BRASHAR ANNOTATED BIBLIOGRAPHY 1

Almassaad, A. & Alotaibi, K. (2012). The attitudes and opinions of tutees and tutors

towards using cross-age online tutoring. Psychology Research 2 (4), 247-259. Retrieved

from https://files.erid.ed.gov/fulltext/ED535721.pdf

This study discusses the effects on attitudes and opinions surrounding tutoring of online

cross-age tutoring on rural school children between 8th and 3rd grade. It provides a list of

benefits for both tutees and tutors. This study used a data collection system of interviews

and surveys. This research suggests that students viewed peer tutoring positively,

regardless of academic ability. This research is directed toward online tutoring but may

be useful in designing methodology and in considering student participants (and their

possible attitudes). Theme: Attitudes, Behavior, and Opinions

Atwell, N. (2015). In the middle: a lifetime of learning about writing reading and

adolescents. Portsmouth, NH: Heinemann.

Describes procedures for organizing the classroom for workshop teaching, minilessons

and reproducibles, pieces of student, genre studies, information on writing conferences

(including a troubleshooting section), information on reading conferences, and much

more. This book tells the compelling and inspiring story of Atwell’s life as an educator.

Bennet, N. (1991). Cooperative learning in classrooms: processes and outcomes. Journal of

Child Psychology and Psychiatry, 32(4), 581–594. Retrieved from

https://www.researchgate.net/publication/44960911

This British study explains the benefits of cooperation and cooperative group work. It

posits that cooperative work is beneficial for both genders and across achievement levels.

It suggests that teachers would be better able to successfully monitor and support their

students if more emphasis were put on cooperative learning models, including peer
BRASHAR ANNOTATED BIBLIOGRAPHY 2

tutoring. These models change the authority structure between teacher and student and

enable students to engage in meaningful discussion. This article is interesting and useful

when gauging the benefits and costs the pairing of higher achievers with lower achievers.

It contains a lot of information on cooperative practices in general. Theme: Benefits

Across Ability Level/Age

Bowman-Perrott, L., Davis, H. S., Vannest, K., Williams, L., Greenwood, C. & Parker, R.

(2013). Academic benefits of peer tutoring: a meta-analytic review of single-case

research. School Psychology Review, 42 (1), 39–55. Retrieved from

https://www.researchgate.net/publication/267392499_Academic_Benefits_of_Peer_Tu

toring_A_Meta-Analytic_Review_of_Single-Case_Research

This article reviews 26 single case research studies, with a total of 938 participants. This

study found that peer tutoring was slightly more effective for middle and high school

students. The average amount of time of the interventions studies was 480 minutes. This

study also suggests that using rewards in conjunction with peer tutoring significantly

increases success. This is a useful article when determining how the body of knowledge

reflects the positive effects of peer tutoring. Theme: Benefits Across Ability Level/Age

Burnaford, G., Fischer, J., & Hobson, D. (Eds.). (2001). Teachers doing research 2nd ed.

Mahwah, NJ: Lawrence Erlbaum Associates.

This is a useful guide for teachers engaging in a first-time in-class research project. It’s

rather dry and not too stimulating to read, but it is informative and useful for a novice

researcher. It also addresses some of the problems with clinical research being

implemented in the classroom and provides insights into the benefits of teacher-action

research.
BRASHAR ANNOTATED BIBLIOGRAPHY 3

Cardenas, L. (2017). It is a win-win for both: cross-age peer tutoring. Capstone Projects and

Master's Theses, 159. Retrieved from

https://digitalcommons.csumb.edu/caps_thes_all/159

This Master’s Thesis details the cross-age peer tutoring strategy and how one teacher

implemented it successfully while others failed to do so. In this research, three themes for

success are identified: “training the tutors, organizing and planning the lessons, and

scheduling time for both training and planning.” It discusses the benefits for both age

groups as well as the opportunity using peer mentors provides for schools: free, abundant

one-on-one opportunities for learners. This is a useful article when exploring themes,

thinking about strategy, and determining how to best structure peer mentoring

relationships so they will benefit both younger and older students. Theme: Benefits

Across Ability Level/Age

Charles, C.M. (2011). Building classroom discipline, 10th ed. Boston, MA: Allyn & Bacon.

