- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
CCLD Research Publications
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., & 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.
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.
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. (2012). Three requirements for justifying an educational neuroscience (annual review). British Journal of Educational Psychology, 82, 1-23.
Hruby, G. G., & Goswami, U. (2013). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau and R. Ruddel (Eds.), Theoretical Models and Processes of Reading (6th ed.)(pp. 558-588). Newark, DE: International Reading Association.
Hruby, G. G., & Roegiers, A. (2012). Cognitive constructivism. In C. A. Chappell (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
Hruby, G. G. (2012). The Race to the Top program: Should America be the global leader in math, science, engineering, and technology education? [The counterpoint position]. In A. J. Eakle (Ed.), Curriculum and Instruction: Debating Issues in American Education: A SAGE Reference Set (pp. 90-99). Thousand Oaks, CA: Sage Publications.
Hruby, G. G. (2012; invited). Justifying an Educational Neuroscience. Podcast interview for the British Journal of Educational Psychology. Oxford: Blackwell-Wiley.