28
Views
0
CrossRef citations to date
0
Altmetric
Research into Practice

A Tutoring Program for Struggling Adolescent Readers

Pages 57-62 | Published online: 26 Aug 2015

References

  • Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Addison-Wesley.
  • Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guildford Press.
  • Anderson, L. H. (2001). Speak. New York: Puffin Books.
  • Babbitt, S., & Byrne, M. (1999). Finding the keys to educational progress in urban youth: Three case studies. Journal of Adolescent and Adult Literacy, 43, 368–378.
  • Bintz, W. P. (1993). Resistant readers in secondary education: Some insights and implications. Journal of Reading, 36, 604–615.
  • Brozo, W. (1990). Hiding out in secondary content classrooms: Coping strategies of unsuccessful readers. Journal of Reading, 33, 324–328.
  • Bushman, J. H., & Haas, K. P. (2001). Using young adult literature in the English classroom (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Carnegie Council on Adolescent Development. (1989). Turning points: Preparing youth for the 21st century. New York: Carnegie Corporation.
  • Chan, L. (1994). Relationship of motivation, strategic learning, and reading achievement in grades 5, 7, and 9. The Journal of Experimental Education, 62, 319–339.
  • Dole, J., Brown, K. J., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31(1), 62–88.
  • Duffy, G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28–41). New York: Guildford Press.
  • Fischer, C. (2000). An effective (and affordable) intervention model for at-risk high school readers. Journal of Adolescent and Adult Literacy, 43, 326–335.
  • Garner, R. (1992). Metacognition and self-monitoring strategies. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 236–252). Newark, DE: International Reading Association.
  • Guthrie, J. T., Alao, S., & Rinehart, J. M. (1997). Engagement in reading for young adolescents. Journal of Adolescent and Adult Literacy, 40, 438–446.
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research vol. III (pp. 403–422). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172–193.
  • McCombs, B. L., & Barton, M. L. (1998). Motivating secondary school students to read their textbooks. Bulletin of the National Association of Secondary School Principals, 82(600), 24–33.
  • McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.
  • Newmann, F. (1989). Student engagement and high school reform. Educational Leadership, 46(5), 34–36.
  • Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research vol. II (pp. 609–640). New York: Longman.
  • Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research vol. II (pp. 815–860). New York: Longman.
  • Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey-Bass.
  • Williams, M. (2001). Making connections: A workshop for adolescents who struggle with reading. Journal of Adolescent and Adult Literacy, 44, 588–602.
  • Worthy, J., & McKool, S. (1996). Students who say they hate to read: The importance of opportunity, choice, and access. In D. J. Leu, C. K. Kinzer, & K. A. Hinchman (Eds.), Literacies for the 21st century: Research and practice (pp. 245–256). Chicago, IL: National Reading Conference.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.