This book was very helpful when considering how to set up my ideal classroom and how

to build a pleasing and helpful classroom dynamic. I found the list of potential teacher

pitfalls (10 examples of teacher misbehavior, Ch. 1) to be quite revealing and an

important thing to keep in mind. We focus a lot on student behaviors and we often forget

that we “misbehave” quite often and also have patterns of misbehavior. I also found the

discussions and example lists of procedures (Ch. 6) very helpful in visualizing how one

might go about setting one’s class up for success. It is a reoccurring theme in pretty much

everything I’ve read this semester that rules and procedures need to be carefully designed

and well-practiced in order for the classroom to function well. I also enjoyed Chapter 7,

since I presented Fred Jones in class, and I used some of this information for reference.
BRASHAR ANNOTATED BIBLIOGRAPHY 4

Clay, M. M. (2014). By different paths to common outcomes: Literacy learning and teaching.

Portsmouth, ME: Stenhouse.

This guide to early literacy helps the reader better understand the different ways that

young children gain literacy, how those different ways can be fostered, and how to figure

out children’s early understandings of print, even before they start school.

Daniels, H. & Steineke, N. (2004). Mini-lessons for literature circles. Portsmouth, ME:

Heinemann.

This book is comprised of almost 50 mini-lessons that teachers can access and teach.

These mini-lessons are all about teaching students the skills they need to be successful

members of miniature, student led, book clubs. Really, the goal of this book and of these

lessons is to give educators the tools they need to create an environment where students

have the opportunity and the tools to actually discuss books on a deeper level among

themselves.

Dineen, J., Clark, H., & Risley,T. (1977).Peer tutoring among elementary students: educational

benefits to the tutor. Journal of Applied Behavior Analysis, 10, 231‐238. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311174/

This article explains the spelling acquisition improvements of a group of three 9-10 year-

old elementary school students. It looks at benefits to both tutors and tutees as they

compare with children not involved in either side of a peer-tutoring equation. This study

found that peer tutoring was beneficial both to children who acted as tutors and to those

who were tutored. This article details a 20-30-minute tutor training model. This is a

useful resource both for methodology of tutoring practices and as an item supporting the

positive effect of tutoring on 9 and 10-year olds. Theme: Benefits for the Tutor
BRASHAR ANNOTATED BIBLIOGRAPHY 5

Dymock, S., & Nicholson, T. (2010). High 5! Strategies to enhance comprehension of

expository text. The Reading Teacher, 64(3), p. 166-178.

This article reviews research that supports explicit teaching of five comprehension for

reading expository texts: activating background knowledge, questioning, analyzing text

structure, creating mental images, and summarizing. An example of a lesson is included.

Fields, M. V. Merrit, P.A., & Fields, D. M. (2018). Constructive guidance and discipline:

birth to age eight 7th ed. Boston, MA: Pearson.

This book has been very interesting and helpful to me. It provides an overview of early

childhood development, guidance, and approaches to discipline during the formative

years, and offers ways to put those two areas of knowledge together in the most helpful

way possible for children.

I was most interested in the information on the influence of media on small children in

Chapter 6, as I did my undergraduate research project on this subject. I enjoyed re-

learning some of this information. I was especially interested in how parents and

caregivers can combat some of the negative effects of media influence by discussing

media with their children and providing positive role models for their children within the

media they consume. I also learned more about some helpful communication strategies,

like “I messages” (Ch. 7), that I already use in my relationships. I thought it was valuable

as an educator to learn about the psychological underpinnings of this practice.

Fletcher, R. J., & Portalupi, J. (n.d.). Writing workshop: the essential guide. Portsmouth,

NH: Heinemann.

Introduces the benefits and challenges of writing workshops and how and why they are

one of the most effective ways to teach writing. A practical look at what a teacher needs
BRASHAR ANNOTATED BIBLIOGRAPHY 6

to get the writing workshop up and running. Clear and concisely written, this book

explains the simple elements that undergird the writing workshop and discusses the

elements that make it tick smoothly. Chapter by chapter, Fletcher and Portalupi lay out

the elements for success and suggest a few specific things a teacher can do.

Freeman, David E. and Freeman, Yvonne S. (2014). Essential linguistics. Portsmouth, NH:

Heinemann.

Presents the basic concepts of linguistics in everyday language and how they relate to the

classroom. Explains: English phonology, syntax, and morphology, their teaching

implications, first and second language development research and theories, and ESL

strategies for the classroom. Includes activities, examples, and applications.

Gaustad, J. (1992). Tutoring for at-risk students. Oregon School Study Council Bulletin, 36 (3),

3-74. Retrieved from https://eric.ed.gov/?id=ED353642

This article discusses the benefits of peer tutoring within the context of the benefits of

tutoring in general. It details the elements of a successful tutoring program and ideas for

implementing such a program. The need for tutor training is made clear. It also describes

three Peer and Cross-Age Tutoring programs: Willamette High School Peer Tutoring

Program, The Coca-Cola Valued Youth Program, and the Companion Reading Program.

