 |
Blackwell-Bullock, R., Invernizzi, M., Drake, E. A., & Howell, J. L. (2009). Concept of word in text: An integral literacy skill. Virginia State Reading Association, XXXI, 30-35.
Booker, K. C., Invernizzi, M. A., & McCormick, M. (2007). “Kiss your brain”: A closer look at flourishing literacy gains in impoverished elementary schools. Reading Research and Instruction, 46(4), 315-339. http://dx.doi.org/10.1080/19388070709558474
Dulaney, K. A., Burke, M. N., & Invernizzi, M. A. (2014). PALS Online System: Bridging assessment and instruction. Journal of the Virginia State Reading Association, XXXVI, 32-37.
Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37-70.
Ford, K. L., Cabell, S. Q., Konold, T. R., Invernizzi, M., & Gartland, L. R. (2013). Diversity among Spanish-speaking English language learners: Profiles of early literacy skills in kindergarten. Reading and Writing, 26(6), 889-912. http://dx.doi.org/10.1007/s11145-012-9397-0
Ford, K. L., Invernizzi, M. A., & Huang, F. (2014). Predicting first grade reading achievement for Spanish-speaking kindergartners: Is early literacy screening in English valid? Literacy Research and Instruction, 53(4), 269-286. http://dx.doi.org/10.1080/19388071.2014.931494
Ford, K., Invernizzi, M., & Huang, F. (2015). PALS español: Using early literacy assessment in Spanish to predict reading achievement in Spanish and English. Journal of the Virginia State Reading Association, XXXVII, 48-56.
Ford, K., Invernizzi, M., & Tortorelli, L. (2013). PALS español: Why assess in Spanish? Journal of the Virginia State Reading Association, XXXV, 35-42.
Gosse, C. S., Hoffman, L. M., & Invernizzi, M. A. (2012). Overlap in speech-language and reading services for kindergartners and first graders. Language, Speech, and Hearing Services in Schools, 43, 66-80. http://dx.doi.org/10.1044/0161-1461(2011/10-0056)
Helman, L. A. (2005). Using literacy assessment results to improve teaching for English-language learners. The Reading Teacher, 58(7), 668-677. http://dx.doi.org/10.1598/RT.58.7.7
Howell, J. L., Drake, E. A., Landrum, T. J. (2004). PALS-PreK: Influencing emergent literacy in the preschool setting. Journal of the Virginia State Reading Association, XXIX, 74-77.
Howell, J. L., Partridge, H. A., Landrum, T. J., & Invernizzi, M. A. (2004). A look back on seven years of PALS and Virginia’s EIRI. Journal of the Virginia State Reading Association, XXVI, 74-77.
Huang, F. L. (2014). Using a bifactor model to assess the factor structure of the Phonological Awareness Literacy Screening for grades 1 through 3. Journal of Psychoeducational Assessment, 32(7), 638-650. http://dx.doi.org/10.1177/0734282914525026
Huang, F. L. (2016). Does attending a state-funded preschool program improve letter name knowledge? Early Childhood Research Quarterly, 38, 116-126. http://dx.doi.org/10.1016/j.ecresq.2016.08.002
Huang, F. L., & Invernizzi, M. A. (2012). The association of kindergarten entry age with early literacy outcomes. The Journal of Educational Research, 105(6), 431-441. http://dx.doi.org/10.1080/00220671.2012.658456
Huang, F. L., & Invernizzi, M. A. (2013). Birthday effects and preschool attendance. Early Childhood Research Quarterly, 28(1), 11-23. http://dx.doi.org/10.1016/j.ecresq.2012.03.002
Huang, F. L., & Invernizzi, M. A. (2014). Factors associated with lowercase alphabet naming in kindergarteners. Applied Psycholinguistics, 35(6), 943-968. http://dx.doi.org/10.1017/S0142716412000604
Huang, F. L., Invernizzi, M. A., & Drake, E. A. (2012). The differential effects of preschool: Evidence from Virginia. Early Childhood Research Quarterly, 27(1), 33-45. http://dx.doi.org/10.1016/j.ecresq.2011.03.006
Huang, F. L., Tortorelli, L. S., & Invernizzi, M. A. (2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29(2), 182-192. http://dx.doi.org/10.1016/j.ecresq.2014.02.001
Invernizzi, M. (2009) Virginia’s Early Intervention Reading Initiative (EIRI) and Response to Intervention (RtI). Journal of the Virginia State Reading Association, XXXI, 36-39.
