1. Allington, R. L. (1977). If they don’t read much, how they ever gonna get good? Journal of Reading, 21, 57–61.
2. Allington, R. L. (2009). If they don’t read much... 30 years later. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 30–54). Guilford.
3. Allington, R. L., & Johnston, P. H. (2001). What do we know about effective fourth grade teachers and their classrooms? In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 150–165). International Reading Association.
4. Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. Taylor & Francis.
5. Berliner, D. C. (2005). The place of process-product research in developing the agenda for research on teacher thinking. In Teacher thinking and professional action (pp. 3–15). Routledge.