Literacy Matters - Vol 21 - Winter 2021

Beck, I. L., McKeown, M. G., & Kucan, L. (2012). Bringing words to life: Robust vocabulary instruction . Guilford Press.

Lindamood-Bell Learning Processes. (2015, November 13). Dream big for learning: Connecting imagery to language [video]. YouTube. https://youtu.be/sHtL12yJFow

Bell, N. (1991). Gestalt imagery: A critical factor in language comprehension. Annals of Dyslexia 41 , 246-260. http://doi.org/10.1007/BF02648089

Long, S., Winograd, P., & Bridge, C. (1989). The effects of reader and text characteristics on imagery reported during and after reading. Reading Research Quarterly, 24, (3), 353-372. https://doi.org/10.2307/747774 Mangen, A. & van der Weel, A. (2016). The evolution of reading in the age of digitization: An integrative framework for reading research. Literacy 50, 116-124. https://doi.org/10.1111/lit.12086 Meyers, J., Lytle, S., Palladino, D., Devenpeck, G. & Green, M. (1990). Think-aloud protocol analysis: An investigation of reading comprehension strategies in fourth- and fifth-grade students. Journal of Psychoeducational Assessment , 8, 112–127. Murdaugh, D. L., Maximo, O., & Kana, R. K. (2015). Changes in intrinsic connectivity of the brain’s reading network following intervention in children with autism. Human Brain Mapping 36 (8), 2965-2979. https://doi.org/10.1002/ hbm.22821 Murdaugh, D. L., Deshpande, H.D., & Kana, R. K. (2016). The impact of reading intervention on brain responses underlying language in children with autism. Autism Research, 9 (1), 141-154. http://doi.org/10.1002/aur.1503 National Center for Education Statistics (2019). National Assessment of Educational Progress/Nations Report Card . Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved June 2, 2020, from https://www. nationsreportcard.gov/ National Center for Education Statistics (2020). The condition of education. English language learners in public schools. Retrieved July 15, 2020 from https://nces. ed.gov/programs/coe/indicator_cgf.asp Ness, M. (2011) Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25 (1), 98-117. http://doi.org/10.1080/02568543.2010.531076

Bell, N. (2007). Visualizing and verbalizing for language comprehension and thinking . Gander Publishing.

Literacy Matters Reading Matters

Bell, N. & Bonetti, C. (2005). Talkies. Visualizing and verbalizing for language comprehension and expression. Gander Publishing.

Birsh, J. & Carreker, S. (2018). Multisensory teaching of basic language skills . Brookes.

Christodoulou, J., Cry, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. Hook, P., & Gabrieli, J. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of Learning Disabilities, 50 (2), 115-127. https://doi.org/10.1177/0022219415617163 Crosson, B., Ford, A., McGregor, K., Meinzer, M., Cheshkov, S., Li, X., Walker- Batson, D., & Briggs, R. (2010). Functional imaging and related techniques: An introduction for rehabilitation researchers. The Journal of Rehabilitation Research and Development, 47, (2) 7-33. Delgado, P., Vargas, C., Ackerman, R. & Slameron, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review 25 , 23-38.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension.

In A. E. Farstup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). International Reading Association.

Fayez, O., & Hor, G. (2009). Verbalization and visualization process: Its applicability in EFL. International Journal of Humanities, 7 (8), 33-42.

Foorman, B. Herrara, S. Y., Petscher, Mitchell, A. & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through grade 2. Reading and Writing 28 , 655-681. https://doi. org/10.1007/s11145-015-9544-5

Ness, M. & Kenny, M.B (2016). Improving the quality of think alouds. The Reading Teacher 69 (4), 453-560. http://doi.org/10.1002/trtr.1397

Pace, A., Luo, R., Hish-Pasek, K., & Michnick- Golinkoff, R. (2017). Identifying pathways between socio-economic status and language development. Annual Review of Linguistics 3 , 285-308. http://doi.org/10.1146/annurev- linguistics-011516-034226

Jennings, T. M. & Haynes, C. W. (2018). From talking to writing: Strategies for narrative and expository writing. Landmark School Outreach.

Joffe, V. L., Cain, K., & Maric, N. (2007). Comprehension problems in children with specific language impairment: Does mental imagery training help? International Journal of Language and Communication Disorders, 42 (6), 648-664. https://doi. org/10.1080/13682820601084402 Krafnick, A. J., Flowers, D. L., Napoliello, E. M., & Eden, G. F. (2011). Gray matter volume changes following reading intervention in dyslexic children . Neuroimage, 57 , 733-741. https://doi.org/10.1016/j.neuroimage.2010.10.062 Kocaarslan, M. (2016). An exploratory study of relationships between reading comprehension competence, reading attitude and vividness of mental imagery among fourth grade students. International Electronic Journal of Elementary Education, 8, (4), 675-686.

Pratt, S. M. & Urbanowski, M. (2016). Teaching early readers to self-monitor and self correct. The Reading Teacher, 69 (5), 559-567.

Pooja, P. & Laud, L. (2009). Helping students to add detail and flair to their stories. Preventing School Failure: Alternative Education for Children and Youth 54 (1), 2-11.

Rader, L. (2009). Teaching students to visualize: Nine key questions for success, preventing school failure. Alternative Education for Children and Youth, 54 (2), 126-132. https://doi.or/10.1080/10459880903217937 Radesky, J., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad and the unknown. Pediatrics 135(1), 1-3. https://doi.org/10.1542/peds.2014-2251

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