Collaborative Center for Literacy Development
Literacy Resources Clearinghouse

The clearinghouse includes books, journals, aritcles, research reports, organizations and more for enhancing the instructional practices of Kentucky's educators. Use the search field below to find resources according to Author, titles, year published, type or keywords. You can also browse resouces through the filter option which provides a broader search interface. All resouces can be exported in a variety of formats including Rich Text Format (RTF), XML, BibTex and Google Scholar.

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Mraz, M., & Rasinski T. V. (2007).  Summer Reading Loss. Reading Teacher. 60(8),  Abstract
Moustafa, M., & Maldonado-Colon E. (1999).  Whole-to-parts phonics instruction: Building on what children know to help them know more.. The Reading Teacher. 52(5),  Abstract
Morrow, L. M., & Rand M. K. (1991).  Promoting literacy during play by designing early childhood classroom environments.. Reading Teacher. 44, 396 - 402.
Mohr, K. A. (2004).  English as an accelerated language: A call to action for reading teachers. The Reading Teacher. 58(1), 
Missall, K. (2006).  Evaluation of Kentucky's Early Childhood Teacher Academies.
Michigan Department of Education (2002).  What research says about parent involvement in children’s education in relation to academic achievement. . Michigan Department of Education Decision Making Yardstick.
Mesmer, H. A. E., & Griffith P. L. (2005).  Everybody’s selling it – But just what is explicit, systematic phonics instruction? . The Reading Teacher. 59(4),  Abstract
McIntyre, E., Petrosko J. P., Powers S., Jones D., Bright K., Powell R., et al. (2005).  Supplemental instruction in early reading: Does it matter for struggling readers?. Journal of Educational Research. 99(2),  Abstract
McIntyre, E., Rightmyer E., & Petrosko J. (2008).  Scripted and unscripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading & Writing Quarterly. 24(4),  Abstract
McIntyre, E., Powell R., Coots K., Jones D., Powers S., Deeters F., et al. (2007).  Reading instruction in the NCLB era: Teachers' implementation fidelity of early reading models.. Journal of Educational Research and policy Studies. 5(2),  Abstract
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),  Abstract
McGill-Franzen, A., Lanford C., & Adams E. (2002).  Learning to be literate: A comparison of five urban early childhood programs.. Journal of Educational Psychology. 94(3), 443 - 464.
McDonald, N. L., & Fisher D. (2006).  Teaching Literacy through the Arts.
Mayer, E., Ferede M. K., & Hou E. D. (2006).  The Family Involvement Storybook: A new way to build connections with families. Young Children.
Mangan, A. (2008).  Storybooks on Paper Better for Children than Reading Fiction on Computer Screen. Science Daily. Abstract
Madden, A., & Almasi J. (2006).  Transfer of Knowledge from Reading Professional Development to Classroom Practice. National Reading Conference. Abstract
MacDonald, C., & Figueredo L. (2010).  Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools.. Reading Teacher. 63, 404 - 419. Abstract
Macaruso, P., & Rodman A. (2011).  Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children. Reading Psychology. 32(2), 172 - 196.