Diane Lapp
Publications
Books
Edited Books
Chapters
Articles
Books
Fisher, D., Frey, N., and Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing texts. Indiana University: Solution Tree Press.
Lapp, D., & Fisher, D. (2011). Handbook of research on the teaching of the English language arts.(Eds.) 3rd. ed. New York: Routledge.
Jacobson, J. Johnson, K., & Lapp, D. (2011). Effective instruction for English language learners. New York: The Guilford Press.
Gainer, J., & Lapp, D. (2010). Literacy remix: Bridging adolescents’ in and out of school literacies. Newark,DE: International Reading Association.
Moss, B., & Lapp, D., (2010). (Eds.)Teaching new literacies in grades K-3. New York: Guilford Press.
Moss, B., & Lapp, D., (2010). (Eds.)Teaching new literacies in grades 4-6. New York: Guilford Press.
Lapp, D., & Fisher, D., (2009). Essential readings on comprehension. Newark, DE: International Reading Association.
Lapp, D., Fisher, D., & Wolsey, T. D. (2009). Literacy Growth for Every Child: Differentiated Small-Group Instruction K-6. New York: Guilford Press.
Brock, C., Lapp, D., Salas, R., & Townsend, D. (2009). Academic literacy for English learners: Highquality instruction across content areas. New York: Teacher's College Press.
Lapp, D., & Fisher, D., (2009). Essential readings on comprehension. Newark, DE: International Reading Association.
Lapp, D., Fisher, D., & Wolsey, T. D. (2009). Literacy Growth for Every Child: Differentiated Small-Group Instruction K-6. New York: Guilford Press.
Morrow, L.M., Rueda, R., Lapp, D. (2009). Handbook of research on literacy and diversity.New York: Guilford Press.
Fisher, D., Frey, N., and Lapp, D. (2008). In a reading state of mind. Newark, DE: International Reading Association.
Lapp, D., Flood, J., & Farnan, N. (Eds.) (2008). Content area reading and learning: Instructional strategies. (3rd ed.). NY: Erlbaum.
Flood, J., Heath, S.B., & Lapp, D. (Eds.) (2008). Handbook of research on teaching literacy through the communicative and visual arts, Vol. 2. Mahwah,NJ: Erlbaum.
Wood, K.D., Lapp, D., Flood, J., and Taylor, D.B. (2008). Guiding readers through text: Strategy guides for new times. (2nd ed.). Newark, DE: International Reading Association.
Jacobson, J., Moore, K., & Lapp, D. (2007). Accommodating differences among English language learners: Best practices: 75+ literacy lessons, 2nd ed.. Colorado Springs, CO: PEAK Parent Center.
Lapp, D., Flood, J., Brock, C., & Fisher, D. (2007). Teaching reading to every child (4th ed.). Mahwah, NJ: Erlbaum.
Flood, J., Lapp, D., Squire, J.R., Jensen, J.M. (Eds.) (2005). Methods of research on teaching the English language arts. Mahwah, NJ: Erlbaum.
Lapp, D., Flood, J., Moore, K. & Nichols, M. (2005). Teaching literacy in first grade. NY: Guilford Press.
Lapp, D., Block, C.C., Cooper, E.J., Flood, J., Roser, N., & Tinajero, J.V. (Eds.) (2004). Teaching all the children: Strategies for developing literacy in an urban setting. NY: Guilford Press.
Flood, J., Lapp, D., & Fisher, D. (Eds.). (2004). Teaching writing: Strategies for developing the 6+1 traits. San Diego: Academic Professional Development.
Jacobson, J., Lapp, D., & Mendez, M. (2003). Accommodating differences among English language learners: 75 literacy lessons. San Diego, CA: Academic Professional Development.
Flood,J. Lapp, D. Jensen, J.& Squire,J. (2003). Handbook of research in teaching the English language arts. New Jersey: Erlbaum.
Fisher, D., Lapp, D., & Flood, J. (Eds.). (2001). Sound practices in teaching reading: The national reading panel recommendations come alive in the classroom. Costa Mesa, CA: California Reading Association.
Flood J., Heath, S.B. and Lapp, D. (eds.) (1997). Handbook of research on teaching the communicative and visual arts. New York: Macmillan Publishing Co., Inc. (sponsored by International Reading Association).
Flood, J., Lapp, D. and Wood, K. (1997). Staff development guide for middle school teachers. NY: Macmillan Publishing Co., Inc.
Flood, J., Lapp, D. and Wood, K. (1997). Staff development guide for elementary school teachers. NY: Macmillan Publishing Co., Inc.
Lapp D., Flood, J. and Farnan, N. (1996). Content area reading and learning: Instructional strategies, 2nd edition. Boston, MA: Allyn and Bacon. (First edition, 1989).
Lapp D., Flood, J., Farnan, N. and Felber, S. (1996). Content area reading and learning, instructor's manual. Boston, MA: Allyn and Bacon.
Flood, J., Lapp, D., Alvarez, D., Romero, A., Ranck-Buhr, W., Moore, J., Jones, M., Kibildis, C. and Lungren, L. (1994). Teacher book clubs: A study of teachers' and student teachers' participation in contemporary multicultural fiction literature discussion groups. University of Georgia, Athens and University of Maryland: National Reading Research Center. Reading Research Report No. 22.
Flood, J. and Lapp, D. (1993). Reading in America: A progress report. San Diego, CA: San Diego State University Press.
Wood, K., Lapp, D. and Flood, J. (1992). Guiding students through texts. Newark, DE: International Reading Association.
Lapp, D. and Flood, J. (1992). Teaching reading to every child, 3rd edition. NY: Macmillan Publishing Co., Inc.
Flood, J., Jensen, J.M., Lapp, D., and Squire, J.R. (Eds.) (1991). Handbook of research on teaching the English language arts. New York: Macmillan Publishing Co.
Lapp, D., Flood, J., and Farnan, N. (Eds.) (1989). Content area reading/learning: Instructional strategies. Englewood Cliffs: N.J.: Prentice-Hall.
Anderson, P. and Lapp, D. (1988). Language skills in elementary education, 4th edition. NY: Macmillan Publishing Co., Inc.
Lapp, D. and Flood, J. (1986). Teaching students to read. NY: Macmillan Publishing Co., Inc.
Lapp, D. and Flood, J. (1983). Teaching Reading To Every Child (2nd ed.). NY: Macmillan Publishing Co., Inc.
Lapp, D. editor and author. (1980). Making Reading Possible Through Effective Classroom Organization. DE: International Reading Association.
Flood, J. and Lapp, D. (1980). Language/Reading Instruction for the Young Child. NY: Macmillan Publishing Co., Inc.
Lapp, D. and Tierney, R. (1979). National Assessment of Educational Progress in Reading. DE: International Reading Association.
Anderson, P. and Lapp, D. (1979). Language Skills in Elementary Education 3rd edition. NY: Macmillan Publishing Co., Inc.
Lapp, D. and Flood, J. (1978). Teaching Reading to Every Child, 1st edition. NY: Macmillan Publishing Co., Inc.
Lapp, D. and others (1976). Reading in America: A Perspective on Two Assessments. Denver, CO: National Assessment of Educational Progress.
Lapp, D., Bender, H., Ellenwood, S., and John, M. (1975). Teaching and Learning: Philosophical, Psychological, Curriculum Applications. NY: Macmillan Publishing Co., Inc.
Lapp, D. (1972). The Use of Behavioral Objectives in Education. Newark, DE: International Reading Association/ERIC-CRIER.
