Volume I: 1908-1982
1. Huey, E. B. âThe mysteries and problems of readingâ in E. B. Huey, The Psychology and Pedagogy of Reading (The Macmillan Company, 1908)
2. Gray, W. S. âThe importance of intelligent silent readingâ The Elementary School Journal, 24, 5, 1924, 348-356.
3. Robinson, F. P. âCan college freshmen in the lowest tenth in reading be aided scholastically?â School and Society, 34, 886, 1931, 843-846.
4. Tinker, M. A. âRecent trends in reading instructionâ The Journal of Educational Research, 36, 6, 1943, 468-480.
5. Dale, E., & Chall, J. S. âThe concept of readabilityâ Elementary English, 26, 1, 1949, 19-26.
6. Spache, G. âA new readability formula for primary-grade reading materialsâ The Elementary School Journal, 53, 7, 1953, 410-413.
7. Dolch, E. W. âDo reading tests test reading?â Elementary English, 31, 4, 1954, 200-204.
8. Betts, E. A. âResearch on reading as a thinking processâ The Journal of Educational Research, 50, 1, 1956, 1-15.
9. Staiger, R. C. âHow are basal readers used?â Elementary English, 35, 1, 1958, 46-49.
10. McCullough, C. M. âContext aids in readingâ The Reading Teacher, 11, 4, 1958, 225-229.
11. Pauk, W. âStudy skills and scholastic achievementâ The Reading Teacher, 19, 3, 1965, 180-182, 186.
12. Goodman, K. S. âReading: A psycholinguistic guessing gameâ Journal of the Reading Specialist, 6, 4, 1967, 126-135.
13. Clay, M. M. âA syntactic analysis of reading errorsâ Journal of Verbal Learning and Verbal Behavior, 7, 2, 1968, 434-438.
14. Bormouth, J. R. âThe Cloze readability procedureâ Elementary English, 45, 4, 1968, 429-436.
15. Manzo, A. V. âThe ReQuest procedureâ Journal of Reading, 13, 2, 1969, 123-126,163.
16. Singer, H. (1970) âResearch that should have made a differenceâ Elementary English, 47, 1, 27-34.
17. Weber, R.-M. âA linguistic analysis of first-grade reading errorsâ Reading Research Quarterly, 5, 3, 1970, 427-451.
18. Smith, F., & Goodman, K. S. âOn the psycholinguistic method of teaching readingâ The Elementary School Journal, 71, 4, 1971, 177-181.
19. Chomsky, C. âWrite first, read laterâ Childhood Education, 47, 6, 1971, 296-299.
20. Bransford, J. D., & Johnson, M. K. âContextual prerequisites for understanding: Some investigation of comprehension and recallâ Journal of Verbal Learning and Verbal Behavior, 11, 6, 1972, 717-726.
21. Eanet, M. G., & Manzo, A. V. âREAP- A strategy for improving reading/writing/study skillsâ Journal of Reading, 19, 8, 1976, 647-652.
22. Pressley, M. âMental imagery helps eight-year olds remember what they readâ Journal of Educational Psychology, 68, 3, 1976, 355-359.
23. Anderson, R. C., Reynolds, R. E., Shallert, D. L., & Goetz, E. T. âFrameworks for comprehending discourseâ American Educational Research Journal, 14, 4, 1977, 367-381.
24. Olson, D. âFrom utterance to text: The bias of language in speech and writingâ Harvard Educational Review, 47, 3, 1977, 257-281.
25. Allington, R. L. âIf they don't read much, how they ever gonna get good?â Journal of Reading, 21, 1, 1977, 57-61.
26. Fry, E. âFry's readability graph: Clarifications, validity, and extension to level 17â Journal of Reading, 21, 3, 1977, 242-252.
27. Raygor, A. L. âThe Raygor readability estimate: A quick and easy way to determine difficultyâ in P. D. Pearson (Ed.), Reading Research, Theory, and Practice. Twenty-sixth Yearbook of the National Reading Conference (National Reading Conference, 1977)
28. Harste, J.C., & Burke, C.L. âA new hypothesis for reading teacher education: Both the teaching and learning of reading are theoretically basedâ in P.D. Pearson (Ed.), Reading Research, Theory, and Practice. Twenty-sixth Yearbook of the National Reading Conference (National Reading Conference, 1977)
29. Anderson, R. C., Spiro, R. J., & Anderson, M. C. âSchemata as scaffolding for the representation of information in connected discourseâ American Educational Research Journal, 15, 3, 1978, 433-440.