This is a useful overview of peer-tutoring methods, if somewhat outdated. Theme: Tutor

Training

Gill, S. R. (2008). The comprehension matrix: a tool for designing comprehension

instruction. The Reading Teacher, 62(2), p. 106-113.

This article reviews research that shows teachers how to help students increase

comprehension. The Comprehension Matrix provides teachers with a template to

BRASHAR ANNOTATED BIBLIOGRAPHY 7

organize teaching comprehension organize activities into prereading, during reading, and

post reading categories.

Gillies, A. E. (2012). A multi-perspective exploration of a cross-age tutoring initiative: an

analysis of the responses of all students. Graduate Theses and Dissertations, 4324.

Retrieved from http://scholarcommons.usf.edu/etd/4324

This dissertation investigates the effects of cross-age tutoring on students on improving

behavior and creating more inclusive schools. This study looks directly at the impacts of

peer tutoring on young children with autism and their ability to achieve IEP goals. It also

looks at the experiences of both tutors and tutees from their own perspectives. Tutees and

tutors both reported positive results, with tutees being able to achieve the stated goal “get

a book form the library” in 3 out of 3 cases. This is an interesting article because it deals

with a specific subset of children and behavioral differences (autism). It is also useful

because it deals with some children who are in special education settings. Theme:

Attitudes, Behavior, and Opinions

Harvey, Stephanie and Ann Goudvis. (2007). Strategies the work: teaching comprehension

for understanding and engagement. Portland, ME: Stenhouse Publishers.

Offers ideas about how to explicitly teach thinking strategies to engage students and

create thoughtful, independent readers. Includes lessons on activating background

knowledge, questioning, analyzing, and critical thinking and so much more. Organized

into four sections: Part I the foundation of meaning, Part II strategy lessons, Part III

comprehension across content areas, Part IV Resources. Lists of trade books, professional

journals, and charts for comprehension strategies are among the useful tools offered in

the appendix.
BRASHAR ANNOTATED BIBLIOGRAPHY 8

Hicks, Troy. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

Based on the theme of the writing workshop, Hicks offers insights on how to incorporate

and use technology. Chapters cover the elements of writing workshop: student choice,

active revision, studying author’s craft, publication beyond the classroom, and

assessment of both product and process. New technologies like wikis, blogs, podcasts,

and more are discussed. Includes a set of lessons on copyright, using wikis.

Hubbard, R. S., & Power, B. M. (2003). The art of classroom inquiry: a handbook for

teacher- researchers. Portsmouth, NH: Heinemann.

This is a very useful and engaging book about teacher-research and how to go about

conducting it. It’s full of vignettes, lists, diagrams, and examples and is easy to read. It

provides a guide for research: from developing questions to designing, interpreting, and

writing up data.

Humphreys, C. & Parker, R. (2015). Making number talks matter. Portland, ME: Stenhouse.

This book describes the daily, brief practice of including number talks in daily teaching

routine and provides a host of activities and ways of including these talks into practice. It

takes the reader step by step through setting up, developing, and troubleshooting number

talks.

Jimenez, T. C. & Graff, V. L. (2008). Education for all: Critical issues in the education of

children and youth with disabilities. San Francisco, CA: Jossey-Bass.

This book is an excellent overview of special education, the reasons behind the mandate

for the least restrictive environment for students, and how educators can best embrace the

differences between their students. This is a useful resource for regular education

teachers, as well as special education teachers. It’s thoughtful, moving, and well written.
BRASHAR ANNOTATED BIBLIOGRAPHY 9

Kapil, Y. & Malini J. S. (2018). Peer tutoring an instructional strategy: a systematic

approach. Scholarly Research Journal for Humanity Science & English Language, 6

(27), 7792-7798. Retrieved from oaji.net/pdf.html?n=2017/1201-1534934536.pdf

This article introduces the concept of peer mentoring and details the various different

models that may be used for peer mentoring. It also detailed methodology for selection of

peer tutor and tutees, how much tutor training is needed, and how to support peer tutors.

This is an extremely useful article when examining the vagaries of peer tutoring models

and considering who to select for a case study within a class. It is also helpful in its

succinct delivery of strategy. Theme: Tutor Training

Koechlin, Carol and Sandi Zwaan. (2014). Q tasks. Markham, Ontario: Pembroke

Publishers Limited.

