|Instructional Decision-Making||Before Reading||During/After Reading||Letter/Word Work||Reading/Writing Connections|
- Anderson, N.L., & Briggs, C. (2002) Reciprocity between reading and writing: Strategic processing as common ground. The Reading Teacher*, (64)7, 546-549.
- Kaye, Elizabeth L., Lose, Mary K. (2014). Exploring Clay’s teaching procedures for assembling cut-up stories. The Journal of Reading Recovery Fall 2014.
- Lose, Mary K. (2014). Clay’s teaching procedures for hearing and recording sounds in words. The Journal of Reading Recovery, Spring 2014.
- Pinnell, G.S. & Fountas, I.C. (2009). Chapter 13: Extending reading power through writing. In When readers struggle: teaching that works. Portsmouth, NH: Heinemann. Pp: 293-323
Overall References containing useful information across sections of this module:
- Clay, M.M. (1991). Becoming literate: The construction of inner control. Auckland, New Zealand: Heinemann.
- Fountas, I.C. & Pinnell, G.S. (2016) Guided Reading, Second Edition: Responsive teaching across the grades. Portsmouth, NH: Heinemann.
- Gibson, S.A. & Moss, B. (2016). Every young child a reader: Using Marie Clay’s key concepts for classroom instruction. New York, NY: Teachers College Press.
- Johnson, Pat. (2006). One child at a time: Making the most of your time with struggling readers K-6. Portland, ME: Stenhouse.
- Pinnell, G.S. & Fountas, I.C. (2009). When readers struggle: teaching that works. Portsmouth, NH: Heinemann.
- Pinnell, G.S. & Fountas, I.C. (2011). The continuum of literacy learning, Grades PreK-8: A guide to teaching. Portsmouth, NH: Heinemann.
- Richardson, J. (2016). The next step forward in guided reading: Grades K-8. New York, NY: Scholastic.
*Articles from The Reading Teacher and Reading Research Quarterly are accessible online with a subscription to the journals.