Additional
Reading
Allington, R.L. (1994). What's special about special programs for children who find learning to read difficult? Journal of Reading Behavior, 26(1), 95-115.
Allington, R.L. (1994, September). The schools we have. The schools we need. Reading Teacher, 48(1), 14-29.
Allington, R.L., & McGill-Franzen, A. (1989, May). School response to reading failure: Instruction for Chapter One and special education students in grades two, four, and eight. Elementary School Journal, 89(5), 529-542.
Allington, R.L., & McGill-Franzen, A. (1991). Educational reform and at-risk children: Exclusion, retention, transition, and special education in an era of increased accountability. Final report to the U.S. Department of Education, Office of Educational Research and Improvement. (Grant #R117E90143)
Allington, R.L., & Walmsley, S.A. (Eds.). (1995). No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press.
Bergman, J.L. (1992). SAIL: A way to success and independence for low-achieving readers. The Reading Teacher, 45, 598-602.
Brown, R.G. (1991). Schools of thought: How the politics of literacy shape thinking in the classroom. San Francisco: Jossey-Bass.
Clay, M.M. (1985). The early detection of reading difficulties. Portsmouth, NH: Heinemann.
Clay, M.M. (1987). Implementing Reading Recovery: Systemic adaptations to an educational innovation. New Zealand Journal of Educational Studies, 22, 35-58.
Clay, M.M. (1982). Observing young readers. Portsmouth, NH: Heinemann.
Clay, M.M. (1990). Reading Recovery in the United States: Its sucesses and challenges. Speech presented at the annual meeting of the American Educational Research Association, April 15-21, 1990, in Boston.
Cooper, E.J. (1989). Addressing urban school reform: Issues and alliances. Journal of Negro Education, 214.
Cunningham, P.M., Hall, D.P., & Defee, M. (1991). Non-ability grouped, multi-level instruction: A year in a first-grade classroom. The Reading Teacher, 44, 566-571.
Deford, D.E., Lyons, C., & Pinnell, G.S. (Eds.). (1991). Bridges to literacy: Learning from Reading Recovery. Portsmouth, NH: Heineman.
Knapp, M.S., & Shields, P.M. (1991). Better schooling for children of poverty. Berkeley, CA: McCutcheon.
Knapp, M.S., Turnbull, B.J., & Shields, P.M. (1990). New directions for educating the children of poverty. Educational Leadership, 48(1), 4-9.
Knight, S.L., & Stallings, J.A. (1992). The implementation of the Accelerated School model in an urban elementary school. In R.L. Allington & S.A. Walmsley (Eds.), No quick fix: Rethinking literacy programs in America's elementary schools (pp.236-251). New York: Teachers College Press.
Levin, H. (1987, March). Accelerated schools for disadvantaged students. Educational Leadership, 44(6), 19-21.
Levin, H. (1990). Building school capacity for effective teacher empowerment: Applications to elementary schools with at-risk students. Stanford, CA: Stanford University.
Lyons, C.A., & Beaver, J. (1992). Reducing retention and learning disability placement through reading recovery: An educationally sound, cost-effective choice. In R.L. Allington & S.A. Walmsley (Eds.), No Quick Fix: Rethinking literacy programs in America's elementary schools (pp. 116-136). New York: Teachers College Press.
Lyons, C.A., Pinnell, G.S., & DeFord, D.E. (1993). Partners in learning: Teachers and children in Reading Recovery. New York: Teachers College Press.
Means, B., Chelemer, C., & Knapp, M.S. (1991). Teaching advanced skills to at-risk students: Views from research and practice. San Francisco: Jossey-Bass.
Means, B., & Knapp, M.S. (1991). Cognitive approaches to teaching advanced skills to educationally disadvantaged children. Phi Delta Kappan, 73(4), 282-289.
Meier, D. (1995). The power of their ideas. New York: New Press.
Oakes, J. et al. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica: Rand Corp.
Pinnell, G.S. (1990, September). Success for low achievers through Reading Recovery. Educational Leadership, 48(1), 17-21.
Pinnell, G.S., DeFord, D.E., & Lyons, C.A. (1988). Reading Recovery: Early intervention for at-risk first graders. Arlington, VA: Educational Research Service.
Pogrow, S. (1992). A validated approach to thinking development for at-risk populations. In C.Collins & J.N. Mangieri (Eds.), Teaching thinking: An agenda for the 21st century (pp. 87-101). Hillsdale, NJ: Lawrence Erlbaum Associates.
Pogrow, S. (1992). What to do about Chapter One: An alternative view from the street. Phi Delta Kappan, 72, 624-630.
Slavin, R.E. (1990). Cooperative learning theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
Slavin, R.E. (1991, April). Chapter 1: A vision for the next quarter century. Phi Delta Kappan, 72(8), 586-589, 591-592.
Slavin, R.E., Madden, N., Karweit, N., Dolan, L., & Wasik, B. (1993) Success for All: A comprehensive approach to prevention and early intervention. In R.E. Slavin, N. Karweit, & B. Wasik (Eds.), Preventing early school failure: Research, policy, and practice (pp. 175-205). Boston: Allyn & Bacon.
Slavin, R.E., Madden, N.A., Karweit, N.L., Livermon, B.J., & Dolan, L. (1989). Can every child learn? An evaluation of "Success for All" in an urban elementary school. Journal of Negro Education, 58(3), 357-366.
Taylor, B., Short, R.A., Frye, B.J., & Shearer, B.A. (1992, April). Classroom teachers prevent reading failure among low-achieving first-grade students. The Reading Teacher, 45(8), 592-597.