Index to the Reading Research Quarterly, Vol. 34, 1999 BY TITLE A multicase study in the middle school: Complexities An assessment of Early Steps: A prografmo r early inter- among young adolescent readers, Gay Ivey, No. 2, pp. vention of reading problems, Carol M. Santa & Torleiv 172-192. H@gien, No. 1, pp. 54-79. Negotiating the multiple realities oft echnology in literacy Books make a difference: A study of access to literacy, research and instruction, Linda D. Labbo & David Susan B. Neuman, No. 3, pp. 286-311. Reinking, No. 4, pp. 478-492. Bridging disciplines to critique a national research agen- On the use and misuse of research evidence: Decoding da for language-minority children’s schooling, Jill two states’ reading initiatives, Mark Dressman, No. 3, Fitzgerald & Jim Cummins, No. 3, pp. 378-390. pp. 258-285. Comprehending comprehension, Mark Sadoski, No. 4, Phonics instruction and student achievement in whole pp. 493-500. language first-grade classrooms, Karin L. Dahl, Patricia Cultural artifacts as scaffofolr dgesnr e development, L. Scharer, & Lora L. Lawson, No. 3, pp. 312-341. George Kamberelis & Thomas D. Bovino, No. 2, pp. Phonological awareness intervention research: A critical review of the experimental methodology, Gary A. idren’s motivatiofno r reading and Troia, No. 1, pp. 28-52. their relations to reading activity and reading achieve- Questions teachers ask about spelling, Shane Templeton ment, Linda Baker & Allan Wigfield, No. 4, pp. & Darrell Morris, No. 1, pp. 102-112. 452-477 Reading Research Quarterly book reviews as essays, Evolution of qualitative research methodology: Looking David W. Moore, No. 2, p. 1360. beyond defense to possibilities, Leann G. Putney, Judith Some thoughts on reading research: Revisiting the First- L. Green, Carol N. Dixon, & Gregory J. Kelly, No. 3, Grade Studies, Jeanne S. Chall, No. 1, pp. 8-10. pp. 368-377. Teaching literature to adolescents, Cynthia Lewis, No. 1, Factors that predict success in an early literacy interven- pp. 114-127. tion project, Lauren Leslie & Linda Allen, No. 4, pp. Using think-alouds to examine reader-text interest 404—424. Suzanne E. Wade, William M. Buxton, & Michelle A historically based review of Preventing Reading Kelly, No. 2, pp. 194-216. Difficulties in Young Children, “We're supposed to already know how to teach reading”: P. David Pearson, No. 2, pp. 231-240. Teacher change to support struggling readers, Karen Integration of informatifornom context and word ele- Broaddus & Janet W. Bloodgood, No. 4, pp. 426-451. ments in interpreting novel kanji compounds, Yoshiko What Johnny likes to read is hard to find in school, Jo Mori & William Nagy, No. 1, pp. 80-101. Worthy, Megan Moorman, & Margo Turner, No. 1, pp. IRA Outstanding Dissertation Award for 1999: The influ- 12-27. ence of speech perception, oral language ability, the What's in a name? Children’s name writing and name home literacy environment, and prereading know!- acquisition, Janet W. Bloodgood, No. 3, pp. 342-367. edge on the growth of phonological sensitivity: A 1-year longitudinal study, Stephen Burgess, No. 4, pp. 400-403. BY AUTHOR Latina and Latino researchers interact on issues related Allen, Linda (see Leslie, Lauren) to literacy learning, Robert T. Jiménez, Luis C. Moll, Baker, Linda & Ailan Wigfield. Dimensions of children’s Flora V. Rodriguez-Brown, & Rosalinda B. Barrera, motivatiofno r reading and their relations to reading No. 2, pp. 217-230. activity and reading achievement, No. 4, pp. 452-477. Barrera, Rosalinda B. (see Jiménez, Robert T. et al.) Moorman, Megan (see Worthy, Jo) Bloodgood, Janet W. What’s in a name? Children’s name Mori, Yoshiko & William Nagy. Integration of informa- writing and name acquisition, No. 3, pp. 342-307. tion from context and word elements in interpreting Bloodgood, Janet W. (see Broaddus, Karen) novel kanji compounds, No. 1, pp. 80-101. Bovino, Thomas D. (see Kamberelis, George) Morris, Darrell (see Templeton, Shane) Broaddus, Karen & Janet W. Bloodgood. “We're supposed Nagy, William (see Mori, Yoshiko) to already know how to teach reading”: Teacher change Neuman, Susan B. Books make a difference: A study of to support struggling readers, No. 4, pp. 420-451. access to literacy, No. 3, pp. 286-311. Burgess, Stephen. JRA Outstanding Dissertation Award for Pearson, P. David. A historically based review of 1999: The influence of speech perception, oral language Preventing Reading Difficulties in Young Children, ability, the home literacy environment, and prereading knowledge on the growth of phonological sensitivity: A No. 2, pp. 231-240. Putney, Leann G., Judith L. Green, Carol N. Dixon, & 1-year longitudinal study, No. 4, pp. 400-403. Gregory J. Kelly. Evolution of qualitative research Buxton, William M. (see Wade, Suzanne E.) methodology: Looking beyond defense to possibilities, Chall, Jeanne S. Some thoughts on reading research: Revisiting the First-Grade Studies, No. 1, pp. 8-10. No. 3, pp. 308-377. Cummins, Jim (see Fitzgerald, Jill) Reinking, David (see Labbo, Linda D.) Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson. Rodriguez-Brown, Flora V. (see Jiménez, Robert T. et al. Phonics instruction and student achievement in whole Sadoski, Mark. Comprebending comprehension, No. 4, language first-grade classrooms, No. 3, pp. 312-341. pp. 493-500. Dixon, Carol N. (see Putney, Leann G. et al.) Santa, Carol M. & Torleiv Hoien. An assessment of Early Dressman, Mark. On the use and misuse of research evi- Steps: A prografmo r early intervention of reading dence: Decoding two states’ reading initiatives, No. 3, problems, No. 1, pp. 54-79. pp. 258-285. Scharer, Patricia L. (see Dahl, Karin L. et al.) Fitzgerald, Jill & Jim Cummins. Bridging disciplines to Templeton, Shane & Darrell Morris. Questions teachers critique a national research agenda for language- ask about spelling, No. 1, pp. 102-112. minority children’s schooling, No. 3, pp. 378-390. Troia, Gary A. Phonological awareness intervention Green, Judith L. (see Putney, Leann G. et al.) research: A critical review of the experimental method- Hgien, Torleiv (see Santa, Caroi M.) ology, No. 1, pp. 28-52. Ivey, Gay. A multicase study in the middle school: Turner, Margo (see Worthy, Jo) Complexities among young adolescent readers, No. 2, Wade, Suzanne E., William M. Buxton, & Michelle Kelly. pp. 172-192. Using think-alouds to examine reader-text interest, No. Jiménez, Robert T., Luis C. Moll, Flora V. Rodriguez- 2, pp. 194-210. Brown, & Rosalinda B. Barrera. Latina and Latino Wigfield, Allan (see Baker, Linda) researchers interact on issues related to literacy learn- ing, No. 2, pp. 217-230. Worthy, Jo, Megan Moorman, & Margo Turner. What Kamberelis, George & Thomas D. Bovino. Cultural arti- Jobnny likes to read is hard to find in school, No. 1, facts as scaffofolr dgesnr e development, No. 2, pp. pp. 12-27. 138-170. Kelly, Gregory J. (see Putney, Leann G. et al.) Kelly, Michelle (see Wade, Suzanne E.) BY SUBJECT Labbo, Linda D. & David Reinking. Negotiating the mul- tiple realities of technology in literacy research and Adolescents instruction, No. 4, pp. 478-492. Lewis, Cynthia. Teaching literature to adolescents, No. 1, Lawson, Lora L. (see Dahl, Karin L. et al.) pp. 114-127. Leslie, Lauren & Linda Allen. Factors that predict success in an early literacy intervention project, No. 4, pp. 404-424. At risk Lewis, Cynthia. Teaching literature to adolescents, No. 1, Leslie, Lauren & Linda Allen. Factors that predict success pp. 114-127. in an early literacy intervention project, No. 4, pp. Moll, Luis C. (see Jiménez, Robert T. et al.) 404-424. Moore, David W. Reading Research Quarterly book Neuman, Susan B. Books make a difference: A study of reviews as essays, No. 2, p. 136. access to literacy, No. 3, pp. 286-311. Attitudes/interest Neuman, Susan B. Books make a difference: A study of Baker, Linda & Allan Wigfield. Dimensions of children’s access to literacy, No. 3, pp. 280-311. motivation for reading and their relations to reading Santa, Carol M. &. Torleiv Hoien. An assessment of Earl activity and reading achievement, No. 4, pp. 452-477 Steps: A prografmor early intervention of reading Ivey, Gay. A multicase study in the middle school: problems, No. 1, pp. 54-79. Complexities among young adolescent readers, No. 2, pp. 172-192. Expository text Wade, Suzanne E., William M. Buxton, & Michelle Kelly. Wade, Suzanne E., William M. Buxton, & Michelle Kelly. Using think-alouds to examine reader-text interest, No. Using think-alouds to examine reader-text interest, No. 2, pp. 194-2106. 