Page 68 - 2022-Jour_88-3_FINAL

Henderson, J., Warren, K., Whitmore, K., Flint, A., Tropp, T., & Jaggers, W. (2020). Take a close
look: Inventorying your classroom library for diverse books. The Reading Teacher, 73(6),
747–755.

International Literacy Association. (2018). The power and promise of read-alouds and independent
reading. Literacy Leadership Brief. Author.

Kelly, M., & Clausen-Grace, N. (2010). R5: A sustained silent reading makeover that works. In
E. Hiebert & R. Reutzel, Revisiting silent reading (pp. 168–180). International Reading
Association.

Koss, M. D. (2015). Diversity in contemporary picturebooks: A content analysis. Journal of
Children’s Literature, 43, 48–54.

Krashen, S. (2004). The power of reading. Heinemann and Libraries Unlimited.
Krashen, S. (2013). Access to books and time to read versus the common core state standards and
test. The English Journal, 2, 21–29.
Krashen, S., Lee, S., & McQuillan, J. (2012). Is the library important? Multivariate studies at the
national and international level. Journal of Language and Literacy Education, 8(1), 26–38.
http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Is-the-Library-Important.pdf

Kurata, K., Ishita, E., Miyata, Y., & Minami, Y. (2017). Print or digital? Reading behavior and
preferences in Japan. Journal of the Association for Information Science and Technology,
68, 884–894.

Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading
comprehension depends on task complexity and proficiency. Discourse Processes, 54,
427–445.
Mangen, A., Walgermo, B., & Brennick, K. (2013). Reading linear texts on paper versus computer
screens: Effects on reading comprehension. International Journal of Educational
Research, 58, 61–68.

McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship between
adolescents’ reading skills, reading motivation and reading habits. Reading and Writing,
28, 545–569.
McGeown, S., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. (2016). Understanding
children’s reading activities: Reading motivation, skill and child characteristics as
predictors. Journal of Research in Reading, 39(1), 109–125.
McGill-Franzen, A., & Botzakis, S. (2009). Series books, graphic novels, comics, and magazines:
Unauthorized texts, authorized literacy practices. In E. H. Hiebert (Ed)., Reading more,
reading better (pp. 101-117). Guilford.

McQuillan, J. (1998). The literacy crisis: False claims and real solutions. Heinemann.
Merga, M. (2016). “I don’t know if she likes reading”: Are teachers perceived to be keen readers,
and how is this determined? English in Education, 255–269.
Merga, M. (2018). Silent reading and discussion of self-selected books in the contemporary
classroom. English in Australia, 53(1), 70–82.

Merga, M. (2019). School libraries fostering children’s literacy and literature learning: Mitigating
barriers. John Wiley & Sons Ltd on behalf of the United Kingdom Literacy Association.

Miller, D., & Sharp, C. (2019). Game changer: Book access for all kids. Scholastic.
Mizrachi, D. (2015). Undergraduates’ academic reading format preferences and behaviors. The
Journal of Academic Librarianship, 41, 301–311.

66 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators