp. 610-612) INDEX TO READING RESEARCH QUARTERLY, VOL. 42, 2007 Title Assistive technology in the reading clinic: Its emerging potential [New Directions in Research], Michael C. McKenna & Sharon Walpole, No. 1, pp. 140-145. Closing the gap through professional development: Implicationfso r reading research [New Directions in Research], Michael Brandon Doubek & Eric J. Cooper, No. 3, pp. 411-415 The complexities of reading capital in two Puerto Rican families, Catherine Compton-Lilly, No. 1, pp. 72-98. Developing literacy in second-language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework |Essay Book Review], Rachel A. Grant, Shelley D. Wong, & Jorge P. Osterling, No. 4, pp. 598-609. The DIBELS tests: Is speed of barking at print what we mean by reading fluency?, S. Jay Samuels, No. 4, pp. 5603-500. Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls, Rosary Lalik & Kimberly L. Oliver, No. 1, pp. 46-70. Diverse perspectives on helping young children build important foundational language and print skills [Essay Book Review], Irene W. Gaskins & Linda D. Labbo, No. 3, pp. 138451 Drawing and redrawing the map of writing studies [Essay Book Review], Kathryn Glasswell & George Kamberelis, No. 2, pp. 304-323. Enhancing adolescent literacy achievement through integration of technology in the classroom |New Directions in Research], Betty J. Sternberg, Karen A. Kaplan, Jennifer E. Borck, No. 3, pp. 416-420. Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet, Julie Coiro & Elizabeth Dobler, No. 2, pp. 214-257. A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English, Gay Ivey & Karen Broaddus, No. t, pp. 512-545 From the Dominican Republic to Drew High: What counts as literacy for Yanira Lara?, Eliane Rubinstein-Avila, No. 4, pp. 508-589. Tl speak in proper slang”: Language ideologies in a daily editing activity, Amanda J. Godley, Brian D. Carpenter, & Cynthia A. Werner, No. 1, pp. 100-131. An integrative review of teaching reading in Kenyan primary schools, Michelle Commeyras & Hellen N. Inyega, No. 2, pp. 258-281. International Reports on Literacy Research: Argentina, Mexico, France, No. 2, pp. 298-302. International Reports on Literacy Research: Reading and writing connections, No. 1, pp 161-166 International Reports on Literacy Research: Second-language issues and multiculturalism, No. 3, pp. 430-436. International Reports on Literacy Research: Second-language issues and multiculturalism, Part 2, No. 4, pp. 590-597. IRA Outstanding Dissertation Award for 2007: The effects of multisensory vowel instruction during word study for third-grade students, Wendy Johnson Donnell, No. 4, pp 108—47 | Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching, Victoria Purcell-Gates, Nell K. Duke, & Joseph A. Martineau, No. 1, pp. 8-45. Literacy spaces of a Christian faith-based school, A. Jonathan Eakle, No. 4, pp. 472-510. Multiple perspectives on preparing teachers to teach reading \Essay Book Review], Diane Barone & Ernest Morrell, No. 1, pp. 167-180. keading practices among adult education participants, Daryl Mellard & Margaret Becker Patterson, & Sara Prewett, No. 2, pp. 188-213. Reading Research Quarterly Vol. 42, No. 4 October/November/December 2007 2007 International Reading Associatior (pp. 610-612) INDEX TO READING RESEARCH QUARTERLY, VOL. 42, 2007 Title Assistive technology in the reading clinic: Its emerging potential [New Directions in Research], Michael C. McKenna & Sharon Walpole, No. 1, pp. 140-145. Closing the gap through professional development: Implicationfso r reading research [New Directions in Research], Michael Brandon Doubek & Eric J. Cooper, No. 3, pp. 411-415 The complexities of reading capital in two Puerto Rican families, Catherine Compton-Lilly, No. 1, pp. 72-98. Developing literacy in second-language learners: Critique from a heteroglossic, sociocultural, and multidimensional framework |Essay Book Review], Rachel A. Grant, Shelley D. Wong, & Jorge P. Osterling, No. 4, pp. 598-609. The DIBELS tests: Is speed of barking at print what we mean by reading fluency?, S. Jay Samuels, No. 4, pp. 5603-500. Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls, Rosary Lalik & Kimberly L. Oliver, No. 1, pp. 46-70. Diverse perspectives on helping young children build important foundational language and print skills [Essay Book Review], Irene W. Gaskins & Linda D. Labbo, No. 3, pp. 138451 Drawing and redrawing the map of writing studies [Essay Book Review], Kathryn Glasswell & George Kamberelis, No. 2, pp. 304-323. Enhancing adolescent literacy achievement through integration of technology in the classroom |New Directions in Research], Betty J. Sternberg, Karen A. Kaplan, Jennifer E. Borck, No. 3, pp. 416-420. Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet, Julie Coiro & Elizabeth Dobler, No. 2, pp. 214-257. A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English, Gay Ivey & Karen Broaddus, No. t, pp. 512-545 From the Dominican Republic to Drew High: What counts as literacy for Yanira Lara?, Eliane Rubinstein-Avila, No. 4, pp. 508-589. Tl speak in proper slang”: Language ideologies in a daily editing activity, Amanda J. Godley, Brian D. Carpenter, & Cynthia A. Werner, No. 1, pp. 100-131. An integrative review of teaching reading in Kenyan primary schools, Michelle Commeyras & Hellen N. Inyega, No. 2, pp. 258-281. International Reports on Literacy Research: Argentina, Mexico, France, No. 2, pp. 298-302. International Reports on Literacy Research: Reading and writing connections, No. 1, pp 161-166 International Reports on Literacy Research: Second-language issues and multiculturalism, No. 3, pp. 430-436. International Reports on Literacy Research: Second-language issues and multiculturalism, Part 2, No. 4, pp. 590-597. IRA Outstanding Dissertation Award for 2007: The effects of multisensory vowel instruction during word study for third-grade students, Wendy Johnson Donnell, No. 4, pp 108—47 | Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching, Victoria Purcell-Gates, Nell K. Duke, & Joseph A. Martineau, No. 1, pp. 8-45. Literacy spaces of a Christian faith-based school, A. Jonathan Eakle, No. 4, pp. 472-510. Multiple perspectives on preparing teachers to teach reading \Essay Book Review], Diane Barone & Ernest Morrell, No. 1, pp. 167-180. keading practices among adult education participants, Daryl Mellard & Margaret Becker Patterson, & Sara Prewett, No. 2, pp. 188-213. Index to Reading Research Quarterly, Vol. 42, 2007 Recommendationfso r research to improve reading Compton-Lilly, Catherine, The complexities of reading achievement for African American students |New capital in two Puerto Rican Families, No. 1, pp. 72-98 Directions in Research], Lamont A. Flowers, No. 3, pp. Cooper, Eric J. (see Doubek, Michael Brandon) t24428 Dobler, Elizabeth (see Coiro, Julie) Reflections on our editorship \editorial], David Reinking & Donnell, Wendy Johnson, JRA Outstanding Dissertation Donna E. Alvermann, No. 4, pp. 460-460. Award for 2007: The effects of multisensory vowel in- The relation between DIBELS, reading comprehension, struction during word studyfo r third-grade students, and vocabulary in urban first-grade students, Brant No. 4, pp. 408-471 W. Riedel, No. 4, pp. 546-507. Doubek, Michael Brandon & Eric J. Cooper, Closing the A responset o Samuels, Brant W. Riedel, No. 4, pp. 567. gap through professional development: Implications for The role of instructional design in assistive technology re- reading research |New Directions in Research], No. 3, search and development |New Directions in Research], pp. 411-415 Randall Boone & Kyle Higgins, No. 1, pp. 135-139 Dressman, Mark, Theoretically framed: Argumeannd tde - Sedimented identities in texts: Instances of practice, sire in the production of general knowledge about lit Jennifer Rowsell & Kate Pahl, No. 3, pp. 388-404 eracy, No. 3, pp. 332-3603 South African schools that promote literacy learning with Duke, Nell K. (see Purcell-Gates, Victoria) students from low-income communities, Misty Sailors, Eakle, A. Jonathan, Literacy spaces of a Christian faith- James V. Hofiman, & Bertus Matthee, No. 3, pp based school, No. 4, pp. 472-510. 364-387 Edyburn, Dave L., Technology enhanced reading perfor- Supported eText: Assistive technology through text trans- mance: Defining a research agenda |New Directions formations (New Directions in Research], Lynne in Research], No. 1, pp. 146-152. Anderson-Inman & Mark A. Horney, No. 1, pp. Flowers, Lamont A., Recommendaftori roesneasrc h to improve reading achievement for African American 153-16 Technology enhanced reading performance: Defining a students [New Directions in Research], No. 3, pp research agenda |New Directions in Research], Dave +24-428 L. Edyburn, No. 1, pp. 146-152. Gaskins, Irene W. & Linda D. Labbo, Diverse perspectives Theoretically framed: Argument and desire in the produc on helping young children build important foundational language and print skills (Essay Book Review], tion of general knowledge about literacy, Mark No. 3, pp. 438-451 Dressman, No. 3, pp. 332-303. Glasswell, Kathryn & George Kamberelis, Drawing and Turning reading research into policy (New Directions in redrawing the map of writing studies |Essay Book Research], Bob Wise, No. 3, pp. 407-411 Vocabulary assessment: What we know and what we Review], No. 2, pp. 304-323 Godley, Amanda J., Brian