Edited Books
Alvermann, D.E., Moon, J.S., Hagood, M.C. (1999). Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Barone, D. (1999). Resilient Children: Stories of Poverty, Drug Exposure and Literacy Development. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Dahl, K. and Farnan, N. (1998). Children's Writing: Perspectives from Research. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Key, D. (1998). Literacy Shutdown: Stories of Six American Women. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Morrow, L., Strickland, D., and Wood, K. (1998). Literacy Instruction in Half- and Whole-Day Kindergarten: Research to Practice. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Paratore, J.R., Melzi, G., and Sinclair-Krol, B.K. (1999). What Should We Expect of Family Literacy. Edited by J. Flood and D. Lapp. Newark, Delaware: International Reading Association.
Chapters
Fisher,D., Frey, N., & Lapp, D. (2011). What research says about intentional instruction. In Samuels, S. J. & Farstrup, A. E. (Eds.) 4th ed. What research says about reading instruction. Newark, DE: International Reading Association. 359-378.
Rowsell, J., & Lapp, D. (2011). New literacies in literacy instruction. In Morrow,L.M. & Gambrell, L.B. (Eds). 4th ed. Best practices in literacy instruction. New York: Guilford. 395-411.
Fisher, D., Lapp,D., & Frey,N. (2011). Comprehension: The cooperation of many forces.In Lapp,D. & Fisher, D. (Eds.) Handbook of research on teaching of the English language arts. New York:Routledge.258-263
Lapp, D. (2010). Stories, Facts, and Possibilities: Bridging the Home and School Worlds for Students Acquiring a School Discourse. In Dunsmore, K., & Fisher, D. (Eds.). Bringing Literacy Home. Newark, DE: International Reading Association. 136-158.
Wolsey,T.D.., Lapp, D., & Fisher, D. (2010). Breaking the mold in secondary schools: creating a culture of literacy. In Honingsfeld, A. & Cohan, A. (Eds.) Breaking the mold of school instruction and organization. New York: Rowman & Littlefield Pbs. 9-16.
Lapp, D., & Gainer, J. (2010). Comprehension Instruction: Using remix as a tool for meaning making. In Ganske, K. & Fisher, D. (Eds.) Comprehension across the curriculum. New York: The Guilford Press. 195-224.
Moss, B., & Lapp, D. (2010). Reading Biography: Evaluating Information across Texts. In Moss, B. & Lapp, D. (Eds.). Teaching new literacies in grades. K-3. NY: Guilford Press. 108-119.
Moss, B., & Lapp, D. (2010). Reading Biography: Evaluating Information across Texts. In Moss, B. & Lapp, D. (Eds.). Teaching new literacies in grades. 4-6. NY: Guilford Press. 112-125.
Lapp, D., Flood, J., Heath, S.B., & Langer, J. (2009). The communicative, visual, and performative arts: Core components of literacy education. In J.V. Hoffman & Y. M. Goodman. Changing literacies for changing times. New York: Routledge, 3-16.
Lapp, D., (2009). Say it today then say it differently tomorrow: Connecting Home and School Literacies. InGuofang Li. (Ed.).Multicultural families, home literacies, and mainstream schooling. Charlotte, NC: Information Age Publishing, 271–276.
Frey,N., Lapp,D., & Fisher,D., (2009). The academic booster shot: In-school tutoring to prevent grade-level retention. In J.C. Richards & C.A. Lassonde,(Eds.) Literacy tutoring that works. Newark:DE, International Reading Association. 34-45.
Wolsey, T.D. & Lapp, D. (2009).Discussion-based instruction in the middle and secondary school classroom. In. Wood,K.D. & Blanton,W.E. Literacy instruction for adolescents: Research based practices. NY: Guilford. 368-392.
Brock, C., Youngs, S., Oikonomidoy, E., & Lapp, D. (2009). The Case of Ying: The Members of a Teacher Study Group Learn about Fostering the Reading Comprehension of English Learners. In Helman, L.(Ed.) Literacy Development with English Learners Research-Based Instruction in Grades K–6. New York: Guilford. 178-195.
Brock,C., McMillon, G.T., Pennington, J.L., Townsend, D. & Lapp,D. (2009). Academic English and African American English: Exploring possibilities for promoting the literacy learning of all children. In Morrow, L.M., Rueda, R.,
Lapp, D. (2009). Handbook of research on literacy and diversity. New York: Guilford Press.137-157.
