References

Ali, S.S., M. Lifshitz and A. Raz, 2014. Empirical neuroenchantment: From reading minds to thinking critically. Front. Hum. Neurosci., 8: 1-4.
CrossRef  |  PubMed  |  Direct Link  |  

August, D. and T. Shanahan, 2017. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. 1st Edn., Routledge, New York, USA., ISBN:9781315094922, Pages: 688.

Brook, P.V.D., P. Kendeou, S. Lousberg and G. Visser, 2017. Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. Intl. Electron. J. Elementary Educ., 4: 259-268.
Direct Link  |  

Chacko, A., G.A. Fabiano, G.L. Doctoroff and B. Fortson, 2018. Engaging fathers in effective parenting for preschool children using shared book reading: A randomized controlled trial. J. Clin. Child Adolesc. Psychol., 47: 79-93.
CrossRef  |  PubMed  |  Direct Link  |  

Guo, Y., S. Sun, A.D. Breit-Smith, F.J. Morrison and C.M. Connor, 2015. Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis. J. Educ. Psychol., 107: 332-347.
Direct Link  |  

Hoover, W.A. and W. E. Tunmer, 2017. Cognitive and Linguistic Factors in Learning to Read. In: Reading Acquisition, Gough, P.B., L.C. Ehri and R. Treiman (Eds.). Routledge, London, UK., ISBN:9781351236904 2017, pp: 175.

Mason, J.M., 2017. Reading Stories to Preliterate Children: A Proposed Connection to Reading. In: Reading Acquisition, Gough, P.B., L.C. Ehri and R. Treiman (Eds.). Routledge, London, UK., ISBN:9781351236904, pp: 215-241.

Murray, B.A., M.J. McIlwain, C.H. Wang, G. Murray and S. Finley, 2019. How do beginners learn to read irregular words as sight words?. J. Res. Reading, 42: 123-136.
CrossRef  |  Direct Link  |  

Nippold, M.A., 2016. Later Language Development: School-Age Children, Adolescents and Young Adults. 4th Edn., PRO-ED Inc., Austin, Texas, ISBN:9781416410133, Pages: 325.

Norwich, B., G. Koutsouris and A. Bessudnov, 2018. An innovative classroom reading intervention for year 2 and 3 pupils who are struggling to learn to read: Evaluating the integrated group reading programme. Master Thesis, University of Exeter, Exeter, England.

Shanahan, C. and T. Shanahan, 2014. Does disciplinary literacy have a place in elementary school?. Reading Teach., 67: 636-639.
CrossRef  |  Direct Link  |  

Stern, J.M.B., M.M. Dubeck and A. Dick, 2018. Using Early Grade Reading Assessment (EGRA) data for targeted instructional support: Learning profiles and instructional needs in Indonesia. Intl. J. Educ. Dev., 61: 64-71.
CrossRef  |  Direct Link  |  

Stutz, F., E. Schaffner and U. Schiefele, 2016. Relations among reading motivation, reading amount and reading comprehension in the early elementary grades. Learn. Individual Differences, 45: 101-113.
CrossRef  |  Direct Link  |  

Virinkoski, R., M. K. Lerkkanen, L. Holopainen, K. Eklund and M. Aro, 2018. Teachers ability to identify children at early risk for reading difficulties in grade 1. Early Childhood Educ. J., 46: 497-509.
CrossRef  |  Direct Link  |