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ISSN: 1057-3569 Reading & Writing Quarterly Overcoming Learning Difficulties Volume 21 2005 =» Routledge 3 Taylor & Francis Group Reading & Writing Quarterly Overcoming Learning Difficulties A A D EDITOR Howard Margolis Patrick P. McCabe St. John’s University Department of Educational and Community Programs; Queens College, CUNY; Jerome J. Ammer University of San Diego Flushing, NY 11367-0904 USA regige ac Phone: 856-772-3853; Fax: 856-770-8490 Wendy C Kessen Kent Seuss University E-mail: [email protected] Craig A. Michaels Queens College, CUNY Gaoyin Qian Lehman College, CUNY FOUNDING EDITOR Marietta S. Chicorel EDITORIAL REVIEW BOARD Patricia Anders, Ernest Balajthy, Edna Barenbaum, Rita M. Bean, David J. Chard, Nicholas DiObilda, Antonia D’Onofrio, Curt Dudley-Marling, Nancy Farnan, Jill Fitzgerald, Daniel Hittleman, Judith W. Irwin, Asha Jitendra, Laura Justice, Edward Kam’enui, Patricia R. Kelly, Michael W. Kibby, Susan Davis Lenski, Michael McKenna, Rita A. Moore, Judith C. Neal, Evelyn A. O’Connor, Nancy Padak, Rene Parmar, Nedra Ann Peterson, Victoria Risko, William H. Rupley, Spencer Salend, S. Jay Samuels, Arthur Shapiro, Deborah C. Simmons, Richard Sinatra, Michael Skinner, Peter Smagorinsky, Lee Ann Truesdell, Shelley B. Wepner, Karen D. Wood \bstracted/indexed in: Annual Summary of Investigations Relating to Reading, IRA; Australian Education Index (AEI) National Yatabase for Research into International Education; CSA Linguistics & Language Behavior Abstracts; Exceptional Child Education Resources (ECER); ERIC/Current Index to Journals in Education (CIJE); Language and Language Behavior Abstracts (LLBA); MLA nternational Bibliography; PsycALERT; PsycINFO; Psychological Abstracts (PA); Rehabilitation Literature; Social Welfare, Social laning Policy & Social Development (SOPODA) Reading and Writing Quarterly (USPS permit number pending) is published quarterly by Taylor & Francis, Inc., 325 Chestnut Street, *hiladelphia, PA 19106 US Postmaster: Please send address changes to URWL c/o IMS, PO Box 1518, Champlain, NY 12919, USA. 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The appearance of advertising in this journal does not constitute an endorsement or approval y the publisher, the editor, or the editorial board of the quality or value of the product advertised or of the claims made for it by its nanufacturer. Reading & riting manly Overcoming Learning Difficulties Volume2 1 *« Issue 1 * 2005 CONTENTS THEME Text Accessibility and the Struggling Reader Introduction: Text Accessibility and the Struggling Reader Heidi Anne E. Mesmer Are There Alternatives in Reading Textbooks? An Examination of Three Beginning Reading Programs Elfrieda H. Hiebert, Leigh Ann Martin, and Shailaja Menon Examining the Text Demands of High-Interest, Low-Level Books Stephanie A. Spadorcia Text Decodability and the First-grade Reader Heidi Anne E. Mesmer ARTICLE Attitudes and Motivation of Poor and Good Spellers: Broadening Planned Behavior Theory Georgios D. Sideridis FOCUS ON INCLUSION Improving the Early Literacy Skills of Children with Behavioral Disorders and Phonological Processing Deficits at School Entry J. Ron Nelson and Gregory J. Benner Volume 21 + Issue 2 + 2005 CONTENTS Timing of Literacy Instruction Can Spell Success Introduction: Timing of Literacy Instruction Can Spell Success J. Richard Gentry Instructional Techniques for Emerging Writers and Special Needs Students at Kindergarten and Grade 1 Levels J. Richard Gentry Observing the Self-selection of an Emerging Literacy Learner Mary Jo Fresch Making and Writing Words: Constructivist Word Learning in a Second-grade Classroom Timothy Rasinski and Ruth Oswald Meeting the Needs of Low Spellers in a Second-grade Classroom Judy Brown and Darrell Morris FOCUS ON INCLUSION Developing Reading Fluency through a Systematic Practice Procedure Richard M. Kubina Jr. ISSUES IN TECHNOLOGY Using Assistive Technology with Students with Exceptional Learning Needs: When Does an Aid Become a Crutch? Whitney H. Rapp BOOK REVIEW A Mind at a Time, by Mel Levine Daniel T. Willingham Volume 21 « Issue 3 * 2005 CONTENTS THEME Vocabulary Knowledge: Its Contribution to Reading Growth and Development Introduction: Vocabulary Knowledge: Its Contribution to Reading Growth and Development William H. Rupley ARTICLES Vocabulary: A Critical Component of Comprehension R. Malatesha Joshi A Dual Coding View of Vocabulary Learning Mark Sadoski Vocabulary Instruction for the Struggling Reader William H. Rupley and William D. Nichols Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers Janis M. Harmon, Wanda B. Hedrick, and Karen D. Wood Vocabulary Instruction in a Remedial Setting Peter J. Fisher and Camille L. Z. Blachowicz ISSUES IN TECHNOLOGY Literacy Education in Correctional Facilities: The “Hope” for Technology Michael E. Rozalski and Suzanne Engel FOCUS ON INCLUSION Dialogic Shared Storybook Reading: An Instructional Technique for Use with Young Students in Inclusive Settings Shannon Gormley and Kathy L. Ruhl Volume 21 * Issue 4 * 2005 CONTENTS ARTICLES Improving Writing: Comparing the Responses of Eighth-Graders, Preservice Teachers and Experienced Teachers Dana L. Grisham and Thomas D. Wolsey Performance Approach-Avoidance Motivation and Planned Behavior Theory: Model Stability with Greek Students with and without Learning Disabilities Georgios D. Sideridis The Impact of a Structured Integrated Learning System on First-Grade Students’ Reading Gains Jerrell C. Cassady and Lawrence L. Smith Reviewing Core Kindergarten and First-Grade Reading Programs In Light of No Child Left Behind: An Exploratory Study Stephanie Al Otaiba, Marcia L. Kosanovich-Grek, Joseph K. Torgesen, Laura Hassler, and Michelle Wahl FOCUS ON INCLUSION Scheduling for Reading and Writing Small-group Instruction using Learning Center Designs Margaret E. King-Sears Following page 406: Title Page to Volume 21 Contents of Volume 21 Author Index to Volume 21