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REFERENCES

REFERENCES

  1. REFERENCES
  2. REFERENCES
  3. REFERENCES
  • Cassady, J.C., & Smith, L.L. (2003). Educational technology and reading gains in first grade. Manuscript submitted for publication.
  • Hecht, S.A., & Close, L. (2002). Emergent literacy skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergarteners. Journal of Experimental Child Psychology, 82, 93115.
  • Paterson, W.A., Henry, J.J., O'Quin, K., Ceprano, M.A., & Blue, E.V. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38, 172207.
  • Tracey, D.H. (2000). The Waterford Early Reading Program: Research orientation, studies, and findings. In Research compendium—The Waterford Early Reading Program (pp. 123). Sandy, UT: Waterford Research Institute.
  • Walberg, H.J. (2001). Final evaluation of the Reading Initiative: Report to the J.A. and Kathryn Albertson Foundation Board of Directors. Retrieved August 6, 2003, from http:www.jkaf.orgreadev.html.

REFERENCES

  1. REFERENCES
  2. REFERENCES
  3. REFERENCES
  • Cassady, J.C., & Smith, L.L. (2003). Educational technology and reading gains in first grade. Manuscript submitted for publication.
  • Paterson, W.A., Henry, J.J., O'Quin, K., Ceprano, M.A., & Blue, E.V. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38, 172207.
  • Tracey, D.H. (2000). The Waterford Early Reading Program: Research orientation, studies, and findings. In Research compendium—The Waterford Early Reading Program (pp. 123). Sandy, UT: Waterford Research Institute.
  • Walberg, H.J. (2001). Final evaluation of the Reading Initiative: Report to the J.A. and Kathryn Albertson Foundation Board of Directors. Retrieved August 6, 2003, from http:www.jkaf.orgreadev.html.

REFERENCES

  1. REFERENCES
  2. REFERENCES
  3. REFERENCES
  • Au, K.H., & Mason, J.M. (1981). Social organization factors in learning to read: The balance of rights hypotheses. Reading Research Quarterly, 17, 115152.
  • Brophy, G. (1973). Stability of teacher effectiveness. American Educational Research Journal, 10, 245252.
  • Chall, J.S., & Feldman, S. (1966). First-grade reading: An analysis of the interactions of professed methods, teacher implementation, and child background. The Reading Teacher, 19, 569575.
  • Paterson, W.A., Henry, J.J., O'Quin, K., Ceprano, M.A., & Blue, E.V. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38, 172207.
  • Tracey, D.H. (2000). The Waterford Early Reading Program: Research orientation, studies, and findings. In Research compendium—The Waterford Early Reading Program (pp. 123). Sandy, UT: Waterford Research Institute.