gf is an English teacher. This is some of the research underpinning the instructional changes in CCSS for English specifically:

Bonfiglio, C. M., Daly, E. J., Persampieri, M., & Andersen, M. (2006). An experimental analysis of the effects of
reading interventions in a small group reading instruction context. Journal of Behavioral Education, 15, 93-
109.

Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential
implications for Response-to-Intervention. School Psychology Quarterly, 22, 297-313.

Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to
improve reading fluency and comprehension with children identified as reading disabled. Journal of School
Psychology, 42, 303–314.

Carney, J.J., Anderson, D., Blackburn, C., & Blessing, D. (1984). Preteaching vocabulary and the comprehension
of social studies materials by elementary school children. Social Education, 48(3), 195-196.

Daly, E., & Martens, B. (1994). A comparison of three interventions for increasing oral reading performance:
Application of the instructional hierarchy. Journal of Applied Behavior Analysis, 27,459-469.

Eckert, T. L., Ardoin, S. P., Daisey, D. M., & Scarola, M. D. (2000). Empirically evaluating the effectiveness of
reading interventions: The use of brief experimental analysis and single-case designs. Psychology in the
Schools, 37, 463-474.

Faulkner, H. J., & Levy, B. A. (1999). Fluent and nonfluent forms of transfer in reading: Words and their
message. Psychonomic Bulletin and Review, 6, 111-116.

Gickling, E. E., & Armstrong, D. L. (1978). Levels of instructional difficulty as related to on-task behavior, task
completion, and comprehension. Journal of Learning Disabilities, 11,559-566.

Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension: Helping primary-grade
teachers use expository texts to full advantage. Reading Psychology, 26,211-234.

Levy, B. A., Nicholls, A., & Kohen, D. (1993). Repeated readings: Process benefits for good and poor
readers. Journal of Experimental Child Psychology, 56, 303-327.

McComas, J. J., Wacker, D. P. & Cooper, L. J. (1996). Experimental analysis of academic performance in an
academic setting. Journal of Behavioral Education, 6,191-201.

Neill, K. (1979). Turn kids on with repeated reading. Teaching Exceptional Children, 12, 63-64.

O’Shea, L. J., Sindelar, P. T., & O’Shea, D. J. (1985). The effects of repeated readings and attentional cues on
reading fluency and comprehension. Journal of Reading Behavior, 17, 129-142.

Pany, D., & McCoy, K. M. (1988). Effects of corrective feedback on word accuracy and reading comprehension
of readers with learning disabilities. Journal of Learning Disabilities, 21, 546-550.

Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of
Educational Research, 83, 147-150.

Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and
independent reading with computer-based speech feedback. Reading Research Quarterly, 23, 219-235.

Rose, T. L., & Beattie, J. R. (1986). Relative effects of teacher-directed and taped previewing on oral
reading. Learning Disability Quarterly, 9, 193-199.

Sanford, A. K., & Horner, R. H. (2013). Effects of matching instruction difficulty to students with escapemaintained
problem behavior. Journal of Positive Behavior Interventions, 15, 79-89.

Sindelar, P. T., Monda, L. E., & O’Shea, L. J. (1990). Effects of repeated readings on instructional- and masterylevel
readers. Journal of Educational Research, 83, 220-226.

Smith, D. D. (1979). The improvement of children’s oral reading through the use of teacher modeling. Journal
of Learning Disabilities, 12 (3), 39-42.

Stoddard, K., Valcante, G., Sindelar, P., O’Shea, L., & Algozzine, B. (1993). Increasing reading rate and
comprehension: The effects of repeated readings, sentence segmentation, and intonation training. Reading
Research and Instruction, 32, 53-65.

Taylor, N. E., Wade, M. R., & Yekovich, F. R. (1985). The effects of text manipulation and multiple reading
strategies on the reading performance of good and poor readers. Reading Research Quarterly, 20, 566-574.

Turpie, J. J., & Paratore, J. R. (1995). Using repeated reading to promote success in a heterogeneously grouped
first grade. In K. A. Hinchman, D.J. Leu, & C.K. Kinzer (Eds.), Perspectives on literacy research and practice:
Forty-fourth yearbook of the National Reading Conference (pp. 255-263). Chicago: The National Reading
Conference.

VanWagenen, M. A., Williams, R. L., & McLaughlin, T. F. (1994). Use of assisted reading to improve reading
rate, word accuracy, and comprehension with ESL Spanish-speaking students. Perceptual and Motor Skills, 79,
227-230.

Weinstein, G., & Cooke, N. L. (1992). The effects of two repeated reading interventions on generalization of
fluency. Learning Disability Quarterly, 15, 21–28.

Wixson, K.K. (1986). Vocabulary instruction and children’s comprehension of basal stories. Reading Research
Quarterly, 21(3), 317-329.