Lapp, D., Fisher, D. & Flood, J. (2008). Selecting instructional materials for the literacy program. In.S.B. Wepner & D.S. Strickland. (Eds.) The administration and supervision of reading programs.(4th.ed.) New York: Teachers College Press,105-117.
Lapp, D., Flood, J., & Chou, V. (2008). The promise of multiliteracies for the preparation of urban classroom teachers of reading. In L. Wilkinson, L.M. Morrow, & V. Chou. (Eds.) Improving literacy achievement in urban schools. Newark, DE: International Reading Association, 40-60.
Lapp, D., Flood, J. & Moore, K. (2008). Differentiating visual, communicative, and performance arts instruction in well-managed classrooms. In J. Flood, S.B. Heath, & D. Lapp (Eds.) (2008). Handbook of research on teaching literacy through the communicative and visual arts, Vol. 2. NY: Erlbaum, 537-544.
Hoffman, B., Lapp, D., Flood, J. (2008). Using concept mapping as an effective strategy in content area instruction. In D. Lapp, J. Flood, & N. Farnan (Eds.) (2008). Content area reading and learning: Instructional strategies. (3rd ed.). NY: Erlbaum., 471-486.
Fisher, D., Lapp, D., Frey, N., Flood,J., & Moore,K. (2007). Putting the CIA system to work: Linking curriculum, instruction and assessment to improve student achievement. In. J.R. Paratore & R.L McCormack. (Eds.) Classroom literacy assessment: Making sense of what students know and do. NY: Guilford Press. 280-293.
Lapp. D., Guthrie, L.A., & Flood, J. ( 2007). Ruth May Strang (1895-1971): The legacy of a reading sage. In S. E. Israel & E.J. Monaghan. (Eds.) Shaping the reading field. Newark, DE: International Reading Association, 347-373.
Kucan, L., Lapp, D., Flood, J., & Fisher, D. (2007). Instructional resources in the classroom: Deepening understanding through interactions with multiple texts and multiple media. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.) Best practices in literacy instruction, 3rd ed.. NY: Guilford Press, 285-312.
Flood, J. & Lapp.D. (2006). Writing books. In S.B. Wepner & L.B. Gambrell, (Eds.), Beating the odds: Getting published in the field of literacy. Newark, NJ: International Reading Association, 103-113.
Lapp, D., Flood, J., & Flood, S. (2006). Effective vocabulary instruction for struggling readers. In C.C. Block & J.N. Mangieri (Eds.) The vocabulary-enriched classroom. NY: Scholastic., 98-117.
Lapp, D. & Flood, J. (2006). Where’s the phonics? Making the case (again) for integrated code instruction. In R.D. Robinson (Ed.) Issues and innovations in literacy education. Newark, DE: International Reading Association, pp. 59-65. (Reprinted from The Reading Teacher, 50 (8), pp. 696-700. © 1997 by The International Reading Association.
Flood, J., Lapp, D., & Flood, S. (2006). Vocabulary instruction: New ideas and time-tested strategies. In Cummins, C. (Ed.) Understanding and implementing reading first initiatives. Newark, DE: International Reading Association, 42-59.
Flood, J., Lapp, D., Ranck-Buhr, W.L. (2005). Middle school writing: 9 essential components model. In R. Indrisano & J.R. Paratore (Eds.) Learning to write; Writing to learn: Theory and research in practice. Newark, DE: International Reading Association, 120-136.
Lapp, D., & Flood, J. (2005). Exemplary reading instruction in the elementary school: How reading develops-how students learn and how teachers teach. In J. Flood & P. L. Anders (Eds.) Literacy development of students in urban schools: research & policy.
Newark, DE; International Reading Association. 153-179.
