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Developmental Reading

BOOKS (to access the details of the book, open Centro Escolar University Library Manila Campus to a new tab first before selecting a title.)


JOURNALS (All print journals are available at Periodicals Unit, 2nd flr. CDL Bldg.)

  • Arnan-Mayordomo, Anabelle Vivien C. (2008). The effect of read alouds on the reading motivation of 4th grade multicultural students on Colegio San Agustin. Colegio San Agustin, vol. 19, pp. 51-128. 
  • Borabo, Milagros L. (2014). Interactive teaching strategies for beginning reading. The Professional Teacher, 5(2), pp. 47-49.
  • Brown, L. T., Mohr, K. A., Wilcox, B. R., & Barrett, T. S. (2017). The effects of dyad reading and text difficulty on third-graders’ reading achievementThe Journal of Educational Research,1-13.
  • Cabanilla, Gianina Angela Celine O. (2004). A study of the relationship between media technology and the reading interests of freshmen high school students in Holy Family School of Quezon City. Journal of Philippine Librarianship, 24(1 & 2), pp. 74-75.
  • Carlson, E., Jenkins, F., Li, T., & Brownell, M. (2013). The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension. The Journal of Educational Research,106(2), 120-131.
  • Davis, M. H., & Guthrie, J. T. (2014). Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization. The Journal of Educational Research,108(2), 148-164.
  • Gustafson, Darren. (2007). Introduction to "reading" thales : the effect of his thinking in Aristotles's Metaphysics. The Loyola Schools Review : Humanities, vol. 6, pp. 49-68.
  • Guttmannova, K. (2016). Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of ImmigrationAmerican Journal of Education,122(2), 199-246.
  • Juliano, Nora S. (2006). Reading performance of elementary school pupils of Itogon District I. Research Journal, 30(1), pp. 181.
  • Kim, Min-Jin. (2017). Efficacy of an academic vocabulary intervention for low-income children. The Asia-Pacific Education Researcher, 26(1 & 2), pp. 43-50.
  • Lee, Y. (2014). Promise for Enhancing Childrens Reading Attitudes Through Peer Reading: A Mixed Method Approach. The Journal of Educational Research,107(6), 482-492.
  • Marinak, B. A. (2013). Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention. The Journal of Educational Research,106(1), 39-48.
  • Pareja, Teresita P. (2012). Early diagnostic-reading and corrective instruction among selected day-care children of Tanze, Cavite. Journal of Humanities (De La Salle University-Dasmariñas), vol. 4, pp. 23-49.
  • Perera, Michael Angelo D. (2008). Reading performance of intermediate grade pupils of the University of Baguio laboratory elementary school. University of Baguio Research Journal, 32(2), pp. 177.
  • Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2017). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, pp 1-10.
  • Reis, S. M., Eckert, R. D., Mccoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using Enrichment Reading Practices to Increase Reading Fluency, Comprehension, and Attitudes. The Journal of Educational Research,101(5), 299-315.
  • Reoperez, Marie Grace. (2006). Interactive models of reading : understanding how older readers interact with the text. Literature and Humanities Research Review, vol. 2, pp. 57-58.
  • Roco, Raul S. (2002). People who read. Unitas, 75(4), pp. 649-664.
  • Rubin, D. L., Hafer, T., & Arata, K. (2000). Reading and listening to oralbased versus literatebased discourseCommunication Education,49(2), 121-133.
  • Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education,122(3), 337-365.
ONLINE RESOURCES

    eBook Articles from CREDO Reference 


    eJournals

  • Chuter, E. (2017). Disrupting Dyslexia: Understanding the condition--and intervening early and often--gives students better chance of success. District Administration, 53(12), pp. 47-49. Retrieved from http://link.galegroup.com/apps/doc/A519574018/EAIM?u=phceu&sid=EAIM&xid=fbf07cfe.
  • Christodoulou, J. A., et. al. (2014). Brain bases of reading fluency in typical reading and impaired fluency in Dyslexia. PLoS ONE, 9(7). Retrieved from http://link.galegroup.com/apps/doc/A418127230/EAIM?u=phceu&sid=EAIM&xid=85154a58.
  • Flink, P. J. (2017). Adapting self-selected reading practices for college-level developmental reading courses. Reading Improvement, 54(3), pp. 87-92. Retrieved from http://link.galegroup.com/apps/doc/A506829123/EAIM?u=phceu&sid=EAIM&xid=887ba1ec.
  • Galuschka, K. et. al. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS ONE, 9(2). Retrieved from http://link.galegroup.com/apps/doc/A478792346/EAIM?u=phceu&sid=EAIM&xid=439029cb.
  • Greene, K. (2015). Ready readers: power tips to launch your guided reading groups this school year. Scholastic Teacher, 125(1), pp. 34-36. Retrieved from http://link.galegroup.com/apps/doc/A478975735/EAIM?u=phceu&sid=EAIM&xid=bea75d3d.
  • Hall, J., McGregor, K., and Oleson, J. (2017). Weaknesses in lexical-semantic knowledge among college students with specific learning disabilities: evidence from a semantic fluency task. Journal od Speech, Language, and Hearing Research, 60(3), pp. 640-653. Retrieved from http://link.galegroup.com/apps/doc/A488820174/EAIM?u=phceu&sid=EAIM&xid=919d2855.
  • Hall, K., Wanda, B., and Williams, L. (2014). Every day we're shufflin': empowering students during in-school independent reading. Childhood Education, 90(2), pp. 91-98
  • Huffman-Kelley, K., and Perin, D., and Liu, X. (2015). Integrating reading skills in an introductory science classroom. Journal of College Science Teaching, 44(5), pp. 10-15. Retrieved from http://link.galegroup.com/apps/doc/A498581723/EAIM?u=phceu&sid=EAIM&xid=f5b8d1e2.
  • Kucer, S. (2014). What retellings can tell us about the nature of reading comprehension in school children. Australian Hournal of Language and Literacy, 37(1), 
  • Loras, H. et. al. (2014). Postural control is not systematically related to reading skills: implications for the assessment of balance as a risk factor for developmental Dyslexia. PLoS ONE, 9(6). Retrieved fromhttp://link.galegroup.com/apps/doc/A416968890/EAIM?u=phceu&sid=EAIM&xid=1fd8013f.
  • Pagan, S., and Senechal, M. (2014). Involving parents in a summer book reading program to promote reading comprehension, fluency, and vocabulary in Grade 3 and Grade 5 children. Canadian Journal of Education, 37(2). Retrieved from http://link.galegroup.com/apps/doc/A383459872/EAIM?u=phceu&sid=EAIM&xid=3997a436
  • Parrott, D., and Kieth, K. (2015). Three heads are better than one: librarians, reading specialists, and classroom teachers in the learning commons. Teacher Librarian, 42(5), pp. 12-18. Retrieved from http://link.galegroup.com/apps/doc/A419409870/EAIM?u=phceu&sid=EAIM&xid=0ada00bc.
  • Redmond, S. M. & Ash, A. C. (2017). Association Betweeb the 2D:4D Proxy Biomaker for Prenatal Hormone Exposures and Symptoms of Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 60(11), pp. 3226-3236. Retrieved from http://link.galegroup.com/apps/doc/A515381612/EAIM?u=phceu&sid=EAIM&xid=9ed7a04e.
  • Symrnakis, I. et. a. (2017). RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia. PLoS ONE, 12(8). Retrieved from http://link.galegroup.com/apps/doc/A500323299/EAIM?u=phceu&sid=EAIM&xid=b8b27fe7


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