D. Carpenter, & Cynthia A. need to learn {Theory and Research Into Practice}, P David Pearson, Elfrieda H. Hiebert, & Michael I Werner, “/// speak in proper slang”: Language ideologies in a daily editing activity, No. 1, pp. 100-131 Kamil, No. 2, pp. 282-290. ‘Where am I?” A call for “connectedness” in literacy [New Grant, Rachel A., Shelley D. Wong, & Jorge P. Osterling, Directions in Research], Phil Hunsberger, No. 3, pp Developing literacy in second-language learners Critique from a heteroglossic, sociocultural, and mutlti- t20—424 dimensional framework [Essay Book Review], No. 4, pp. 598-609 Author Hiebert, Elfrieda H. (see Pearson, P. David) Higgins, Kyle (see Boone, Randall) Alvermann, Donna E. (see Reinking, David) Hoffman, James V. (see Sailors, Misty) Anderson-Inman, Lynne & Mark A. Horney, Supported Horney, Mark A. (see Anderson-Inman, Lynne) eText: Assistive technology through text transforma- Hunsberger, Phil. “Where am I?” A call for “connected- tions [New Directions in Research], No. 1, pp. ness” in literacy [New Directions in Research], No. 3, 153-160 pp. 420-424 Barone, Diane & Ernest Morrell, Muiltiple perspectives on Inyega, Hellen N. (see Commeyras, Michelle) preparing teachers to teach reading |Essay Book Ivey, Gay & Karen Broaddus, A formative experiment in- Review], No. 1, pp. 167-180. vestigating literacy engagement among adolescent Boone, Randall & Kyle Higgins, The role of instructional Latina/o students just beginning to read, write, and design in assistive technology research and develop- speak English, No. 4, pp. 512-545. ment (New Directions in Research], No. 1, pp Kamberelis, George (see Glasswell, Kathryn) 135-139 Kamil, Michael L. (see Pearson, P. David) Borck, Jennifer E. (see Sternberg, Betty J.) Kaplan, Karen A. (see Sternberg, Betty J.) Broaddus, Karen (see Ivey, Gay) Labbo, Linda D. (see Gaskins, Irene W.) Carpenter, Brian D. (see Godley, Amanda J.) Lalik, Rosary & Kimberly L. Oliver, Differences and ten- Coiro, Julie & Elizabeth Dobler, Exploring the online sions in implementing a pedagogy ofc ritical literacy reading comprebension strategies used by sixth-grade with adolescent girls, No. 1, pp. 46-70. skilled readers to search for and locate information on Martineau, Joseph A. (see Purcell-Gates, Victoria) the Internet, No. 2, pp. 214—257. Matthee, Bertus (see Sailors, Misty) Commeyras, Michelle & Hellen N. Inyega, An integrative McKenna, Michael C. & Sharon Walpole, Assistive tech- review of teaching reading in Kenyan primary schools, nology in the reading clinic: Its emerging potential No. 2, pp. 258-281. {New Directions in Research], No. 1, pp. 140-145. Reading Research Quarterly OCTOBER/NOVEMBER/DECEMBER 2007 42/4 Mellard, Daryl, Margaret Becker Patterson, & Sara Riedel, Brant W., A response to Samuels, No. 4, pp. 567. Prewett, Reading practices among adult education Rowsell, Jennifer & Kate Pahl, Sedimented identities in participants, No. 2, pp. 188-213 texts: Instances of practice, No. 3, pp. 388-404. Morrell, Ernest (see Barone, Diane) Rubinstein-Avila, Eliane, From the Dominican Republic to Oliver, Kimberly L. (see Lalik, Rosary) Drew High: What counts as literacy for Yanira Lara? Osterling, Jorge P. (see Grant, Rachel A.) No. 4, pp. 568-589. Pahl, Kate (see Rowsell, Jennifer) Sailors, Misty, James V. Hoffman, & Bertus Matthee, Patterson, Margaret Becker (see Mellard, Daryl) South African schools that promote literacy learning Pearson, P. David, Elfrieda H. Hiebert, & Michael L. with students from low-income communities, No. 3, Kamil, Vocabulary assessment: What we know and pp. 304-387. what we need to learn [Theory and Research Into Samuels, S. Jay, The DIBELS tests: Is speed of barking at Practice], No. 2, pp. 282-290. print what we mean by reading fluency?, No. 4, pp. Prewett, Sara (see Mellard, Daryl) 563-500. Purcell-Gates, Victoria, Nell K. Duke, & Joseph A. Sternberg, Betty J., Karen A. Kaplan, & Jennifer E. Borck, Martineau, Learning to read and write genre-specific Enhancing adolescent literacy achievement through text: Roles of authentic experience and explicit teach- integration of technology in the classroom (New ing, No. 1, pp. 8-45. Directions in Research], No. 3, pp. 416-420. Reinking, David & Donna E. Alvermann, Reflections on Walpole, Sharon, (see McKenna, Michael C.) our editorship \editorial], No. 4, pp. 460-466 Werner, Cynthia A. (see Godley, Amanda J.) Riedel, Brant W., The relation between DIBELS, reading Wise, Bob, Turning reading research into policy [New comprehension, and vocabulary in urban first-grade Directions in Research], No. 3, pp. 407-411. students, No. 4, pp. 540-507 Wong, Shelley D. (see Grant, Rachel A.) Fei ee age is ere