ver. 20020709
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Ten Tips for Raising Readers–$1/booklet.
Children learn about reading and writing at home with their family. They enjoy snuggling for a bedtime story, pretending to read signs in the grocery store, and scribble-writing a note to family members saying “I love you.” Shared moments like these nurture children’s future success as readers and writers. This booklet offers parents simple but powerful ways to support their child in the essential skills of reading and writing.
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Center for the Improvement of Early Reading Achievement
University of Michigan School of Education
610 E. University Ave., Rm. 1600 SEB
Ann Arbor, MI 48109-1259
Phone: (734) 647-6940
Fax: (734) 615-4858
http://www.ciera.org
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CIERA Publications
CIERA Publications Order Form
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ver. 20020709
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REPORTS can ONLY be DOWNLOADED from our web site (http://www.ciera.org).
WE NO LONGER SELL HARD COPIES OF THE CIERA TECHNICAL REPORT SERIES.
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Inquiry 1: Readers and Texts
2-010 Exploring Urban Teachers' and Administrators' Conceptions of At-Riskness by Patricia A. Edwards, Jennifer C. Danridge, & Heather M. Pleasants (24 pp.)
2-011 Enhancing Emergent Literacy in a Preschool Through Teacher-Researcher Collaboration by David B. Yaden, Jr. & Anamarie Tam (21 pp.)
2-012 Preschool Teachers' Self-Reported Beliefs and Practices About Literacy Instruction by Kathleen A. Burgess, Kristin A. Lundgren, John Wills Lloyd, & Robert C. Pianta (30 pp.)
2-013 An Analysis of Early Literacy Assessments Used for Instruction by Samuel J. Meisels & Ruth A. Piker (123 pp.)
2-001 Integrated Literacy Instructions: A Review of the Literature by James R. Gavelek, Taffy E. Raphael, Sandra M. Biondo, & Danhua Wang (32 pp.)
2-002 Issues in Emergent Literacy for Children with Language Impairments by Joan N. Kaderavek & Elizabeth Sulzby (44 pp.)
2-003 Creating a Book Loan Program for Inner-City Latino Families by Patricia Madrigal, Camille Cubillas, David B. Yaden, Jr., Anamarie Tam, & Danny Brassell (28 pp.)
2-004 Assessing Adult/Child Storybook Reading Practices by Andrea DeBruin-Parecki (32 pp.)
2-005 The Nature of Children’s Interactions While Composing Together on Computers by Adrienne Gelpi Lomangino, Julie Nicholson, & Elizabeth Sulbzy (36 pp.)
2-006 Beating the Odds in Teaching All Children to Read by Barbara M. Taylor, P. David Pearson, Kathleen F. Clark, & Sharon Walpole (60 pp.)
2-007 The Interplay of Firsthand and Text-Based Investigations in Science Education by Annemarie S. Palincsar & Shirley J. Magnusson (42 pp.)
2-008 Fluency: A Review of Developmental and Remedial Practices by Melanie R. Kuhn & Steven A. Stahl (46 pp.)
2-009 The Contexts of Comprehension: Information Book Read Alouds and Comprehension Acquisition by Laura B. Smolkin & Carol A. Donovan (37 pp.)
Inquiry 2: Home and School
2-014 Literacy Behaviors of Preschool Children Participating in an Early Intervention Program by Kristin L. Sayeski, Kathleen A. Burgess, Robert C. Pianta, & John Wills Lloyd (17 pp.)
2-015 Conceptualizations Underlying Emergent Readers’ Story Writing by Adriana G. Bus, Anna Both-de Vries, Marga de Jong, Elizabeth Sulzby, Willemieke de Jong, & Ellie de Jong (16 pp.)
1-001 Text Matters in Learning to Read by Elfrieda H. Hiebert (24 pp.)
1-002 Orchestrating the Thought and Learning of Struggling Writers by Mark Gover & Carol Sue Englert (36 pp.)
1-003 Building an Integrated Model of Early Reading Acquisition by Timothy R. Konold, Connie Juel, & Marlie McKinnon (24 pp.)
1-004 Learning to Read in Culturally Responsive Computer Environments by Nichole Pinkard (28 pp.)
1-005 Emergent Literacy: A Polyphony of Perspectives by David B. Yaden, Jr., Deborah W. Rowe, & Laurie MacGillivray (44 pp.)
1-006 TELE-Web: Developing a Web-Based Literacy Learning Environment by Yong Zhao, Carol Sue Englert, Jing Chen, Su Chin Jones, & Richard Ferdig (24 pp.)
1-007 The Scarcity of Informational Texts in First Grade by Nell K. Duke (40 pp.)
1-008 Learning to Read Words: Linguistic Units and Strategies by Connie Juel & Cecilia Minden-Cupp (44 pp.)
1-009 Literature Anthologies: The Task for First-Grade Readers by Shailaja Menon & Elfrieda H. Hiebert (40 pp.)
1-010 Text Leveling and Little Books in First-Grade Reading by James V. Hoffman, Nancy L. Roser, Rachel Salas, Elizabeth Patterson, and Julie Pennington (21 pp.)
1-011 Constructing Achievement Orientations Toward Literacy: An Analysis of Sociocultural Activity in Latino Home and Community Contexts by Lilia Monzó and Robert Rueda (22 pp.)
