References
[1]. Adams, G., Lenz, K., Laraux, M., Graner, R, & Pouliot,
N. (2002). The Effects of Ongoing Communication
between Teachers and Adolescents with Disabilities.
Research No. NCRTL—RR—l2). Lawrence, KS: University of
Kansas and the Institute for Academic Access. (ERIC
Document Reproduction Service No. Ed469545]
[2]. Alao, S., & Guthrie, J. T. [1999). Predicting conceptual
understanding with cognitive and motivational variables.
Journal ofEducational Research, 92(4), 243-253.
[3]. Almasi, J.F. (1996). A new view of discussion. In L.B.
Gambrell & J.F. Almasi (Eds.), Lively discussions: Fostering
engaged reading (pp. 2-24). Newark, DE: International
ReadingAssociation.
[4]. Almasi, J. F. & McKeown, M. G. (1996). The nature of
engaged reading in classroom discussions of literature.
Journal of LiteracyResearch 28(1 ), 107-146.
[5]. Baker, L., & Wigfield, A. (1999). Dimensions of
Children's Motivation for Reading and Their Relations to
Reading Activity and Reading Achievement. Reading
Research Quarterly, 34(4), 452477.
[6]. Baker, L., Dreher, M. J., & Guthrie, J. T. (2000). Why
teachers should promote reading engagement. In L.
Baker, M. J. Dreher, & J.T. Guthrie (Eds.), Engaging young
readers (pp.1 -16). New York: The Guilford Press.
[7]. Baker, L., Dreher, M. J., & Guthrie, J. T., (Eds.). (2000).
Engaging young readers: Promoting achievement and
motivation. New York: The Guilford Press. Press.
[8]. Baldwin R., Johnson, D., & Peer, G. (1980).
Bookmatoh. Tulsa, OK: Educational Development
Corporation.
[9]. Baltas, J. G. (1986). An investigation of the variables
related to reading performance of good and poor
readers who are pre—servlce teachers as predictors of
reading achievement (metacognition, attitudes, habits).
(Doctoral dissertation, The Pennsylvania State University,
Pennsylvania, 1986). Dissertation Abstracts International,
47/04.
[10]. Beattie, M., Dobson, D., Thornton, G., Hegge, L.
(2007). Interacting narratives: Creating and re-creating
the self. International Journal of Lifelong Education, 26(2),
119-141.
[1 1]. Brown, J.l., Fishco, V.\/., & Hanna, G. (1993). Nelson-
Denny reading test: Manual for scoring and
interpretation [forms G & H]. Itasca, IL: Riverside
Publishing/Houghton Mifflin.
[12]. Cambourne, B. (1995). Towards an educationally
relevant theory of literacy learning: Twenty years of inquiry.
The Reading Teacher, 49(3), 1 82190.
[13]. Cambourne, B. (1999). Conditions for literacy
learning: Turning learning theory into classroom
instruction. A minicase study. The Reading Teacher, 53(5),
126-127.
[14]. Devon, H. Block, M. E., Moyle-Wright, R, Ernst, D. M.,
Hayden, S. J., Lazzara, D. J., Savoy, S. M., & Kostas-
Polston, E. (2007). A psychometric toolbox for testing
validity and reliability. Journal of Nursing Scholarship,
39(2),155-164.
[15]. Gardner, H. (1999). Intelligence reframed: Multiple
Intel/igences for the 21stcentury New York: Basic Books.
[16]. Gentry, J. (1995). Willie the worm and dyslexia: A 17-
year follow—up. Journal of Child Neurology, 70 (1 ), S106- S107.
[17]. Gentry, J., Fowler, T. & Nichols, B. (2007). Textbook
Preferences: The Possibilities of Individualized Learning in
Social Studies with an Individualized Textbook. Journal of
Interactive Learning Research, 4 8(4), 493-51 0.
[18]. Guthrie, J. T., & Alvermann, D. E. (Eds.). (1999).
Engaged reading: Process, practices, and policy
implications. New York: Teachers College.
[19]. Guthrie, J. T., & Wigfield, A. (Eds.). (1997). Reading
engagement: Motivating readers through integrated
instruction. Newark, DE: International Reading
Association.
[20]. Guthrie, J. T., &Wigfield, A. (1999). How motivation
fits into a science of reading. Scientific Studies of Reading,
3(3),199-207.
[21]. Guthrie, J. T., Wigfield, A., Vonsecker, C. (2000)
Effects of integrated instruction on motivation and
strategy use in reading. Journal of Educational
Psychology, 92(2), 331 -341.
[22]. Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005).
The temporal—interactive influence of reading
achievement and reading attitude. Educational
Research & Evaluation, 11(1), 29-44.
[23]. Lawshe, C.H. (1975). A quantitative approach to
content validity. Personnel Psychology. 28, 563-575.
[24]. Lomax, M.E. (1993). To choose or not to choose: The
effect of varied influences on the selection of library books
by junior high school students. (Doctoral dissertation, The
University of Nebraska - Lincoln, 1994).
Abstracts International, 55(01 ), 1 21 A.
[25]. Luttrell, W. & Parker, C. (2001). High school students‘
literacy practices and identities, and the figured world of
school. Journal of Research in Reading, 24(3), 235-247.
[26]. Mathewson, cc. (2000). Model of attitude
influence upon reading and learning to read. In R.B.
Ruddell, M.R. Ruddell, &S. Harry(Eds.], Theoretical models
and processes of reading [4th ed.) (pp. 1131—1159).
Newark, DE: International Reading Association.
[27].Mizokawa, D. T. & Hansen-Krening, N. (2000). The
ABC's of attitude toward reading: Inquiring about the
reader's response. Journal ofAdolescent &Adult Literacy,
44(4), 72-79.
[28]. Morrison, T. G., Jacobs, J. S., & Swinyard, W. (1999).
Do teachers who read personally use recommended
literacy practices in their classrooms? Reading Research
and Instruction, 38(2), 81 -100.
[29]. Parker, A., Paradis, E. (1986). Attitude development toward reading in grades one through six. Journal of
Educational Research, 79, 313-315.
[30]. Pennington, D. (2003). Essential Personality. London,
England: Oxford University/HodderArnold.
[31]. Readence, J.E., Bean, T. W., Baldwin, R. S. (2004).
Content area literacy: An integrated approach (8th ed).
Dubuque. IA: Kendall/Hunt.
[32]. Roebke, J. (1990). A descriptive and observational
study of curricular change in English: Teacher
perceptions and student attitudes and behavior. Lincoln.
NE: University of Nebraska-Lincoln.
[33]. Roettger, D., Szymczuk, M. & Millard, J. (1979).
Validation of a reading attitude scale for elementary
students and an investigation of the relationship between
attitude and achievement. Journal of Educational
Research, 72(3), 138-142.
[34]. Steinberg, L. (1997). Beyond the classroom: Why
school reform has failed and what parents need to do.
New York: Simon & Schuster.
[35]. Kelle, U. (1997). Theory building in qualitative
research and computer programs for the management
of textual data Sociological Research Online, 2(2).
Retrieved January 12, 2009, from http://www.socresonIine
.org.uk/socresonIine/2/2/ I .htmI
[36]. Vacca, R.T. & Vacca, J. L. (2008). Content area
reading: Literacy and learning across the curriculum [9th
ed.]. Boston, MA: Pearson.
[37]. Vygotsky, L.S. [1978] Mind in society: the
development of higher psychological processes.
(M.Cole, V.John—Steiner, S.Scribner & E. Souberman, Eds. &
Translators). Harvard University Press. (Original work
published 1934)