30. Goodman, Y. M. (1978) âKid Watching: An alternative to testingâ National Elementary Principal, 57, 4, 1978, 41-45.
31. Samuels, S. J. âThe method of repeated readingsâ The Reading Teacher, 32, 4, 1979, 403-408.
32. Pearson, P. D., Hansen, J., & Gordon, C. âThe effect of background knowledge on young children's comprehension of explicit and implicit informationâ Journal of Literacy Research, 11, 3, 1979, 201-209.
33. Johns, J. L. âFirst graders' concepts about printâ Reading Research Quarterly, 1980, 529-549.
34. Tierney, R. J., & LaZansky, J. âThe rights and responsibilities of readers and writers: A contractual agreementâ Language Arts, 57, 6, 1980, 606-613.
35. Goodman, K., & Goodman, Y. M. âTo err is humanâ New York University Education Quarterly, 12, 4, 1981, 14-19.
36. Heath, S. B. âWhat no bedtime story means: Narrative skills at home and schoolâ Language in Society, 11, 1, 1982, 49-76.
Volume II: 1983 â" 1991
37. Applebee, A. N., & Langer, J. A. âInstructional scaffolding: Reading and writing as natural activitiesâ Language Arts, 60, 2, 1983, 168-175.
38. Graves, D., & Hansen, J. âThe authorâs chairâ Language Arts, 60, 2, 1983, 176-183.
39. Cranney, A. G. âTwo decades of adult reading programs: Growth, problems, and prospectsâ Journal of Reading, 26, 5, 1983, 416-422.
40. Perfetti, C. A. âReading acquisition and beyond: Decoding includes cognitionâ American Journal of Education, 93, 1, 1984, 40-60.
41. Deford, D. E. âValidating the construct of theoretical orientation in reading instructionâ Reading Research Quarterly, 20, 3, 1985, 351-367.
42. Morrow, L. M. âReading and retelling stories: Strategies for emergent readersâ The Reading Teacher, 38, 9, 1985, 870-875.
43. Alvermann, D. E., Smith, L. C., & Readence, J. E. âPrior knowledge activation and the comprehension of compatible and incompatible textâ Reading Research Quarterly, 20, 5, 1985, 420-436.
44. Allen, J. âInferential comprehension: The effects of text source, decoding ability, and modeâ Reading Research Quarterly, 20, 5, 1985, 603-615.
45. Johnston, P. H., & Winograd, P. N. âPassive failure in readingâ Journal of Reading Behavior, 17, 4, 1985, 279-300.
46. Ogle, D. M. âKWL: A teaching model that develops active reading of expository textâ The Reading Teacher, 39, 6, 1986, 564-570.
47. Raphael, T. E. âTeaching Question Answer Relationships, revisitedâ The Reading Teacher, 39, 6, 1986, 516-522.
48. Palincsar, A. S., & Brown, A. L. âInteractive teaching to promote independent learning from textâ The Reading Teacher, 39, 8, 1986, 771-777.
49. Durkin, D. âInfluences on basal reader programsâ The Elementary School Journal, 87, 3, 1987, 331-341.
50. Valencia, S., & Pearson, P. D. âReading assessment: Time for a changeâ The Reading Teacher, 40, 8, 1987, 726â"732.
51. Juel, C. âLearning to read and write: A longitudinal study of 54 children from first through fourth gradesâ Journal of Educational Psychology, 80, 4, 1988, 437-447.
52. Chall, J. S. âLearning to read: The great debate 20 years later: A response to "debunking the great phonics myth"â Phi Delta Kappan, 70, 7, 1989, 521-538.
53. Flood, J., & Lapp, D. âReporting reading progress: A comparison portfolio for parentsâ The Reading Teacher, 42, 7, 1989, 508â"514.
54. Karnowski, L. âUsing LEA with process writingâ The Reading Teacher, 42, 7, 1989, 462-465.
55. Rasinski, T. V. âFluency for everyone: Incorporating fluency instruction in the classroomâ The Reading Teacher, 42, 9, 1989, 690-693.
56. Valencia, S. âA portfolio approach to classroom reading assessment: The whys, whats, and howsâ The Reading Teacher, 43, 4, 1990, 338-340.
57. Pikulski, J. J. âThe role of tests in a literacy assessment programâ The Reading Teacher, 43, 9, 1990, 686--688.
58. Freebody, P., & Luke, A. ââLiteraciesâ programs: Debates and demands in cultural contextâ Prospect: Australian Journal of TESOL, 5, 3, 1990, 7-16.
59. Taylor, B. M., Frye, B. J., & Maruyama, G. M. âTime spent reading and reading growthâ American Educational Research Journal, 27, 2, 1990, 351-362.