This book provides teachers with the tools they need help students develop questions and

build critical thinking and inquiry skills. Includes practical adaptable exercises on

building good questions to enhance an inquiry-based learning strategy. Students are the

focus of this useful resource that encourages teachers to move past a memorization model

of learning.

Lemov, D. (2010). Teach Like a Champion: 49 techniques that put students on the path to

college. San Francisco, CA: Jossey-Bass.

I found this book helpful and can envision using the book for reference in the future.

There are a variety of tips and techniques that I found really useful in all of the lessons I

taught for practicum this semester. I enjoyed the fact that there were video clips available

on the CD, although I didn’t have time to watch too many. My favorite idea from the

book was the idea of building ratio (more student involvement, rather than just calling on
BRASHAR ANNOTATED BIBLIOGRAPHY 10

one person and having everyone else sit there), which I hadn’t heard of before (although I

did end up discussing it with my host teacher for this class). Lemov offers a variety of

ways to build ratio: the two that interested me most were building ratio through writing

and building ratio through discussion (Ch. 8 and 9).The other part of this book that I

found particularly valuable was the information on lesson design. After reading about the

“Four M’s” in Chapter 4 – I have been working on my lessons to be manageable,

measurable, and to focus on what’s important (thus far all my lessons are required to be

“made-first” so I haven’t had to do that differently). Making lessons manageable has been

something I really struggle with, so this has been a helpful resource.

Lesh, Bruce A. (2011). Why won’t you just tell us the answer? Teaching historical thinking in

grades 7-12. Portland, ME: Stenhouse Publishers.

History beyond memorization: Lesh shows the reader how to offer history as a living

subject that can be done, like other content areas. He focuses each chapter on a different

concept of understanding history and then gives an example of a lesson to teach that

concept to students. This book explains how to teach history by using interpretive

questions and interrogative evidence to develop evidence-based answers.

Lickona, T. (1994). Raising good children. New York City, NY: Bantom.

Of course, this book speaks to me as a parent! I am very personally interested in

everything related to thoughtful parenting these days, and I thought the insights this book

offered on parenting strategies and childhood development were very useful. For me, the

most valuable portion of this book was the beginning (where the focus is on babies and

toddlers), as I am trying to prepare myself to deal responsively with a toddler! .

BRASHAR ANNOTATED BIBLIOGRAPHY 11

From the perspective of an educator, the most valuable part of this book for me was the

discussion of the stages of morality, which is something I’ve learned about in previous

classes as well. As a potential K-8 educator, I think overviews of these kinds of

developmental details are pretty crucial to my practice. Even in my practicums, I find

myself struggling to shift expectations between grades/age levels. When I deal with

different behaviors in school, I find it really helpful to be able to say to myself “okay,

she’s six, and she’s just beginning to enter stage 1 of moral development and be able to

look past what she wants, but she’s not quite there yet,” when I start to get frustrated with

(for example) someone’s insistence that something “isn’t fair.”

Lu Chi. (2000). The art of writing: Lu Chi’s wen fu (S. Hamill, translator). Minneapolis,

MN: Milkweed.

A beautiful collection of late third century Chinese poetry on the craft and execution of

writing.

Lukens, R. J., Smith, J. J., & Coffel, C. M. (2013). A critical handbook of children’s

literature. Boston, MA: Pearson.

A guide to selecting children’s literature that set positive literary examples for young

readers. This book is an extremely useful resource in selecting classroom libraries and

home libraries for children. This book also discusses literary elements f of many famous

and popular children’s books.

MacKenzie, R. (2010). Setting limits in the classroom 3rd ed. Rocklin, CA: Prima.

Setting Limits Works!

This is the single most useful book I read or was assigned to read this semester in any of

my classes. I practiced the techniques put forth by Mackenzie every day in every
BRASHAR ANNOTATED BIBLIOGRAPHY 12

practicum and I had surprising success. All of my classes had a handful of aggressive

testers – some of these kids had other behavioral issues, but some didn’t. I found that

letting the students know the expectation and then offering a choice if they did not follow

that expectation (in a word) worked. Even with my most challenging students, I found an

almost immediate response to following through with expectations and rules (it sounds so

obvious when I say it out loud). I was amazed! I also was able to recognize that I

absolutely have a permissive approach to discipline. I am inclined to repeatedly ask,

remind, bargain with, etc. with students who aren’t following expectations. I love the

Setting Limits method, because it doesn’t ask me to give up my ideals of kindness and

respect, but it offers a way to relieve me of the frustration I’ve been experiencing and

succeed. While it seems like common sense, it has revolutionized my way of looking at

rule-setting and follow-through. Plus, it’s fun and easy to read.

