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      <title>My luminous stream by Colleen Mazella</title>
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      <description>Made with a quick smile</description>
      <language>en-us</language>
      <pubDate>2018-03-18 13:33:29 UTC</pubDate>
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         <description><![CDATA[Adapted from WI RTI Center. (2014). Structural analysis. Retrieved from http://www.wirticenter.com/strategiesbank/index.php

RESEARCH
Bursuck, W. D., &amp; Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach (2nd Ed). Boston, MA: Pearson.

Harris, M.L., Schumaker, J.B., &amp; Deshler, D.D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34, 17-33.

Vadasy, P. F., Sanders, E. A., &amp; Peyton, J. A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27, 365-378.

Vaughn, S., &amp; Linan-Thompson, S. (2004). Research-based methods of reading instruction: Grades K-3. Alexandria, VA: Association for Supervision and Curriculum Development.]]></description>
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         <pubDate>2018-03-18 13:38:30 UTC</pubDate>
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         <author>mazellcm01</author>
         <link>https://padlet.com/mazellcm01/mz1g4pvgwnyo/wish/243186596</link>
         <description><![CDATA[RESEARCH
Green, C. L., McLaughlin, T. F., Derby, K. M., & Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research, 13(2) Retrieved from http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=buffalostate&v=2.1&it=r&id=GALE%7CA257228275&sid=summon&asid=46472bb396878dc86c1036d69611204d

Kaufman, L., McLaughlin, T. F., Derby, K. M., & Waco, T. (2011). Employing reading racetracks and di flashcards with and without cover, copy, and compare and rewards to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34(4), 24-44.

Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effects of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7(2), 219-233. doi:10.1023/A:1022845209417]]></description>
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         <pubDate>2018-03-18 13:39:43 UTC</pubDate>
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         <title>Resources for Reading Racetracks Activities</title>
         <author>mazellcm01</author>
         <link>https://padlet.com/mazellcm01/mz1g4pvgwnyo/wish/243186687</link>
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         <pubDate>2018-03-18 13:40:37 UTC</pubDate>
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         <title>Resources for Structural Analysis Strategy</title>
         <author>mazellcm01</author>
         <link>https://padlet.com/mazellcm01/mz1g4pvgwnyo/wish/243186795</link>
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         <pubDate>2018-03-18 13:41:28 UTC</pubDate>
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         <title>Resources for Flashcards Activities</title>
         <author>mazellcm01</author>
         <link>https://padlet.com/mazellcm01/mz1g4pvgwnyo/wish/243191844</link>
         <description><![CDATA[]]></description>
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         <pubDate>2018-03-18 14:23:07 UTC</pubDate>
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         <author>mazellcm01</author>
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         <description><![CDATA[References
Baranek, A., Fienup, D. M., & Pace, G. (2011). Brief experimental analysis of sight word interventions: A comparison of acquisition and maintenance of directed interventions. Behavior Modification, 35(1), 78-94.
Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.
Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7, 307-324.
Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25, 483-507.
NICHHD: National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, J. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255.]]></description>
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         <pubDate>2018-03-18 14:23:32 UTC</pubDate>
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         <title>More references for  activities</title>
         <author>mazellcm01</author>
         <link>https://padlet.com/mazellcm01/mz1g4pvgwnyo/wish/243219370</link>
         <description><![CDATA[<div> Source: Adapted with permission from Phonemic Awareness Instructional Routine: First Sound, Florida Center for Reading Research. Florida Center for Reading Research. Copyright 2007. Available at http://www.fcrr.org/assessment/ET/routines/routines.html. </div>]]></description>
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         <pubDate>2018-03-18 17:27:52 UTC</pubDate>
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