References: Explaining Their Thinking

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References

Caldwell, J., & Leslie, L. (2010). Thinking aloud in expository text: Processes and outcomes. Journal of Literacy Research, 42(3), 308-340.

Ghaith, G., & Obeid, H. (2004). Effect of think alouds on literal and higher-order reading comprehension. Educational Research Quarterly, 27(3), 49-57.

Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473.

Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In Metacognition in learning and instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (Eds.). (2006). Metacognition in literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Routledge.

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.

Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.

National Reading Panel (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

Rittle-Johnson, B., & Loehr, A. M. (2017). Eliciting explanations: Constraints on when self-explanation aids learning. Psychonomic Bulletin & Review, 24(5), 1501-1510.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-39.

Stebick, D. M., & Nichols, C. (2014). Language of Harry's wizards: Authentic vocabulary instruction. New England Reading Association Journal, 49(2), 40-50.