Miller, D. (2008). Teaching with intention. Portland, ME: Steinhouse.

This book is an engaging read about why having a developed philosophy is important and

how to may practice line up with that philosophy. Debbie Miller is a brilliant educator

and a pleasing writer. This book is really a journey through a variety of classrooms and

experiences, with the goal of helping the reader better understand how to design and

implement their own ideal classroom experience: with the children as the true

beneficiaries.

Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

This amazing book teaches educators to embrace students’ own interests to help them

learn to love reading. She describes how ot build a good classroom library and how ot
BRASHAR ANNOTATED BIBLIOGRAPHY 13

model the behaviors you wish for your students to engage in. Miller also discusses a

variety of traditional teacher practices that she suggests should be “cut loose.”

Moline, Steve. (2011). I see what you mean: visual literacy K-8. Portland, ME: Stenhouse.

Humans are all bilingual: our second language is visual. Visual literacy is key to our

success in the modern world. This book includes dozens of examples of visual texts

(maps, diagrams, and more). Organized from simple to complex texts, this book offers a

host of ideas on how to increase student’s visual literacy and how to use that visual

literacy to increase understanding of content areas.

Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading

Teacher, 59(4), p. 302-312.

This article introduces comprehension instruction in content area classrooms by using the

following strategies: question asking and answering, clarifying a purpose for reading,

activating relevant prior knowledge, making predictions about text, attending to text

structure, creating summaries (oral, written, and visual), monitoring comprehension, and

using fix‐up strategies.

O’Leary, Z. (2017). The essential guide to doing your research project. Los Angeles, CA: Sage.

This is a dense book that is packed with information about how to go about conducting a

research project. It is not geared toward teachers, but it does have plenty of information

about qualitative research. Chapters are long, but there are excerpted sections and chapter

summaries that make it easier to find information. It provides a detailed system for

coming up with good questions to research that is extremely helpful.

Quick flip book for the revised blooms taxonomy. (2017). Edupress.
BRASHAR ANNOTATED BIBLIOGRAPHY 14

This the quick flip chart explains the critical thinking theories of Bloom's Taxonomy. It

assists teachers and students in selecting words and questions that reflect a model of

critical thinking and learning. The cards are 5 x 6" and have a hole for easy hanging and

display.

Rodriguez, A. I. (2013). Effects of a cross-age peer tutoring program on reading performance of

Hispanic Title I second and third grade students. All Theses and Dissertations, 3908.

Retrieved from https://scholarsarchive.byu.edu/etd/3908

This thesis discusses the impact of peer tutoring instruction on the reading fluency of

Hispanic elementary school students in Utah. While this study deals specifically with

Hispanic students, it does not deal specifically with the issue of ELL students, although

the language spoken at home is assumed to have some effect on student fluency. Tutors

were 8th and 9th graders; and tutees were 3rd and 4th graders. Students were administered

benchmarks before and after to test benefits of the program. Students who were receiving

peer tutoring (tutees) gained faster than their non-tutored counterparts, but only for the

first few months. This is an interesting study because it challenges the idea that peer

mentoring would be beneficial in the long run. Theme: Benefits Across Ability

Level/Age

Strickland, D., Ganske, K., Monroe, J. K. (2002). Supporting struggling

readers and writers: strategies for classroom intervention 3 – 6. Portland, ME:

Stenhouse.

The intermediate years are the final stepping off point for literacy success. This book

provides teachers research-based practice on the literacy learning and teaching of low-

achieving students. The Strategy Bank provides more than twenty practices described in
BRASHAR ANNOTATED BIBLIOGRAPHY 15

three sections: What It Does, How to Do It, and What to Look For. Includes lists of

children's books and sources of books.

Taylor, C. & Nolan S. B. (2008). Classroom assessment: supporting teaching and learning in

real classrooms 2nd ed. Boston, MA: Pearson.

