1. Education Alliance. (2007). Gender differences in reading achievement: Policy implications and best practices. Retrieved from http://www.educationalliance.org/Downloads/Research/GenderDifferences.pdf
2. Allington, R. L. (1991). The legacy of “slow it down and make it more concrete”. In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (pp. 19–30). Chicago: National Reading Conference.
3. Allington, R. L., & McGill-Franzen, A. (2003). The impact of summer loss on the reading achievement gap. Phi Delta Kappan, 85(6), 68–75.
4. Baker, L. (2000). Building the word-level foundation for engaged reading. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 17–42). New York: Guilford.
5. Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452–477. https://doi.org/10.1598/RRQ.34.4.4 .