60. Adams, M. J. âWhy not phonics and whole language?â in W. Ellis (Ed.), All Language and the Creation of Literacy (Orton Dyslexia Society, 1991)
61. Sulzby, E. âAssessment of emergent literacy: Storybook readingâ The Reading Teacher, 44, 7, 1991, 498-500.
62. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. âMoving from the old to the new: Research on reading comprehension instructionâ Review of Educational Research, 61, 2, 1991, 239-264.
Volume III: 1992 â" 2004
63. Anderson, R. C., & Nagy, W. E. âThe vocabulary conundrumâ American Educator, 16, 4, 1992, 14-18, 44-47.
64. Farr, R. âPutting it all together: Solving the reading assessment puzzleâ The Reading Teacher, 46, 1, 1992, 26â"37.
65. Cunningham, P. M., & Cunningham, J. W. âMaking words: Enhancing the invented spelling-decoding connectionâ The Reading Teacher, 46, 2, 1992, 106â"115.
66. Stahl, S. A. âSaying the "p" word: Nine guidelines for exemplary phonics instructionâ The Reading Teacher, 45, 8, 1992, 618-625.
67. Calfee, R. C., & Perfumo, P. âStudent portfolios: Opportunities for a revolution in assessmentâ Journal of Reading, 36, 7, 1993, 532-537.
68. Purcell-Gates, V. âI ain't never read my "own" words beforeâ Journal of Reading, 37, 3, 1993, 210-219.
69. Reutzel, D. R., & Hollingsworth, P. M. âEffects of fluency training on second gradersâ reading comprehensionâ The Journal of Educational Research, 86, 6, 1993, 325-331.
70. Strickland, D. S. âReinventing our literacy programs: Books, basics, balanceâ The Reading Teacher, 48, 4, 1994/1995, 294-302.
71. Turner, J., & Paris, S. G. âHow literacy tasks influence children's motivation for literacyâ The Reading Teacher, 48, 8, 1995, 662-673.
72. Cambourne, B. âToward an educationally relevant theory of literacy learning: Twenty years of inquiryâ The Reading Teacher, 49, 3, 1995, 182-190.
73. Goodman, Y. M. âRevaluing readers while readers revalue themselves: Retrospective miscue analysisâ The Reading Teacher, 49, 8, 1996, 600â"609.
74. Gambrell, L. B. âCreating classroom cultures that foster reading motivationâ The Reading Teacher, 50, 1, 1996, 14â"25.
75. Shannon, P. âPoverty, literacy, and politics: Living in the USAâ Journal of Literacy Research, 28, 3, 1996, 429-449.
76. Graves, M. F., & Dykstra, R. âContextualizing the first-grade studies: What is the best way to teach children to read?â Reading Research Quarterly, 32, 4, 1997, 342â"344.
77. Willis, A. I., & Harris, V. J. âExpanding the boundaries: A reaction to the first-grade studiesâ Reading Research Quarterly, 32, 4, 1997, 439â"445.
78. Tierney, R. J. âLiteracy assessment reform: Shifting beliefs, principled possibilities, and emerging practicesâ The Reading Teacher, 51, 5, 1998, 374â"390.
79. Au, K. H. âSocial constructivism and the school literacy learning of students of diverse backgroundsâ Journal of Literacy Research, 30, 2, 1998, 297-319.
80. Flippo, R. F. âPoints of agreement: A display of professional unity in our fieldâ The Reading Teacher, 52, 1, 1998, 30-40.
81. Cassidy, J., & Wenrich, J. K. âLiteracy research and practice: What's hot, what's not, and whyâ The Reading Teacher, 52, 4, 1998/1999, 402-406.
82. Duffy, G. G., & Hoffman, J. V. âIn pursuit of an illusion: The flawed search for a perfect methodâ The Reading Teacher, 53, 1, 1999, 10-16.
83. Flippo, R. F. âRedefining the reading wars: The war against reading researchersâ Educational Leadership, 57, 2, 1999, 38-41.
84. Duke, N. K. â3.6 minutes per day: The scarcity of informational texts in first gradeâ Reading Research Quarterly, 35, 2, 2000, 202-224.
85. Fitzgerald, J., & Shanahan, T. âReading and writing relations and their developmentâ Educational Psychologist, 35, 1, 2000, 39-50.
86. Neuman, S. B., & Celano, D. âAccess to print in lowâincome and middleâincome communities: An ecological study of four neighborhoodsâ Reading Research Quarterly, 36, 1, 2001, 8-26.
87. Robinson, R. D. âPrologueâ in N. B. Smith, American Reading Instruction (International Reading Association, 2002)
88. Stahl, N. A. âEpilogueâ in N. B. Smith, American Reading Instruction (International Reading Association, 2002)
89. Bean, R. M., Swan, A. L., & Knaub, R. âReading specialists in schools with exemplary reading programs: Functional, versatile, and preparedâ The Reading Teacher, 56, 5, 2003, 446â"455.
