The Elementary School Journal 2006 - 2007: Vol 107 Index & Table of Contents

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The Elementary School Journal
Published September, November, Index to Volume 107
January, March, and May
by the University of Chicago Press pn a
January, March, May, 2007
Editor
Thomas L. Good
Managing Editor
Gail Miller Hinkel
The University of Chicago Press
Published
September, November 2006
January, March, May, 2007
Copyright 2006, 2007, by the University of Chicago
INDEX TO VOLUME 107
Author Index Gersten, Russell—see Baker, Scott K.
Gleason, Katie A.; Kwok, Oi-man; and Hughes,
Jan N.—The Short-Term Effect of Grade Re-
Allington, Richard L.—Reading Lessons and
tention on Peer Relations and Academic Per-
Federal Policy Making: An Overview and In-
formance of At-Risk First Graders, 327-340
troduction to the Special Issue, 3-16
Good, Thomas L.—Editorial Statement, 1
Almasi, Janice F.; Garas-York, Keli; and Shana-
Grossman, Pamela L.—see Valencia, Sheila W.
han, Lynn—Qualitative Research on Text
Comprehension and the Report of the Na-
Haager, Diane—see Baker, Scott K.
tional Reading Panel, 37-66
Hammill, Donald D., and Swanson, H. Lee—The
Anderson, Richard C.—see Reznitskaya, Alina
National Reading Panel’s Meta-Analysis of
August, Diane; Francis, David J.; Hsu, Han-Ya
Phonics Instruction: Another Point of View, 17—
Annie; and Snow, Catherine E.—Assessing
26
Reading Comprehension in Bilinguals, 221-238
Harrison, Colin—Sustaining Myths, Necessary
Illusions, and National Literacy Policies: Some
Baker, Scott K.; Gersten, Russell; Haager, Diane;
U.S. and U.K. Comparisons, 121-131
and Dingle, Mary—Teaching Practice and the
Hsu, Han-Ya Annie—see August, Diane
Reading Growth of First-Grade English Learn-
Hughes, Jan N.—see Gleason, Katie A.
ers: Validation of an Observation Instrument,
199-220 Kainz, Kirsten, and Vernon-Feagans, Lynne
Beck, Isabel L., and McKeown, Margaret G.—In- The Ecology of Early Reading Development
creasing Young Low-Income Children’s Oral for Children in Poverty, 407-427
Vocabulary Repertoires through Rich and Fo- Kuo, Li-Jen—see Reznitskaya, Alina
cused Instruction, 251-272 Kwok, Oi-man—see Gleason, Katie A.
Burkham, David T.; Michaels, Deborah L.; and
Lee, Valerie, E—School Grade Span and Kin- Lane, Suzanne—see Parke, Carol S.
dergarten Learning, 287-304 Lee, Valerie E.—see Burkham, David T.
Linan-Thompson, Sylvia—see Vaughn, Sharon
Camilli, Gregory; Wolfe, Paula M.; and Smith, Lord, Heather—see Mahoney, Joseph L.
Mary Lee—Meta-Analysis and Reading Policy:
Perspectives on Teaching Children to Read, 27- Mahoney, Joseph L.; Parente, Maria E.; and
36 Lord, Heather—After-School Program En-
Carlisle, Joanne F.—see Schilling, Stephen G. gagement: Links to Child Competence and
Carlson, Coleen—see Saunders, William M. Program Quality and Content, 385-404
Carlson, Coleen—see Vaughn, Sharon Mann, Emily A.; McCartney, Kathleen; and Park,
Carlson, Coleen D.—see Cirino, Paul T. Jennifer M.—Preschool Predictors of the Need
Chhabra, Vinita—see McCardle, Peggy for Early Remedial and Special Education Ser-
Chiappe, Penny, and Siegel, Linda $.—A Lon- vices, 273-286
gitudinal Study of Reading Development of Martin, Susan D.—see Valencia, Sheila W.
Canadian Children from Diverse Linguistic Mathes, Patricia—see Vaughn, Sharon
Backgrounds, 135-152 McCardle, Peggy, and Chhabra, Vinita—Com-
Cirino, Paul—see Vaughn, Sharon mentary, 239-248
Cirino, Paul T.; Pollard-Durodola, Sharolyn D.; McCartney, Kathleen—see Mann, Emily A.