Assessment is something that I struggle with, so I appreciated the insights that Taylor and

Nolan offer on authentic assessment and the uses of assessment in the classroom. For

me, the most valuable parts of this book were the sections on assessment of “authentic

work,” and increasing opportunities for student self-determination. Taylor and Nolan

stress providing the students with interesting work, which increases not only interest but

performance. In designing my lessons, I consider what details the student will find most

engaging, what details I might include that will connect with their personal lives, and

how I can design authentic tasks that have a purpose in the real world. It’s not easy, but I

do feel that my efforts to make connections with students’ lives and interests result in

increased interest and more time on task.I like to look at assessment, thanks to this book,

as something that is not separate from instruction but integrated with and integral to

instruction. Assessments do not have to be about tests, or even grades. They can be

simply about assessing work: looking at what a student has learned and what she need to

learn, identifying misconceptions, and recognizing strengths and success. In my future

practice, I hope to integrate more structured assessments into my lessons.

Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners 2nd ed. Alexandra, VA: ASCD.

This book was useful in designing my differentiated lesson (particularly the information

and strategies offered in Chapter 8. I really enjoyed looking through this chapter and
BRASHAR ANNOTATED BIBLIOGRAPHY 16

considering the different ways a teacher can provide opportunities for her students to

choose their own path towards learning or what she can offer that appropriately

challenges them to fit their true ability levels rather than their grade level. It reminded me

a little of Miss Agnes, by Kirkpatrick Hill, and all the ways she differentiated for her

students. I am passionate about differentiation and I hope to become more proficient at

providing these opportunities for my students. The part of this book that really influenced

how I look at my practice, was the section on learning environments that support

differentiation (Chapter 4). I was encouraged by this chapter, because I feel like I can

design an environment where my students feel valuable and invested in. I don’t mind

being wrong occasionally and I don’t operate under the assumption that I am expected to

know the answer to every question. I liked the insight this book offered into the design of

“Artful Teaching,” where the teacher, the students, and the “stuff” all bear equal

importance. I appreciated the importance that Tomlinson places on the relationships the

teacher builds with the students. I strive to be joyful in all my work, and especially in my

teaching, and I hope to make learning joyful for my students. Humans are all bilingual:

our second language is visual. Visual literacy is key to our success in the modern world.

This book includes dozens of examples of visual texts (maps, diagrams, and more).

Organized from simple to complex texts, this book offers a host of ideas on how to

increase student’s visual literacy and how to use that visual literacy to increase

understanding of content areas.

Udaka, I. J. (2009). Cross-age peer tutoring in dialogic reading: effects on the language

development of young children. Open Access Dissertations, 127. Retrieved from

https://scholarworks.umass.edu/open_access_dissertations/127
BRASHAR ANNOTATED BIBLIOGRAPHY 17

This dissertation discusses the effects of using a dialogic reading technique in

conjunction with cross-age peer mentoring between 5th graders and preschool children.

Tutoring pairs met for 30 minutes three times a week for 8 weeks. Over the course of the

study, tutor attitudes increased positively. This study examines the problem of school

readiness. Cross age peer mentoring was overwhelmingly academically beneficial for

tutees and very beneficial for tutor’s attitudes towards reading. This is a very interesting

study as the scope of the research is fairly short and the age groups are fairly close, as

compared with much of the research available. It is also useful since it deals specifically

with tutor attitudes towards reading. Theme: Attitudes, Behavior, and Opinions

Weaver, Constance. Reading process. (2009). Portsmouth, NH: Heinemann.

This book explores the essence of reading by discussing: the reading process, miscue

analysis, supporting struggling readers, definitions, concepts, interactive activities, a

model of reading that synthesizes reading, and an interactive study guide. A great guide

for teachers who want to understand the reading process.

Wiggins, G. & McTighe, J. ((2005). Understanding by design. Alexandria, VA: ASCD.

This book is a tool for understanding and designing curriculum. It’s not the most thrilling

read, but the tents are extremely useful. The basic idea of the book is that you need to

know where you are going if you want to know how to get there. Setting up curriculum to

be a series of unrelated materials is not useful: designing things in a logical manner that

leads to a desired outcome is what this book is all about.

Wilhelm, J. D. (2001). Improving reading comprehension with think aloud strategies.

New York, NY: Scholastic.

BRASHAR ANNOTATED BIBLIOGRAPHY 18

A guide for increasing student comprehension and engagement, by helping them examine

their thoughts, feelings, and actions as they read. Includes short lessons and activities and

offers strategies for monitoring comprehension, enhancing instruction, and modeling.

Zinn, Howard. (2009). A young people’ history of the United States. New York, NY: Seven

Stories Press.

Zinn pulls no punches in this zinger of a US history book, told from the viewpoints of

people whose stories are generally overlooked in books for children. He explains the ugly

truth that underlies many of our most popular myths and explains the part that dissidents

played in shaping our modern country. An honest, exciting, and discussion inspiring text.