6) Doiron, R. (1994). Using Nonfiction in a Read Aloud Program: Letting the Facts Speak for Themselves. The Reading Teacher, 47(8), 616-624.
This article challenges the pervasive role that fiction has played in read-aloud programs and develops a rationale for including nonfiction. It has a 20-item
Annotated Bibliography of nonfiction read-aloud texts.
7) Mountain, L. 2005. Rooting out meaning: more morphemic analysis for primary pupils. Reading Teacher, Vol. 58(8): 742-749.
The research on morphemic analysis is reviewed and explored as to ways to give pupils in grades 1-3 an early start on using prefixes, suffixes and roots to construct word meaning. The strategies for teaching morphemic analysis and modification of methods to use with younger children are examined.
8) Joshi, R.M. 2003. Misconceptions about the assessment and diagnosis of reading disability. Reading Psychology, Vol. 24: 247-266.
This article is about the diagnosis and remediation of reading disabilities and talks about how the relationship between IQ and reading skill is not straightforward and is, in fact, controversial and...
While 25% of the school population has some form of reading problem, diagnosis based on IQ is not relevant, but a model called the componential model of reading is put forward as more accurate.
9) Pressley, M. 2002. Effective beginning reading instruction. Journal of Literacy Research. Vol. 34(2): 165-188. Retrieved July 24, 2007 at http://www.leaonline.com/doi/abs/10.1207/s15548430jlr3402_3?cookieSet=1&journalCode=jlr.
The author gives a sampler of practices that enjoy support in valid reading instructional research. He presents "cutting edge" scientific study of reading.
10) Donovan, C.A., Smolkin, L.B., & Lomax, R.G. (2000). Beyond the Independent-Level Text: Considering the Reader-Text Match in First Graders' Self-Selections During Recreational Reading. Reading Psychology, 21(4): 309-333.
This study examined two classes of first graders who were allowed to self-select among informational books. It finds the readability levels of the books, the differences in the amounts of readability levels of story and informational books for different genders and abilities for reading for different subjects and purposes.