Foorman, Barbara R.; Carlson, Coleen D.; and McGill-Franzen, Anne; Zmach, Courtney; Solic,
Francis, David J.—Teacher Characteristics, Katie; and Zeig, Jacqueline Love—The Con-
Classroom Instruction, and Student Literacy fluence of Two Policy Mandates: Core Read-
and Language Outcomes in Bilingual Kinder- ing Programs and Third-Grade Retention in
gartners, 341-364 Florida, 67—92
McKeown, Margaret G.—see Beck, Isabel L.
Dingle, Mary—see Baker, Scott K. Michaels, Deborah L.—see Burkam, David T.
Foorman, Barbara R.—see Cirino, Paul T. Parente, Maria E.—see Mahoney, Joseph L.
Foorman, Barbara R.—see Saunders, William M. Park, Jennifer M.—see Mann, Emily A.
Francis, David—see Vaughn, Sharon Parke, Carol S., and Lane, Suzanne—Students’
Francis, David J.—see August, Diane Perceptions of a Maryland State Performance
Francis, David J.—see Cirino, Paul T. Assessment, 305-324
Place, Nancy A.—see Valencia, Sheila W.
Garas-York, Keli—see Almasi, Janice F. Pollard-Durodola, Sharolyn—see Vaughn, Sharon
Gersten, Russell—Introduction: Scientific Re- Pollard-Durodola, Sharolyn D.—see Cirino,
search on English Learners, 131-134 Paul T.
502 THE ELEMENTARY SCHOOL JOURNAL
Reznitskaya, Alina; Anderson, Richard C.; and Assessing Reading Comprehension in Bilin-
Kuo, Li-Jen—Teaching and Learning Argu- guals—Diane August, David J. Francis, Han-Ya
mentation, 449-472 Annie Hsu, and Catherine E. Snow, 221-238
Commentary—Peggy McCardle and Vinita
Saunders, William M.; Foorman, Barbara R.; and Chhabra, 230-248
Carlson, Coleen D.—Is a Separate Block of The Confluence of Two Policy Mandates: Core
Time for Oral English Language Development Reading Programs and Third-Grade Retention
in Programs for English Learners Needed? in Florida—Anne McGill-Franzen, Courtney
181-198 Zmach, Katie Solic, and Jacqueline Love Zeig,
Schilling, Stephen G.; Carlisle, Joanne F.; Scott, 67-92
Sarah E.; and Zeng, Ji—Are Fluency Measures Curriculum Materials for Elementary Reading:
Accurate Predictors of Reading Achievement? Shackles and Scaffolds for Four Beginning
429-448 Teachers—Shelia W. Valencia, Nancy A. Place,
Scott, Sarah E.—see Schilling, Stephen G. Susan D. Martin, and Pamela L. Grossman, 93-
Shanahan, Lynn—see Almasi, Janice F. 120
Shih, Shu-Shen—The Role of Motivational Char- The Ecology of Early Reading Development for
acteristics in Taiwanese Sixth Graders’ Avoid- Children in Poverty—Kirsten Kainz and
ance of Help Seeking in the Classroom, 473- Lynne Vernon-Feagans, 407-427
495 Editorial Statement—Thomas L. Good, 1
Siegel, Linda $.—see Chiappe, Penny Effectiveness of an English Intervention for First-
Silverman, Rebecca Deffes—Vocabulary Devel- Grade English Language Learners at Risk for
opment of English-Language and English- Reading Problems—Sharon Vaughn, Patricia
Only Learners in Kindergarten, 365-383 Mathes, Sylvia Linan-Thompson, Paul Cirino,
Smith, Mary Lee—see Camilli, Gregory Coleen Carlson, Sharolyn Pollard-Durodola,
Snow, Catherine E.—see August, Diane and David Francis, 153-180
Solic, Katie—see McGill-Franzen, Anne Increasing Young Low-Income Children’s Oral
Swanson, H. Lee—see Hammill, Donald D. Vocabulary Repertoires through Rich and Fo-
cused Instruction—Isabel L. Beck and Mar-
Valencia, Sheila W.; Place, Nancy A.; Martin, garet G. McKeown, 251-272
Susan D.; and Grossman, Pamela L.—Curric- Introduction: Scientific Research on English
ulum Materials for Elementary Reading: Shack- Learners—Russell Gersten, 131-134
les and Scaffolds for Four Beginning Teachers, Is a Separate Block of Time for Oral English Lan-
93-120 guage Development in Programs for English
Vaughn, Sharon; Mathes, Patricia; Linan- Learners Needed?—William M. Saunders,
Thompson, Sylvia; Cirino, Paul; Carlson, Co- Barbara R. Foorman, and Coleen D. Carlson,
leen; Pollard-Durodola, Sharolyn; and Francis, 181-198
David —Effectiveness of an English Interven- A Longitudinal Study of Reading Development
tion for First-Grade English Language Learn- of Canadian Children from Diverse Linguistic
ers at Risk for Reading Problems, 153-180 Backgrounds—Penny Chiappe and Linda S.