Invernizzi, M., Justice, L., Landrum, T. J., Booker, K. (2004). Early literacy screening in kindergarten: Widespread implementation in Virginia. , 479-500. http://dx.doi.org/10.1207/s15548430jlr3604_3
Invernizzi, M. A., Landrum, T. J., Howell, J. L., & Warley, H. P. (2005). Toward the peaceful coexistence of test developers, policymakers, and teachers in an era of accountability. The Reading Teacher, 58(7), 610-618. http://dx.doi.org/10.1598/RT.58.7.2
Invernizzi, M., Landrum, T. J., Teichman, A., & Townsend, M. (2010). Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education Journal, 37(6), 437-446. http://dx.doi.org/10.1007/s10643-009-0371-7
Justice, L. M., Chow, S., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332. http://dx.doi.org/10.1044/1058-0360(2003/078)
Justice, L. M., Invernizzi, M., Geller, K., Sullivan, A. K., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks. Reading Psychology, 26(1), 1-25. http://dx.doi.org/10.1080/02702710490897509
Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101. http://dx.doi.org/10.1044/0161-1461(2002/007)
Landrum, T. J., Howell, J. L., Invernizzi, M. A., & Drake, E. A. (2005). PALS and Virginia’s EIRI: Looking behind the scores. Journal of the Virginia State Reading Association, XXVII, 43-48.
Meier, J. & Invernizzi, M. (2001). Book Buddies in the Bronx: Testing a model for America reads. Journal of Education for Students Placed at Risk, 6(4), 319-333. http://dx.doi.org/10.1207/S15327671ESPR0604_2
Meier, J., & Sullivan, A. K. (2004). Spotlight schools: Success stories from high-risk kindergartens. Reading & Writing Quarterly, 20(3), 285-304. http://dx.doi.org/10.1080/10573560490429104
Rathvon, N. (2004). Early reading assessment: A practitioner’s handbook. New York: The Guilford Press. (See page 194.)
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf. (PALS is reviewed on pages 250-261.)
Shrum, E. O. (2015). Concept of word in text: An emergent reader’s critical competency. Journal of the Virginia State Reading Association, XXXVII, 8-17.
Snow, W. M., & Invernizzi, M. A. (2013). Performance standards: Consider the context. Journal of the Virginia State Reading Association, XXXV, 43-50.
Townsend, M., & Konold, T. R. (2010). Measuring early literacy skills: A latent variable investigation of the Phonological Awareness Literacy Screening for preschool. Journal of Psychoeducational Assessment, 28(2), 115-128. http://dx.doi.org/10.1177/0734282909336277
Virginia Department of Education (2010). Study of dyslexia screening for kindergarteners (SJR 87, 2010; Senate Document No. 4). Retrieved from http://leg2.state.va.us/dls/h&sdocs.nsf/fc86c2b17a1cf388852570f9006f1299/cbf35e67f28c8b328525773f005a73e6/$FILE/SD4.pdf
Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Closing the gap between research and practice: Case study of school-wide literacy reform. Reading & Writing Quarterly, 20(3), 261-283. http://dx.doi.org/10.1080/10573560490429078
Warley, H. P., Invernizzi, M. A., & Drake, E. A. (2015). Sight word learning: There’s more to it than meets the eye. Journal of the Virginia State Reading Association, XXXVII, 40-45.
Warley, H. P., Landrum, T. L., & Invernizzi, M. A. (2005). Prediction of first grade reading achievement: A comparison of kindergarten predictors. B. Maloch, J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, & J. Worthy (Eds.), 54th yearbook of the National Reading Conference (pp. 428-442). Oak Creek, WI: National Reading Conference.
Welsch, J. G., Sullivan, A., & Justice, L. M. (2003). That’s my letter!: What preschoolers’ name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35(2), 757-776. http://dx.doi.org/10.1207/s15548430jlr3502_4
|
|
