University of Minnesota - Center for Reading Research
R350 Vo-Tech Ed. Building, 1954 Buford Avenue, St. Paul, MN 55108 USA
Email: MCRR@umn.edu, Tel: 612-624-9147, Fax: 612-624-8716
Christ, T. J., & Hintze, J. M. (in press). Psychometric considerations of reliability when evaluating response to intervention. In S. R. Jimmerson, A. M. VanderHayDen & M. K. Burns (Eds.), Response to Intervention Handbook (pp. XXX-XXX). New York: Springer.
Christ, T. J., & Silberglitt, B. (in press). Curriculum-based measurement of oral reading fluency: The standard error of measurement. School Psychology Review.
Christ, T. J. (2006). Short term estimates of growth using curriculum-based measurement of oral reading fluency: Estimates of standard error of the slope to construct confidence intervals. School Psychology Review, 35, 128-133.
Christ, T. J., Davie, J., & Berman, S. (2006). CBM data and decision making in RTI contexts: Addressing performance variability. Communique, 29-31.
Christ, T. J., Burns, M. K., & Ysseldyke, J. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communique, 34, 1-7.
Christ, T. J., & Poncy, B. C. (2005). Guest editors' introduction to a special issue on response to intervention. Journal of Psychoeducational Assessment, 23.
Helman, L. (2005). Using literacy assessment results to improve teaching for English language learners. The Reading Teacher, 58(7), 668-677. Newark, DE: International Reading Association.
Hintze, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.
Salvia, J. & Ysseldyke, J.E. (2007). Assessment: In special and inclusive education (10th Edition). Boston: Houghton-Mifflin.
York-Barr, J., Ghere, G. S., & Sommerness, J. (in press). Collaborative teaching to increase ELL student learning. Journal of Education for Students Placed at Risk.
York-Barr, J., & Kronberg, R. (2002). From isolation to collaboration: Learning from effective partnerships between general and special educators. In W. Sailor (Ed.) Whole school success and inclusive education: Building partnerships for learning, achievement, and accountability (pp. 163-181). New York: Teachers College Press.
Lagrou, R., Burns, M. K., Mizerek, E., & Mosack, J. (2006). Effect of text presentation on reading fluency and comprehension: An exploratory analysis. Journal of Instructional Psychology, 33, 100-109.
Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (in press). Higher-order comprehension processes and struggling readers: A perspective for research and intervention. Scientific Studies of Reading.
Treptow, M. A., Burns, M. K., & McComas, J. J. (in press). Reading at the frustration, instructional, and independent levels: Effects on student time on task and comprehension. School Psychology Review.
Taylor, B.M., Pearson, P. D., Garcia, G. E., Stahl, K. Bauer, E., Improving students’ reading comprehension. (2006). In K. Stahl, (Ed.), Seeking Understanding in How to Teach Reading: Selected Works by Steven Stahl (pp.303-315). New York: Guilford.
Treptow, M. A., Burns, M. K., & McComas, J. J. (in press). Reading at the frustration, instructional, and independent levels: Effects on student time on task and comprehension. School Psychology Review.
van den Broek, P., Virtue, S., Everson, M. G., Tzeng, Y., & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, NJ: Erlbaum.
van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., & Basche, P. (2001). The effects of questioning during and after reading on comprehension at different grades. Journal of Educational Psychology, 93, 521-529.
van den Broek, P., Lorch, R. F. Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29, 1081-1087.
van den Broek, P., & Kremer, K. (2000). The mind in action: What it means to comprehend. In B. Taylor, P. van den Broek, & M. Graves (Eds.), Reading for meaning, pp. 1-31. New York: Teacher’s College Press.
Algozzine, B., Ysseldyke, J., & Elliott, J. (1997). Strategies and tactics for effective instruction. Longmont, CO: Sopris West.
Helman, L. (2006). What’s in a conversation? Mentoring stances in coaching conversations and how they matter. In B. Achinstein, & S. Z. Athanases (Eds.). Mentors in the making: Developing new leaders for new teachers (pp. 69-82). NY: Teachers College Press (the series on school reform).
Taylor, B. M., & Pearson, P. D. (2005). Using study groups and reading assessment data to improve reading instruction within a school, In Paris, S., & Stahl, S. (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Erlbaum. (pp. 237-255).
