References
Aarnoutse, C., & Schellings, G. (2003). Learning reading strategies by triggering reading motivation.
Educational Studies, 29, 387-408.
Baker, L. & Dreher, M. J. (2005, June). Balancing learning to read and reading for learning: Intervention
effects on students’ achievement. In M. J. Dreher & L. Baker (Chairs), Does increasing the
availability of informational text in urban classrooms improve young children's reading
achievement and motivation? Symposium presented at the meeting of the Society for the
Scientific Study of Reading, Toronto.
Baker, L., Dreher, M. J., & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement
and motivation. New York: The Guilford Press.
Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to
reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
Beall, L. C. (2011). Implementation intentions as a means of promoting voluntary reading behavior
(Unpublished doctoral dissertation). University of Maryland, Baltimore County.
Beall, L. C., Morse, F., Baker, L., & Dreher, M. J. (2005, June). Student book preferences and their links to
achievement. In M. J. Dreher & L. Baker (Chairs), Does increasing the availability of informational
text in urban classrooms improve young children's reading achievement and motivation?
Symposium presented at the meeting of the Society for the Scientific Study of Reading,
Toronto.
Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997) Questioning the author: An approach for
enhancing student engagement with text. Newark, DE: IRA.
Best, R. M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children’s
comprehension of narrative and expository texts. Reading Psychology, 29, 137-164.
Campbell, J. R., Kapinus, B. A., & Beatty, A. S. (1995). Interviewing children about their literacy
experiences: Data from NAEP's Integrated Reading Performance Record (IRPR) at Grade 4.
Washington, DC: National Center for Educational Statistics.
Caswell, L. C., & Duke, N. (1998). Non-narrative as a catalyst for literacy development. Language Arts, 75,
108-117.
Cervetti, G. N., Bravo, M. A., Hiebert, E. H., Pearson, P. D., Jaynes, C. A. (2009). Text genre and science
content: Ease of reading, comprehension, and reader preference. Reading Psychology, 30, 487-
511.
Chall, J. S., Jacobs, V. A., & Baldwin, E. (l990). The reading crisis: Why poor children fall behind.
Cambridge, MA: Harvard University Press.
Chambliss, M. J., & McKillop, A. M. (2000). Creating a print- and technology-rich classroom library to
entice children to read. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers:
Promoting achievement and motivation (pp. 94-118). Guilford Press.
Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and
reading self-concept. British Journal of Educational Psychology, 67, 279-291.
Chapman, M., Filipenko, M., McTavish, M., & Shapiro, J. (2007). First graders’ preferences for narrative
and/or information books and perceptions of other boys’ and girls’ book preferences.
Canadian Journal of Education 30, 531‐553.
Coleman, D., & Pimentel, S. (2011a). Publishers’ criteria for the Common Core State Standards in
English language arts and literacy, Grades K–2. Retrieved from http://www.corestandards.org
/assets/Publishers_Criteria_for_K-2.pdf
Coleman, D., & Pimentel, S. (2011b). Publishers’ criteria for the Common Core State Standards in
English language arts and literacy, Grades 3–12. Retrieved from
http://www.corestandards.org/ assets/Publishers_Criteria_for_3-12.pdf
Common Core State Standards (CCSS). (2010). Common Core State Standards for English language arts &
literacy in history/social studies, science, and technical subjects. Retrieved from
http://www.corestandards.org/the-standards
Culatta, B., Hall-Kenyon, K. M., & Black, S. (2010). Teaching expository comprehension skills in early
childhood classrooms. Topics in Language Disorders, 30, 323-338.
dePaola, T. (1984). The popcorn book. New York: Holiday House.
Diakidoy, I. N., Stylianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between
listening and reading comprehension of different types of text at increasing grade levels.
Reading Psychology, 26, 55-80.
Donovan, C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teachers' book selections
for science instruction. Reading Research Quarterly, 36, 412–440.
Dreher, M. J. (2000). Fostering reading for learning. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.),
Engaging young readers: Promoting achievement and motivation (pp. 68-93). New York:
Guilford Press.
Dreher, M. J., & Baker, L. (2005, June). Balancing learning to read and reading for learning: Infusing
information books into primary-grade classrooms. In M. J. Dreher & L. Baker (Chairs), Does
increasing the availability of informational text in urban classrooms improve young children's
reading achievement and motivation? Symposium presented at the meeting of the Society for
the Scientific Study of Reading, Toronto.