90. Calfee, R. C. âThe mind (and heart) of the reading teacherâ in J. Hoffman (Ed.), Fifty-fourth Yearbook of the National Reading Conference (National Reading Conference, 2004)
91. Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. âIncreasing reading comprehension and engagement through concept-oriented reading instructionâ Journal of Educational Psychology, 96, 3, 2004, 403-419.
Volume IV: 2005 â" 2016
92. Hall, L. A. âTeachers and content area reading: Attitudes, beliefs and changeâ Teaching and Teacher Education, 21, 4, 2005, 403-414.
93. Rosenblatt, L. M. âLiterature--SOS!â Voices from the Middle, 12, 3, 2005, 34-38.
94. Paris, S. G. âReinterpreting the development of reading skillsâ Reading Research Quarterly, 40, 2, 2005, 184-202.
95. Klingner, J. K., & Edwards, P. A. âCultural considerations with response to intervention modelsâ Reading Research Quarterly, 41, 1, 2006, 108-117.
96. Blachowicz, C. L., Fisher, P. J., Ogle, D., & WattsâTaffe, S. âVocabulary: Questions from the classroomâ Reading Research Quarterly, 41, 4, 2006, 524-539.
97. Blanton, W. E., Wood, K. D., & Taylor, D. B. (2007) âRethinking middle school reading instruction: A basic literacy activityâ Reading Psychology, 28, 1, 2007, 75-95.
98. Pearson, P. D. âAn endangered species act for literacy educationâ Journal of Literacy Research, 39, 2, 2007, 145-162.
99. Risko, V. J., & WalkerâDalhouse, D. âTapping students' cultural funds of knowledge to address the achievement gapâ The Reading Teacher, 61, 1, 2007, 98-100.
100. Shanahan, T., & Shanahan, C. âTeaching disciplinary literacy to adolescents: Rethinking content-area literacyâ Harvard Educational Review, 78, 1, 2008, 40-59.
101. Flippo, R. F., Holland, D. D., McCarthy, M. T., & Swinning, E. A. âAsking the right questions: How to select an Informal Reading Inventoryâ The Reading Teacher, 63, 1, 2009, 79-83.
102. Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., Barth, A., Romain, M. & Francis, D. J. âResponse to intervention for middle school students with reading difficulties: Effects of a primary and secondary interventionâ School Psychology Review, 39, 1, 2010, 3-21.
103. Harper, H., Bean, T. W., & Dunkerly, J. âCosmopolitanism, globalization and the field of adolescent literacyâ Comparative and International Education, 39, 3, 2010, 1-13.
104. Nagy, W. E., & Hiebert, E. H. âToward a theory of word selectionâ in M. K. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of Reading Research, (Longman, 2011)
105. Pearson, P. D. âPoint of view: Life in the radical middleâ in R. F. Flippo (Ed.), Reading Researchers in Search of Common Ground: The Expert Study revisited (Routledge, 2012)
106. Hinchman, K. A., & Moore, D. W. âClose reading: A cautionary interpretationâ Journal of Adolescent & Adult Literacy, 56, 6, 2013, 441-450.
107. Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. âThe new literacies of online research and comprehension: Rethinking the reading achievement gapâ Reading Research Quarterly, 50, 1, 2014, 37-59.
108. Allington, R. L. (2014) âHow reading volume affects both reading fluency and reading achievementâ International Electronic Journal of Elementary Education, 7, 1, 2014, 13-26
109. Reutzel, D. R., & Mohr, K. A. â50 years of Reading Research Quarterly (1965â"2014): Looking back, moving forwardâ Reading Research Quarterly, 50, 1, 2014, 13-35.
110. Lewis-Spector, J. âThe larger purpose: Literacy instruction that prepares students to become productive, engaged citizensâ Reading Today, 32, 6, 2015, 6-7.
111. Cervetti, G. N., Hiebert, E. H., Pearson, P. D., & McClung, N. A. âFactors that influence the difficulty of science wordsâ Journal of Literacy Research, 47, 2, 2015, 1-33.
112. Cassidy, J., Grote-Garcia, S., & Ortlieb, E. âWhatâs hot in 2016: Recognizing new trends and celebrating 20 years of dataâ Literacy Today, 33, 2, 2015, 12-16.
113. Gambrell, L. B. âGetting students hooked on the reading habitâ The Reading Teacher, 69, 3, 2015, 259-263.
114. Afflerbach, P. âReading assessment: Looking aheadâ The Reading Teacher, 69, 4, 2016, 413-419.