Vernon-Feagans, Lynne—see Kainz, Kirsten Siegel, 135-152
Meta-Analysis and Reading Policy: Perspectives
Wolfe, Paula M.—see Camilli, Gregory on Teaching Children to Read—Gregory Cam-
illi, Paula M. Wolfe, and Mary Lee Smith, 27—
Zeig, Jacqueline Love—see McGill-Franzen, Anne 36
Zeng, Ji—see Schilling, Stephen G. The National Reading Panel’s Meta-Analysis of
Zmach, Courtney—see McGill-Franzen, Anne Phonics Instruction: Another Point of View—
Donald D. Hammill and H. Lee Swanson, 17-—
26
Preschool Predictors of the Need for Early Re-
Title Index medial and Special Education Services—Em-
ily A. Mann, Kathleen McCartney, and Jenni-
After-School Program Engagement: Links to fer M. Park, 273-286
Child Competence and Program Quality and Qualitative Research on Text Comprehension
Content—Joseph L. Mahoney, Maria E. Par- and the Report of the National Reading
ente, and Heather Lord, 385-404 Panel—Janice F. Almasi, Keli Garas-York, and
Are Fluency Measures Accurate Predictors of Lynn Shanahan, 37-66
Reading Achievement?—Stephen G. Schil- Reading Lessons and Federal Policy Making:
ling, Joanne F. Carlisle, Sarah E. Scott, and Ji An Overview and Introduction to the Special
Zeng, 429-448 Issue—Richard L. Allington, 3-16
MAY 2007
INDEX TO VOLUME 107 503
The Role of Motivational Characteristics in Tai- Teacher Characteristics, Classroom Instruction,
wanese Sixth Graders’ Avoidance of Help and Student Literacy and Language Outcomes
Seeking in the Classroom—Shu-Shen Shih, in Bilingual Kindergartners—Paul T. Cirino,
473-495 Sharolyn D. Pollard-Durodola, Barbara R.
School Grade Span and Kindergarten Learn- Foorman, Coleen D. Carlson, and David J.
ing—David T. Burkam, Deborah L. Michaels, Francis, 341-364
and Valerie E. Lee, 287-304 Teaching and Learning Argumentation—Alina
The Short-Term Effect of Grade Retention on Reznitskaya, Richard C. Anderson, and Li-Jen
Peer Relations and Academic Performance of Kuo, 449-472
At-Risk First Graders—Katie A. Gleason, Oi- Teaching Practice and the Reading Growth of
man Kwok, and Jan N. Hughes, 327-340 First-Grade English Learners: Validation of an
Students’ Perceptions of a Maryland State Per- Observation Instrument—Scott K. Baker, Rus-
formance Assessment—Carol S. Parke and sell Gersten, Diane Haager, and Mary Dingle,
Suzanne Lane, 305-324 199-220
Sustaining Myths, Necessary Illusions, and Na- Vocabulary Development of English-Language
tional Literacy Policy—Colin Harrison, 121- and English-Only Learners in Kindergarten—
131 Rebecca Deffes Silverman, 365-383