Publications

This page highlights research and publications authored by individuals associated with CCLD through partnerships and affiliations.

Elementary

Evaluation of Early Reading Incentive Grant Program:

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., 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), 66-102.

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, 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., et al. (2005). Supplemental instruction in early reading: Does it matter for struggling readers?  Journal of Educational Research, 99(2), 99-107.

Secondary (Middle & High)

Cantrell, S. C., Almasi, J. F., Carter, J. C., Rintamaa, M., & Madden, A. (in press). The impact of a strategy-based reading intervention on the comprehension and strategy use of struggling adolescent readers. Journal of Educational Psychology.

Cantrell, S. C., Burns, L., & Callaway, P. (2009). Middle and high school content area teachers' perceptions about literacy teaching and learning. Literacy Research and Instruction, 48, 76-94.

Cantrell, S. C. & Carter, J. C. (2009).  Relationships among learner characteristics and adolescents' perceptions of reading strategy use.  Reading Psychology, 30, 195-224.

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, 40, 95-127.

Cantrell, S. C. & Callaway, P. (2008).  High and low implementers of content literacy instruction:  Portraits of teacher efficacy.  Teaching and Teacher Education, 24, 1739-1750.