Literacy Matters Winter 2022

National Center for Education Statistics (2019). Spotlight A: Characteristics of public school teachers by race/ethnicity . Retrieved June 28, 2021, from https://nces. ed.gov/programs/raceindicators/spotlight_a.asp

Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit instruction in core reading programs. The Elementary School Journal , 114 (3), 406-430.

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25 (2-3), 125-138.

Naylor, P. R. (1991). Saving Shiloh. Atheneum Books.

Ness, M. (2014). Helping elementary teachers to think aloud. Reading Horizons, 53 (2), 1-20.

Schraw, G. & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19 , 460-475.

Ness, M. & Kenny, M. B. (2016). Improving the quality of think-alouds. The Reading Teacher, 69 (4), 453-460.

Seipel, B. Carlson, S. E. & Clinton, V. E. (2017). When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and poor comprehenders. Reading Psychology , 38 (1), 39-70. Smith, A. K., Black, S., & Hooper, L. M. (2017). Metacognitive knowledge, skills, and awareness: A possible solution to enhancing academic achievement for Black adolescents. Urban Education, 55 (4), 1-15. Thomas, K. L. (2019). ​Culturally responsive early literacy with our African American males. Journal of the World Federation of Associations for Teacher Education, 3 (2b), 103-112.

Palacio, R. J. (2012). Wonder. Doubleday.

Pergams, O. R., Jake-Matthews, C. E., & Mohanty, L. M. (2018). A combined read aloud think-aloud strategy improves student learning experiences in college-level biology courses. Journal of College Science Teaching, 47 (5), 10-15. Piestrup, A. M. (1973). Black dialect interference and accommodation of reading instruction in first grade (Monograph of the Language Behavior Research Laboratory). Berkeley, CA: University of California. Pilonieta, P. (2017). First- and second-grade urban students’ path to comprehension strategy use: A practitioner’s framework. Reading Psychology, 38 (4), 369-389. Pratt, S. M. & Martin, A. M. (2017). Exploring effective professional development strategies for in-service teachers on guiding beginning readers to become more metacognitive in their oral reading. Reading Horizons, 56 (3), 31-51.

Literacy Matters Feature Article

Willis, A. I., & Harris, V. (2000). Political acts: Literacy learning and teaching. Reading Research Quarterly, 35 (1) , 72-88.

Woods, S. (2020). Making teacher thinking transparent: An examination of teacher think-aloud instruction (Publication No. 28288644) [Doctoral dissertation, Auburn University]. ProQuest Dissertations and Theses Global.

 SarahW. Sharpe is an Assistant Professor of Elementary Education in Teacher Education, Leadership, and Counseling at Columbus State University. She prepares pre service teachers to implement best teaching practices at the Pre-K through 5th-grade level. Her research interests include metacognitive, think-aloud reading instruction, reading instruction for underserved students, and culturally responsive teaching.

| 36 | Literacy Matters | Volume 22 • Winter 2022

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