Dreher, M. J., & Voelker, A. (2004). Choosing informational books for primary-grade classrooms: The
importance of balance and quality. In E. W. Saul (Ed.), Crossing borders in literacy and science
instruction: Perspectives on theory and practice (pp. 260-276). Newark, DE: International
Reading Association & Arlington, VA: The National Science Teachers Association.
Dreher, M. J., & Zelinke, S. B. (2010, December). Informational text: Why is it still neglected in so many
elementary classrooms? Paper presented at the Literacy Research Association, Fort Worth, TX.
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading
Research Quarterly, 35, 202-224.
Duke, N., K., & Carlisle, J. (2011). The development of comprehension. In M. Kamil, P. D. Pearson, E. B.
Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 199-228). New York:
Routledge.
Foorman, B. R., & Connor, C. M. (2011). Primary grade reading. In M. Kamil, P. D. Pearson, E. B. Moje, & P.
P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 136-156). New York: Routledge.
Gamse, B. C., Jacob, R. T., Horst, M., Boulay, B., & Unlu, F. (2008). Reading First Impact Study: Final Report
(NCEE 2009-4038). Washington, DC: National Center for Education Evaluation and Regional
Assistance, Institute of Education Sciences, U.S. Department of Education.
Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading
motivation and reading comprehension growth in the later elementary years. Contemporary
Educational Psychology, 32, 282–313.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., &
Tonks, S. (2004). Increasing reading comprehension and engagement through Concept-
Oriented Reading Instruction. Journal of Educational Psychology, 96, 403-423.
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension: Concept-
Oriented Reading Instruction. Mahwah, NJ: Erlbaum.
Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension: Helping primary-grade
teachers use expository texts to full advantage. Reading Psychology, 26, 211-234.
Hoffman, J. V. (1992). Critical reading/thinking across the curriculum: Using I-charts to support
learning. Language Arts, 69, 121-127.
Hoffman, J. V., McCarthey, S. J., Abbot, J., Christian, C., Corman, L., Curry, C. (1994). So what’s new in the
new basals? A focus on first grade. Journal of Reading Behavior, 26, 47-73.
Horowitz, R., & Freeman, S. H. (1995). Robots versus spaceships: The role of discussion in
kindergartners’ and second graders’ preferences for science texts. The Reading Teacher, 49, 30-
40.
Ingham, J. (1982). Books and reading development: The Bradford book flood experiment (2nd ed.).
Portsmouth, NH: Heinemann Educational Books Inc.
International Reading Association and National Council of Teachers of English (1996). Standards for the
English language arts. Newark, DE: International Reading Association.
James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R.,
Dimino, J., & Haymond, K. (2010). Effectiveness of selected supplemental reading comprehension
interventions: Findings from two student cohorts (NCEE 2010-4015). Washington, DC: National
Center for Education Evaluation and Regional Assistance, Institute of Education.
Jeong, J., Gaffney, J. S., & Choi, J.-O. (2010). Availability and use of informational texts in second-, third-,
and fourth-grade classrooms. Research in the Teaching of English, 44, 435-456.
Katenkamp, A., Garrett, A., & Baker, L. (2005, June). Opportunities to read in the classroom:
Observations of reading activities in Grades 2-4. In M. J. Dreher & L. Baker (Chairs), Does
increasing the availability of informational text in urban classrooms improve young children's
reading achievement and motivation? Symposium presented at the meeting of the Society for
the Scientific Study of Reading, Toronto.
Kletzien, S. B., & Dreher, M. J. (2004). Informational text in K-3 classrooms: Helping children read and write.
Newark, DE: International Reading Association.
Lewis, M., Wray, D., & Rospigliosi, P. (1994). “ . . . And I want it in your own words.” The Reading Teacher,
47, 528-536.
MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2000). Gates-MacGinitie Reading Test (4th
ed.). Itasca, IL: Riverside Publishing.
MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2002). Gates-MacGinitie Reading Tests (4th
ed.): Technical Report, Forms S and T. Itasca, IL: Riverside Publishing.
McKenna, M. C., Ellsworth, R. A., & Kear, D. J. (1995). Children’s attitudes towards reading: A national
survey. Reading Research Quarterly, 30, 934-956.
Mohr, K. A. J. (2003). Children's choices: A comparison of book preferences between Hispanic and non-
Hispanic first-graders. Reading Psychology, 24, 163-176.
Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal
readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 40, 201-219.
Moss, B., & Newton, E. (2002). An examination of the informational text genre in recent basal readers.
Reading Psychology, 23, 1-13.
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA’s
Progress in International Reading Literacy Study in primary schools in 40 countries. Chestnut Hill,
MA: TIMSS & PIRLS International Study Center, Boston College.
National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of
Educational Progress. Washington, DC: US Government Printing Office.
National Center for Education Statistics (NCES). (2009). The Nation’s Report Card: Reading 2009 (NCES
2010–458). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
National Council for the Social Studies (NCSS). (1994). Expectations of excellence: Curriculum standards
for social studies. Washington, DC: Author.
National Council of Teachers of Mathematics (NCTM). Commission on Standards for School
Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA:
Author.
National Research Council. (1994). National science education standards: An enhanced sampler.
Washington, DC: National Academy Press.
Ness, M. (2011). Teachers' use of and attitudes toward informational text in K-5 classrooms. Reading
Psychology, 32, 28-53.
Neuman, S. B. (2001). The role of knowledge in early literacy. Reading Research Quarterly, 36, 468-475.
Neuman, S. B. (2006). The knowledge gap: Implications for early education. In D. K. Dickinson & S. B.
Neuman (Eds.), Handbook of early literacy research (pp. 29-40). New York: Guilford.
Neuman, S. B. (2010). Lessons from my mother: Reflections on the National Early Literacy Panel report.
Educational Researcher, 39, 301-304.
Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on
early language and literacy instructional practices. American Educational Research Journal, 46,
532-566.
Oakhill, J. V., & Petrides, A. (2007). Sex differences in the effects of interest on boys’ and girls’ reading
comprehension. British Journal of Psychology, 98, 223–235.
O’Hara, J. D. (2007). The influence of supplemental instructional approaches upon the comprehension,
metacognitive awareness, and motivation of struggling third- and fourth-grade readers
(Unpublished doctoral dissertation). University of Maryland, College Park.
Pappas, C. C. (1993). Is narrative “primary”? Some insights from kindergartners’ pretend readings of
stories and information books. Journal of Reading Behavior, 25, 97-129.
Purcell-Gates, V., Duke, N. K., & Martineau, J. A. (2007). Learning to read and write genre-specific text:
Roles of authentic experiences and explicit teaching. Reading Research Quarterly, 42, 8-45.
Ruetschlin, H., Finger, M., & Dreher, M. J. (2005, June). Children’s reading comprehension in Grades 2-4
across genre and question type. In M. J. Dreher & L. Baker (Chairs), Does increasing the
availability of informational text in urban classrooms improve young children's reading
achievement and motivation? Symposium presented at the meeting of the Society for the
Scientific Study of Reading, Toronto.
Salinger, T., Kamil, M. L., Kapinus, B., & Afflerbach, P. (2005). Development of a new framework for the
NAEP reading assessment. National Reading Conference Yearbook, 54, 334–349.
Serpell, R. S., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: The Baltimore Early
Childhood Project. New York: Cambridge.
Smolkin, L., & Donovan, C. (2001). The contexts of comprehension: The information book read aloud,
comprehension acquisition, and comprehension instruction in a first-grade classroom. The
Elementary School Journal, 102, 97-122.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children.
Washington, DC: National Academy Press.
Taylor, B. M., & Pearson, P. D. (2001). The CIERA School Change Classroom Observation Scheme.
University of Michigan: Center for the Improvement of Early Reading Achievement.
Venezky, R. L. (2000). The origins of the present-day chasm between adult literacy needs and school
literacy instruction. Scientific Studies of Reading, 4, 19-39.
White, S., Chen, J., & Forsyth, B. (2010). Reading-related literacy activities of American adults: Time
spent, task types, and cognitive skills used. Journal of Literacy Research, 42, 276-307.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, C., & Blumenfeld, P. B.
(1997). Change in children’s competence beliefs and subjective task values across the
elementary school years: A three-year study. Journal of Educational Psychology, 89, 451-469.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and
breadth of their reading. Journal of Educational Psychology, 89, 420-432.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text
comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-
550.
Williams, J. P., Stafford, K.B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading
comprehension training in content-area instruction. Journal of Educational Psychology, 10, 1-
20.
Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of
Literacy Research, 38, 37-51.