Taylor, B. M., & Pearson, P. D. (2004). CIERA Research on Learning to Read — at School, at Home, and in the Community. The Elementary School Journal, 105 (2), 167-181.
Taylor, B. M., & Pearson, P. D. (eds.) (2002). Teaching Reading: Effective Schools, Accomplished Teachers. Mahwah, N.J. Erbaum.
Taylor, B. M., Pearson, P. D , Peterson, D. P., & Rodriguez, M. C. (2005). The CIERA School Change Framework: An evidenced-based approach to professional development and school reading improvement. Reading Research Quarterly, 40(1), 40–69.
Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading Growth in High-poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning. The Elementary School Journal, 104, 3-28.
York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J. K. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed). Thousand Oaks, CA: Corwin Press.
York-Barr, J., Sommerness, J., & Ghere, G. (2005). Teachers as leaders of inclusive schooling: What, why and how. Burlington, VT: University of Vermont, National Institute on Leadership for Disability and Students Placed at Risk. [peer-reviewed]
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
Bear, D. R., Helman, L. A., Templeton, S., Invernizzi, M. & Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Helman, L. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English language learners. The Reading Teacher, 57, 452-460. Newark, DE: International Reading Association.
McMaster, K. L., Kung, H., Han, I., & Cao, M. (in press). Peer-assisted learning strategies: A "tier 1" approach to promoting responsiveness to beginning reading instruction for English learners. Exceptional Children.
McMaster, K. L., Wayman, M., & Cao, M. (in press). Monitoring the reading progress of secondary-level English learners: Technical features of oral reading and maze tasks. Assessment for Effective Intervention.
York-Barr, J., Ghere, G. S., & Sommerness, J. (in press). Collaborative teaching to increase ELL student learning. Journal of Education for Students Placed at Risk.
Lagrou, R., Burns, M. K., Mizerek, E., & Mosack, J. (2006). Effect of text presentation on reading fluency and comprehension: An exploratory analysis. Journal of Instructional Psychology, 33, 100-109.
Silberglitt, B., Burns, M. K., Madyun, N. H., & Lail, K. E. (2006). Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels. Psychology in the Schools, 43, 527-536.
Silberglitt, B., Appleton, J., Burns, M. K., & Jimerson, S. R. (2006). Examining the effect of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44, 255-270.
Silberglitt, B., Jimerson, S. R., Burns, M. K., Appleton, J. (2006). Does the timing of grade retention make a difference in outcomes? Examining the effects of early versus later grade retention on student reading performance. School Psychology Review, 35, 134-141.
Dillon, D. R. (2003). In leaving no child behind have we forsaken individual learners, teachers, schools, and communities? Yearbook of the national reading conference (pp.1-31). Milwaukee, WI: The National Reading Conference.
Dillon, D. R. (2005). There and back again: Qualitative research in literacy education. Reading Research Quarterly, 40, 106-110.
Dillon, D. R., O'Brien, D. G., & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In R. Ruddell & K. Unrau (Eds.), Theoretical models and processes of reading, 5th edition. Newark, DE: International Reading Association. [Reprinted from Reading Research Quarterly]
Burns, M. K. (in press). Reading at the instructional level with children identified as learning disabled: Potential implications for response–to-intervention. School Psychology Quarterly.
McMaster, K. L., & Wagner, D. (in press). Monitoring response to general education instruction. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.) Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.
McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading and Writing Quarterly.
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445-463.
McMaster, K., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2002). Monitoring the academic progress of children who are unresponsive to generally effective instruction. Assessment for Effective Intervention, 27(4), 23-33.
McMaster, K. L., Fuchs, D. & Fuchs, L. S. (2002). Using peer tutoring to prevent early reading failure. In J. S. Thousand, R. A. Villa, & A. Nevin (Eds.). Creativity and collaborative learning: A practical guide to empowering students, teachers, and families in an inclusive, multicultural, and pluralistic society. Baltimore, MD: Paul H. Brookes.
O’Brien, D. G., & Bauer, E. (2005). New literacies and the institution of old learning. Reading Research Quarterly. Essay Book Review, 40, 120-131.
Taylor, B. M. & Ysseldyke, J. E., Eds. (in press), Educational interventions for struggling readers, K-6. New York: TC Press.