2, pp. 194-216. Worthy, Jo, Megan Moorman, & Margo Turner. What Johnny likes to read is hard to find in school, No. 1, Genre pp. 12-27. Kamberelis, George & Thomas D. Bovino. Cultural arti- facts as scaffofolr dgesnr e development, No. 2, pp. Bilingual/ESL Fitzgerald, Jill & Jim Cummins. Bridging disciplines to 138-170. critique a national research agenda for language- minority children’s schooling, No. 3, pp. 378-390. Instructional materials Jiménez, Robert T., Luis C. Mol, Flora V. Rodriguez- Santa, Carol M. & Torleiv Hoien. An assessment of Early Brown, & Rosalinda B. Barrera. Latina and Latino Steps: A prografmo r early intervention of reading researchers interact on issues related to literacy learn- problems, No. 1, pp. 54-79. ing, No. 2, pp. 217-230. Intervention/remedial programs Cognitive processes Broaddus, Karen & Janet W. Bloodgood. “We're supposed Baker, Linda & Allan Wigfield. Dimensions of children’s to already know how to teach reading”: Teacher change to support struggling readers, No. 4, pp. 426-451. activity and reading achievement, No. 4, pp. 452-4 Leslie, Lauren & Linda Allen. Factors that predict success in an early literacy intervention project, No. 4, pp. Comprehension 404-424. Sadoski, Mark. Essay Book Reviews: Comprebending com- Santa, Carol M. & Torleiv Hgien. An assessment of Early prebension, No. 4, pp. 493-500. Steps: A program for early intervention of reading problems, No. 1, pp. 54-79. Computers/technology Labbo, Linda D. & David Reinking. Negotiating the mul- Language (non-English) tiple realities of technology in literacy research and Mori, Yoshiko & William Nagy. Integration of informa- instruction, No. 4, pp. 478-492. tion from context and word elements in interpreting novel kanji compounds, No. 1, pp. 80-101. Context Mori, Yoshiko & William Nagy. Integration of informa- Literature tion from context and word elements in interpreting Lewis, Cynthia. Teaching literature to adolescents, No. 1, novel kanji compounds, No. 1, pp. 80-101. pp. 114-127. Early reading Worthy, Jo, Megan Moorman, & Margo Turner. What Johnny likes to read is hard to find in school, No. 1, Pearson, P. David. A historically based review of Preventing Reading Difficulties in Young Children, pp. 12-27. No. 2, pp. 231-246. Measurement Emergent literacy Baker, Linda & Allan Wigfield. Dimensions of children’s Bloodgood, Janet W. What’s in a name? Children’s name motivation for reading and their relations to reading writing and name acquisition, No. 3, pp. 342-307. activity and reading achievement, No. 4, pp. 452-477. Phonemic segmentation Spelling Troia, Gary A. Phonological awareness intervention Templeton, Shane & Darrell Morris. Questions teachers research: A critical review of the experimental method- ask about spelling, No. 1, pp. 102-112. ology, No. 1, pp. 28-52. Teacher practices Policy Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson. Dressman, Mark. On the use and misuse of research evi- Phonics instruction and student achievement in whole dence; Decoding two states’ reading initiatives, No. 3, language first-grade classrooms, No. 3, pp. 312-341. pp. 258-285. Word recognition Qualitative research Dahl, Karin L., Patricia L. Scharer, & Lora L. Lawson. Putney, Leann G., Judith L. Green, Carol N. Dixon, & Phonics instruction and student achievement in whole Gregory J. Kelly. Evolution of qualitative research language first-grade classrooms, No. 3, pp. 312-341. methodology: Looking beyond defense to possibilities, Dressman, Mark. On the use and misuse of research evi- No. 3, pp. 308-377. dence: Decoding two states’ reading initiatives, No. 3, Research principles/methods pp. 258-285. Mori, Yoshiko & William Nagy. Integration of informa- Troia, Gary A. Phonological awareness intervention research: A critical review of the experimental method- tion from context and word elements in interpreting ology, No. 1, pp. 28-52. novel kanji compounds, No. 1, pp. 80-101. Sociocultural Writing Kamberelis, George & Thomas D. Bovino. Cultural arti- Kamberelis, George & Thomas D. Bovino. Cultural arti- facts as scaffofolr dgesnr e development, No. 2, pp. facts as scaffofolr dgesnr e development, No. 2, pp. 138-170. 138-170. 6