References
Accelerated Reader: Computerized reading enrichment and management program [video]. (1990). Port Edwards, WI: Roundup.
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Anderson-Inman, L., & Horney, M.A. (1993). Profiles of hypertext readers: Case studies from the ElectroText project. Paper presented at the annual conference of the American Educational Research Association, Atlanta, GA.
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Duffy, T.M., & Jonassen, D.H. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Erlbaum.
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Gottfried, A.E. (1983). Intrinsic motivation in young children. Young Children, 39(1), 64-73.
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Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, MA: Harvard University Press.
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How AR works. (1995, Oct.). Horizons: The Newsletter of the Accelerated Reader.
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Institute for Academic Excellence. (1998). How Accelerated Reader quizzes are designed. Wisconsin Rapids, WI: Advantage Learning Systems. (ERIC Document Reproduction Service No. ED 421 690; summary available on line at www.edrs.com)
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Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. New York: Houghton Mifflin.
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Kulik, C., & Kulik, J.A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75-94.
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Labbo, L.D. (1996). A semiotic analysis of young children's symbol making in a classroom computer center. Reading Research Quarterly, 31(4), 356-385.
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Labbo, L.D. (in press). 12 Things young children can do with a talking book in a classroom computer center. Reading Teacher.
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Leu, D.J. (1997). Caity's question: Literacy as deixis on the Internet. Reading Teacher, 5(1), 62-67. Available at http://www.readingonline.org/ electronic/elec_index.asp?HREF=/electronic/RT/caity.html .
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Leu, D.J., & Kinzer, C.K. (in press). The convergence of literacy instruction and networked technologies for information and communication. Reading Research Quarterly.
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Martinez, M., & Teale, W. (1993). Teacher storybook reading style: A comparison of six teachers. Research in the Teaching of English, 27, 175-199.
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McKnight, D. (1992). Using The Accelerated Reader and other strategies and varied techniques to improve the reading attitudes of fifth grade students. Ed.D. practicum paper, Nova University. (ERIC Document Reproduction Service No. ED 350 582; summary available on line at www.edrs.com)
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Neuman, S., & Roskos, K. (1993). Language and literacy learning in the early years: An integrated approach. Fort Worth, TX: Harcourt Brace Jovanovich.
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Paul, T., VanderZee, D., Rue, R., & Swanson, S. (1997). Impact of The Accelerated Reader technology-based literacy program on overall academic achievement and school attendance. Madison, WI: Institute for Academic Excellence. (ERIC Document Reproduction Service No. ED 421 684; summary available on line at www.edrs.com)
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Reinking, D., Labbo, L.D., & McKenna, M.C. (in press). From assimiliation to accomodation: A developmental framework for integrating digital technologies into literacy research and instruction. Journal of Reading Research.
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Salomon, G. (1994). Interaction of media, cognition, and learning: An exploration of how symbolic forms cultivate mental skills and affect knowledge acquisition. Hillsdale, NJ: Erlbaum.
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Teale, W. (1986). The beginning of reading and writing: Written language development during the preschool and kindergarten years. In M. Sampson (Ed.), The pursuit of literacy: Early reading and writing (pp. 1-29). Dubuque, IA: Kendall/Hunt.
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Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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Note (from Topping): The Institute for Academic Excellence provides research and training related to the software products of Advanced Learning Systems, the developer of The Acclerated Reader Software. It is a distinct company from ALS, but its in-house publications should not be regarded as independent. However, all Institute reports cited in this commentary are in the public domain and are open to public scrutiny.
Reading Online, www.readingonline.org
Posted November 1999
© 1999-2000 International Reading Association, Inc. ISSN 1096-1232