On Friday, November 30, 2012, we presented our work at a poster session at the Literacy Research Association Conference in San Diego, CA.
There was no room on our poster for references, so we’ve included them here.
Importantly, this list of references will continue to grow as we add additional research-based analyses of app designs to our site. See examples of apps and our analyses of their connections under the Examples tab above.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. doi:10.1037/0033-2909.125.6.627
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Glenberg, A.M. (1997). What memory is for. The Behavioral and brain sciences, 20(1), 1–19; discussion 19–55. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10096994
Glenberg, A.M., Brown, M., & Levin, J. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32(3), 389–399. doi:10.1016/j.cedpsych.2006.03.001
Guthrie, J. T., Mcrae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 4(4), 237–250. doi:10.1080/00461520701621087
Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Literacy Research, 17(4), 279-301.
Lefever-Davis, S., & Pearman, C. J. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors The Reading Teacher, 58(5), 446-454.
Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). San Diego, CA: Academic Press.
Mayer, R. E. (2008). Multimedia literacy. In J. Coiro, M. Knobel, C. Lankshear & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 359-376). New York: Routledge.
Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22-52.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358-368.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates.
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67 doi:10.1006/ceps.1999.1020
Simon, H. A. (1956). Rational choice and the structure of the environment. Psychological Review, 63(2), 129-138.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312.
Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87.