Lapp, D., Flood, J., & Block, C.C. (2004). What types of assessment really inform instruction in an urban school? . In D. Lapp, C.C. Block, E.J. Cooper, J. Flood, N. Roser, & J.V. Tinajero, (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting. NY: Guilford Press., 220-230.
Lapp, D. & Flood, J. (2004). No parent left behind. In D. Lapp, C.C. Block, E.J. Cooper, J. Flood, N. Roser, & J.V. Tinajero, (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting. NY: Guilford Press., 63-72.
Moore, K., Lapp, D., & Begley, M. (2004). Grouping for child-centered reading instruction in first grade. . In D. Lapp, C.C. Block, E.J. Cooper, J. Flood, N. Roser, & J.V. Tinajero, (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting. NY: Guilford Press., 268-274.
Fisher, D., Frey, N., Lapp, D., & Flood, J. (2004). Improving literacy achievement and professional development through a K-12 urban partnership. In D. Lapp, C.C. Block, E.J. Cooper, J. Flood, N. Roser, & J.V. Tinajero, (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting. NY: Guilford Press., 137-152.
Fisher, D., Flood, J., and Lapp, D. (2003). Material matters: Using children's literature to charm readers (or why Harry Potter and the Princess Diaries matter). In L.M. Morrow, L.B. Gambrell, & M. Pressley (Eds.) Best practices in literacy instruction. NY: Guilford Press, 167-187.
Lapp, D. and Flood, J. (2003). Understanding the learner: Using portable assessment. In R.L. McCormack and J. R. Paratore (Eds.) After early intervention, then what? Newark, DE: International Reading Association, 10-24.
Flood, J., Lapp, D., & Fisher, D. (2003). Reading comprehension instruction. In J. Flood, D. Lapp, J. M. Jensen & J. R. Squire (Eds.), Handbook of research on teaching the English language arts, pp. 931-941.
Lapp, D., Fisher, D., Flood, J., & Moore, K. (2002). “I don’t want to teach it wrong:” An investigation of the role families believe they should play in the early literacy development of their children. The Yearbook of the National Reading Conference, 275-286.
Flood, J., Lapp, D., & Fisher, D. (2002). Parsing, Questioning, and Rephrasing (PQR): Building syntactic knowledge to improve reading comprehension. In C. Block, L. Gambrell, & M. Pressley (eds.) Improving comprehension instruction, pp. 181-198.
Lapp, D., Fisher, D., Flood, J., Goss, K., & Moore, J. (2002). Material matters: The administrator’s role in selecting resources for the literacy program. In S. B. Wepner, J. T. Feeley, & D. S. Strickland (Eds.) The administration and supervision of reading programs (3rd ed.). New York: Teachers College Press.
Lapp, D., Fisher, D., Flood, J., & Cabello, A. (2001). An integrated approach to the teaching and assessment of language arts. In S. R. Hurley & J. V. Tinajero (Eds.), Literacy assessment of second language learners (pp. 1-26). Boston: Allyn & Bacon.
Fisher, D., Lapp, D., Flood, J., & Suarez, L. (2001). Assessing bilingual students: When policies and practices meet in the classroom. In S. R. Hurley & J. V. Tinajero (Eds.), Literacy assessment of second language learners (pp. 104-114). Boston: Allyn & Bacon.
Lapp, D., Flood, J., and Roser, N. (2000). Still Standing: Strategies for Teaching the Language Arts. In D. Strickland and L.M. Morrow (eds.) Beginning Reading and Writing. New York: Teachers College Press, 183-193.
Flood, J. and Lapp, D. (2000). Reading Comprehension Instruction for At-Risk Students: Research-Based Practices that Can Make A Difference. In D. Moore, D. Alvermann, & K. Hinchman (eds.) Struggling Adolescent Readers: A Collection of Teaching Strategies. Newark, DE: International Reading Association, 138-147.
Flood, J., Lapp, D., and Bayles-Martin, D. (2000). Vision Possible: The Role of Visual Media in Literacy Education. In M.A. Gallego & S. Hollingsworth (eds.) What Counts As Literacy. NY: Teachers College Press, 62-81.
