When Older Students Can't Read.

By L. Moats. 2001

105 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/596006c0915cb04206d70c0e7b81d484dae18b8a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Holly B. Lane
2. Paige C. Pullen
3. Margaret G. McKeown
4. Isabel L. Beck
5. Roxanne F. Hudson
6. Anita L. Archer
7. M. Gleason
8. R. Silverman

Citations in the corpus

• Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “From this practice, students learn to visually chunk sequences of letters and understand the spelling patterns found within English.”
• Reading Fluency Assessment and Instruction: What, Why, and How? (2005, background): “Students who read slowly often fail to complete their work, lose interest in school, and seldom read for pleasure (Moats, 2001).”
• Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction (2007, background): “As we noted, such children begin school knowing many fewer words than their higher-SES peers (Graves et al., 1982; Hart & Risley, 1995; Moats, 2001; White et al., 1990), and this gap remains throughout schooling (Biemiller, 2001; Hart & Risley, 1995; Juel et al.”