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In 2003, I published a re-analysis of the Teaching Children to Read (TCR) meta-analysis. This led to a number of papers that span the range from methodology, to reading instruction and learning, to the politics of reading. Subsequently, I collaborated on two articles have appeared on the topics related to how summer activities (or lack thereof) influence reading achievement.

Reading Studies

Camilli, G., Vargas, S., and Yurecko, M. (May 8, 2003). Teaching Children to Read: The fragile link between science and federal education policy. Education Policy Analysis Archives, 11(15).

Camilli, G. and Wolfe, P. (2004). Research on reading: A cautionary tale. Educational Leadership. 61 (6), 26-29.

Camilli, G., Wolfe, P.M., and Smith, M.L. (2006). Meta-analysis and reading policy: Perspectives on Teaching Children to Read. Elementary School Journal, 107, 27-36.

Camilli, G., Kim S.H. & Vargas, S. (2008). A response to Steubing et al., “Effects of systematic phonics instruction are practically significant”: The origin of the National Reading Panel. Educational Policy Analysis Archives, 16(16).

Allington, R. L.. McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., Zmach, C. & Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427.

Kim, S. & Camilli, G. (2014). An item response theory approach to longitudinal analysis with application to summer setback in preschool language/literacy. Large-scale Assessments in Education, 2:1.

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