Flood, J. and Lapp, D. (2000). Teaching Writing in Urban Schools: Cognitive Processes, Curriculum Resources, and the Missing Links—Management and Grouping. In R. Indrisano & J.R. Squire (eds.) Perspectives on Writing: Research, Theory, and Practice. Newark, Delaware: International Reading Association, 233-250.
Grisham, D., Lapp, D., and Flood, J. (2000). The Role of the Principal in the Literacy Program. In K.D. Wood & T.S. Dickinson (eds.) Promoting Literacy in Grades 4-9: A Handbook for Teachers and Administrators. Boston: Allyn & Bacon, 17-40.
Jacobson, J., Lapp, D., and Flood, J. (2000). Sheltered Strategies: An Integrated Approach to Reading Instruction for Second Language English Speakers. In J.V. Tinajero & R.A. DeVillar (eds.) The Power of Two Languages. NY: McGraw-Hill School Division, 209-218.
Lapp, D., Flood, J. and W. Ranck-Buhr. (2000). Visual Literacy: Some Important Considerations for Tomorrow’s Classrooms. In K.D. Wood & T.S. Dickinson (eds.) Promoting Literacy in Grades 4-9: A Handbook for Teachers and Administrators. Boston: Allyn & Bacon, 317-330.
Fisher, D., Lapp, D., and Flood, J. (1999). How Is Phonics Really Taught? In T. Shanahan & F. Rodriquez-Brown (eds.) National Reading Conference Yearbook, 48, 134-145.
Flood, J., Lapp, D. and Fisher, D. (1999). Book Clubs that Encourage Students to Examine Their Cultural Assumptions. In S. Totten, C. Johnson, L.R. Morrow, & T. Sills-Briegel (eds.) Practicing What We Preach: Preparing Middle Level Educators. New York: Falmer, 261-263.
Fisher, D., Flood, J., and Lapp, D. (1999). "The Role of Literature in Literacy Development." In L.B. Gambrell, L. Morrow, S. Neumann, and M. Pressley (eds.) Best Practices in Literacy Instruction. New York: Guilford Press, 119-135.
Lapp, D., Flood, J., Ranck-Buhr, W., Van Dyke, J. and Spacek, S. (1998). "Do You Really Just Want Us to Talk About This Book? A Closer Look at Book Club as an Instructional Tool." In J.R. Paratore and R.L. McCormack (eds.) Peer Talk in the Classroom: Learning from Research. Newark, Delaware: International Reading Association, 6-23.
Flood, J., Heath, S.B. and Lapp, D. (1997). "Preface". In Flood, J., Heath, S.B. and Lapp, D. (eds.) Research on Teaching Literacy Through the Communicative and Visual Arts. New York: Macmillan Publishing Co., Inc., xv-xvii.
Wood, K., Lapp, D. and Flood, J. (1997). "Critical Issues in Middle School Education: Implications for Literacy Development." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 1-7.
Lapp, D., Flood, J. and Hoffman, R. (1996). "Using Conceptual Mapping As An Effective Strategy in Content Area Instruction." In D. Lapp, J. Flood and N. Farnan (Eds.) Content Area Reading and Learning: Instructional Strategies. Boston, MA: Allyn & Bacon, 291-306.
Lapp, D., Flood, J., Kilbildis, C., Jones, M.A. and Moore, J. (1995). "Teacher Book Clubs." In N.L. Roser and M.G. Martinez (Eds.) Book Talk and Beyond. Newark, DE: International Reading Association, 42-52.
Flood, J. and Lapp, D. (1995). "Broadening the Lens: Towards an Expanded Conceptualization of Literacy." In K. Hinchman, D. Leu and D. Kinzer (Eds.) Perspectives on Literacy Research and Practice. Chicago, IL: 44th Yearbook of the National Reading Conference, pp. 1-6.
Lapp, D., Flood, J., Kilbildis, C., