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Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition<\/a>. Research <\/i>& Practice for Persons with Severe Disabilities, 36,<\/i> 92-99. Retrieved from http:\/\/www.pealcenter.org\/images\/What_is_Literacy.pdf<\/a><\/p>\r\n Lemke, J. (2005). Towards critical multimedia literacy: Technology, research, and politics. In M. McKenna, D. Reinking, L. Labbo, & R. Kieffer (Eds.), International handbook of literacy & technology<\/em> (Vol. 2, pp. 3-14). Mahwah, NJ: Erlbaum.<\/p>\r\n National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Eng<\/i>lish Language Arts & Literacy in History\/Social Studies, Science, and Technical Subjects<\/i><\/a>. <\/i>Washington, DC: Author. Retrieved from http:\/\/www.corestandards.org\/ELA-Literacy\/<\/a><\/p>\r\n New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.<\/a> Harvard\u00a0<\/i>Educational Review, 66<\/i>, 60\u201392. Retrieved from http:\/\/vassarliteracy.pbworks.com\/f\/Pedagogy+of+Multiliteracies_New+London+Group.pdf<\/a><\/p>\r\n Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of <\/i>early literacy research<\/i> (pp. 97-110). New York, NY: Guilford Press.<\/p>\r\n Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http:\/\/files.eric.ed.gov\/fulltext\/ED512029.pdf<\/a><\/p>\r\n Snow, C. (Chair). (2002). RAND<\/i> reading study group: <\/i>Reading for understanding, toward an <\/i> <\/i>R&D program in reading comprehension<\/i><\/a>. Santa Monica, CA: RAND. Retrieved from\u00a0http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\r\n Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of<\/i> Educational Psychology, 88<\/i>, 601-638. doi:10.1037\/0022-0663.88.4.601<\/a><\/p>\r\n United Nations Educational, Scientific and Cultural Organization. (2009-2014). Education:\u00a0<\/i>Literacy<\/i>. <\/i>Retrieved from http:\/\/www.unesco.org\/new\/en\/education\/themes\/education- building-blocks\/literacy\/<\/a><\/p>","rendered":" Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world<\/i>. South Hadley, MA: Bergin & Garvey Publishers.<\/p>\n Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and\u00a0<\/i>Special Education, 7, <\/i>6-10. doi:10.1177\/074193258600700104<\/p>\n Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition<\/a>. Research <\/i>& Practice for Persons with Severe Disabilities, 36,<\/i> 92-99. Retrieved from http:\/\/www.pealcenter.org\/images\/What_is_Literacy.pdf<\/a><\/p>\n Lemke, J. (2005). Towards critical multimedia literacy: Technology, research, and politics. In M. McKenna, D. Reinking, L. Labbo, & R. Kieffer (Eds.), International handbook of literacy & technology<\/em> (Vol. 2, pp. 3-14). Mahwah, NJ: Erlbaum.<\/p>\n National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Eng<\/i>lish Language Arts & Literacy in History\/Social Studies, Science, and Technical Subjects<\/i><\/a>. <\/i>Washington, DC: Author. Retrieved from http:\/\/www.corestandards.org\/ELA-Literacy\/<\/a><\/p>\n New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.<\/a> Harvard\u00a0<\/i>Educational Review, 66<\/i>, 60\u201392. Retrieved from http:\/\/vassarliteracy.pbworks.com\/f\/Pedagogy+of+Multiliteracies_New+London+Group.pdf<\/a><\/p>\n Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of <\/i>early literacy research<\/i> (pp. 97-110). New York, NY: Guilford Press.<\/p>\n Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http:\/\/files.eric.ed.gov\/fulltext\/ED512029.pdf<\/a><\/p>\n Snow, C. (Chair). (2002). RAND<\/i> reading study group: <\/i>Reading for understanding, toward an <\/i> <\/i>R&D program in reading comprehension<\/i><\/a>. Santa Monica, CA: RAND. Retrieved from\u00a0http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\n Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of<\/i> Educational Psychology, 88<\/i>, 601-638. doi:10.1037\/0022-0663.88.4.601<\/a><\/p>\n