1-013 Lyric Reader: Creating Intrinsically Motivating and Culturally Responsive Reading Environments by Nichole Pinkard (27 pp.)
1-012 Engaged Reading: A Multilevel Approach to Considering Sociocultural Factors With Diverse Learners by Robert Rueda, Lilia Monzó and Angela Arzubiaga (33 pp.)
1-014 A Framework For Examining Book Reading in Early Childhood Classrooms by David K. Dickinson, Allyssa McCabe, and Louisa Anastasopoulos (19 pp.)
3-001 Standards in Primary-Grade Reading: An Analysis of State Frameworks by Karen K. Wixson & Elizabeth Dutro (28 pp.)
3-002 Assessing Readiness by Samuel J. Meisels (36 pp.)
3-003 Culture, Autobiography, and the Education of Literacy Teachers by Susan Florio-Ruane & Taffy E. Raphael, with Jocelyn Glazier, Mary McVee, Bette Shellhorn, & Susan Wallace (20 pp.)
3-004 Policy-Oriented Research on Literacy Standards and Assessment by Sheila W. Valencia & Karen K. Wixson (40 pp.)
3-005 The Role of Hypermedia Cases on Prospective Teachers’ Views of Reading Instruction by Joan E. Hughes, Becky Wai-Ling Packard, & P. David Pearson (24 pp.)
3-006 Discretion in the Translation of Reading Research to Policy by Barbara M. Taylor, Richard C. Anderson, Kathryn H. Au, & Taffy E. Raphael (28 pp.)
3-007 The America Reads Challenge: An Analysis of College Students’ Tutoring by Martha A. Adler (40 pp.)
3-008 Book Buddies in the Bronx: A Model for America Reads by Joanne D. Meier & Marcia Invernizzi (40 pp.)
3-009 Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds by Charles Fisher and Martha A. Adler (36 pp.)
3-010 Negotiating Higher Education: Latina Teachers' Memories of Striving for Success by Nancy T. Walker, Laurie MacGillivray, & Jill A. Aguilar (22 pp.)
3-011 Staff Development in Early Reading Intervention Programs: The Facilitator by Deidre Le Fevre & Virginia Richardson (29 pp.)
3-012 Children’s Comprehension of Narrative Picture Books by Alison H. Paris & Scott G. Paris (32 pp.)
3-015 Book Club Plus: A Conceptual Framework to Organize Literacy Instruction by Taffy Raphael, Susan Florio-Ruane, and MariAnne George (29 pp.)
3-013 Effective Practices for Assessing Young Readers by Scott G. Paris, Alison H. Paris, & Robert D. Carpenter (17 pp.)
3-014 A Critical Review of the Literature on Electronic Networks as Reflective Discourse Communities for Inservice Teachers by Yong Zhao & Sheri Rop (15 pp.)
3-016 Teacher Rating of Oral Language and Literacy (TROLL): A Research-Based Tool by David K. Dickinson, Allyssa McCabe, & Kim Sprague (15 pp.)
Inquiry 3: Policy and Profession
3-017 The Road to Participation: The Evolution of a Literary Community in an Intermediate Grade Classroom of Linguistically Diverse Learners by Ailing Kong and P. David Pearson (44 pp.)
3-018 Latina Educators and School Discourse: Dealing with Tension on the Path to Success by Jill Aguilar, Laurie MacGillivray, and Nancy T. Walker (22 pp.)
3-019 A Second Year of One-on-One Tutoring: An Intervention for Second Graders With Reading Difficulties by Mary Claiborne Fowler, Laura M. Lindemann, Susan Thacker-Gwaltney, and Marcia Invernizzi (17 pp.)
3-020 Parents and Teachers Talk About Literacy and Success by Marjorie Faulstich Orellana, Karen Monkman, and Laurie MacGillivray (15 pp.)
2-016 The CIERA School Change Project: Supporting Schools as They Implement Home-Grown Reading Reform by Barbara M. Taylor, P. David Pearson, Debra Peterson, and Michael C. Rodriguez (53 pp.)
1-015 Family Matters Related to the Reading Engagement of Latina/o Children by Angela Arzubiaga, Robert Rueda, and Lilia Monzó (14 pp.)
3-021 Building Electronic Discussion Forums to Scaffold Pre-Service Teacher Learning: Online Conversations in the Reading Classroom Explorer by Richard E. Ferdig, Laura R. Roehler, and David Pearson (17 pp.)
3-022 When State Policies Meet Local District Contexts: Standards-Based Professional Development as a Means to Individual Agency and Collective Ownership by Elizabeth Dutro, Maria Chesley Fisk, Richard Koch, Laura J. Roop, and Karen Wixson (27 pp.)
3-023 Interest Groups in National Reading Policy: Perceived Influence and Beliefs on Teaching Reading by Mengli Song, and Cecil Miskel (21 pp.)

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Center for the Improvement of Early Reading Achievement
University of Michigan School of Education
610 E. University Ave., Rm. 1600 SEB
Ann Arbor, MI 48109-1259
Phone: (734) 647-6940
Fax: (734) 615-4858
http://www.ciera.org
All orders must be prepaid by check/money order payable in U.S. funds. Unless noted, prices include shipping to a U.S. address by the most economical method. Shipments outside the U.S., add $10 per copy. All sales are final. Prices are subject to
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