CCLD Research Publications

Adolescent Literacy

Cantrell, S. C., Almasi, J. F., Carter, J. C., Rintamaa, M. (in press). Reading intervention in middle and high schools: Relationships among  implementation fidelity, teacher efficacy, and student achievement, Reading Psychology

Cantrell, S. C., Almasi, J. F., Carter, J. C., Rintamaa, M., & Madden, A. (2010). The impact of a strategy-based reading intervention on the comprehension and strategy use of struggling adolescent readers. Journal of Educational Psychology. 102, 257–280.

Cantrell, S. C. & Carter, J. C. (2009). Relationships among learner characteristics and adolescents’ perceptions about reading strategy use. Reading Psychology.

Cantrell, S. C., Burns, L. D., & Callaway, P. (2009). Middle and high school teachers' perceptions about literacy teaching and learning. Literacy Research and Instruction, 48, 76-94.

Cantrell, S. C., & Hughes, H. K. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching, Journal of Literacy Research, 95-127.

Cantrell, S. C. & Callaway, P. (2008). High and low implementers of content literacy instruction: Portraits of teacher efficacy. Teaching and Teacher Education, 24, 1739-1750.

Hruby, G. G., Read, S., & Landon-Hays, M. (2011). Balancing the tensions in effective English language arts instruction. In D. Lapp and D. Fisher (Eds.), Handbook of research in the teaching of the English language arts (pp. 211-217). New York: Taylor & Francis Group.

 

Culturally Responsive Instruction Observation Protocol

Powell, R., Cantrell, S.C., & Rightmyer, E. (in press). Teaching and reaching all students: An instructional model for closing the gap. Middle School Journal.

Powell, R. & Rightmyer, E. C. (2011). Literacy for all students: An instructional framework for closing the gap(pp. 152-189). New York: Routledge.

 

Early Literacy Interventions

McIntyre, E., Rightmyer, E., & Petrosko, J. (2008). Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading Writing Quarterly, 24 (4), 377-407.

McIntyre, E., Powell, R., Coots, K., Jones, D., Powers, S., & Deeters, F., & Petrosko, J. P. (2007). Reading instruction in the NCLB era: Teachers’ implementation fidelity of early reading models. Journal of Educational Research and policy Studies, 5(2), 66-102.

Jones, D. L., Powers, S. W., Norman, A. D., Bintz, W., Cox, A., Davis, M., Greenwalt, Y., Higgins, P., & Newsome, F. (2006). Still unequal: A critical exploration of early literacy instruction with primary teachers and implications for policy. In M. C. Brown, R. D. Bartee (Eds.), Still not equal: Expanding educational opportunity in society. New York: Peter Lang.

McIntyre, E., Rightmyer, E. C., Powell, R., Powers, S., & Petrosko, P. P. (2006). How much should young children read? A study of the relationship between development and instruction. Literacy Teaching and Learning: An International Journal of Early Literacy, 11(1), 55-76.

Rightmyer, E. C., McIntyre, S., & Petrosko, J. M. (2006). Instruction, development, and achievement of struggling primary grade readers. Reading Research and Instruction, 45, 209-242.

McIntyre, E., Petrosko, J. P., Powers, S., Jones, D., Bright, K., Powell, R., & Newsome, F. (2005). Supplemental instruction in early reading: Does it matter for struggling readers? Journal of Educational Research, 99(2), 99-107.

Jones, D. L., Powers, S. W., Cox, A., Bintz, W., Christian, B., Davis, M., Greenwalt, Y., & Higgins, P. (2003). An examination of early reading intervention instructional practices for diverse groups for the primary grades. International Journal of Learning. 10, 2339-2360.

 

Other Topics in Literacy

Hruby, G. G. (2011). Commentary: Minding the Brain. Journal of Adolescent and Adult Literacy, 54, (5), 316-321.

Hruby, G. G., & Goswami, U. (2011). Neuroscience on reading: A review for reading education researchers. Reading Research Quarterly, 46 (2), 156-172.