See the Literature Review tab for help specific to your Capstone Literature Review.
Berkeley, S., Lindstrom, J. H., Regan, K., Nealy, A., Southall, C., & Stagliano, C. (2012). An evaluation of supplemental reading instruction for at-risk middle school readers. Middle Grades Research Journal, 7(1), 1-15.
Cantrell, S. C., & Hughes, H. K. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching, Journal of Literacy Research, 40(1), 95–127.
Cheung, A. K., & Slavin, R. E. (2012). Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Review Of Educational Research, 82(4), 351-395
Denton, C. A., Solari, E. J., Ciancio, D. J., Hecht, S. A., & Swank, P. R. (2010). A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools. Elementary School Journal, 110(4), 423-439.
Jiuhuan, H., & Newbern, C. (2012). The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills. Journal Of Research & Practice For Adult Literacy, Secondary & Basic Education, 1(2), 66-77
Kissel, B., Mraz, M., Algozzine, B., & Stover, K. (2011). Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change. Journal Of Research In Childhood Education, 25(3), 288-303.
Prytula, M., & Weiman, K. (2012). Collaborative professional development: An examination of changes in teacher identity through the professional learning community model. Journal of Case Studies in Education, 3, 1–19.
Wilson, S. J., Dickinson, D. K., & Rowe, D. W. (2013). Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds. Early Childhood Research Quarterly. 28 (3), 578–592.