Research Tools‎ > ‎Pathfinders‎ > ‎Education‎ > ‎

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


INTERNET SITES
  • Reading Rockets is a multimedia project that offers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Its resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills. (from "Home")
  • ReadWriteThink provides access to highest quality practices in reading and language art to educators, parents, and after school professionals by offering very best in free materials. (from "About Us")

Comments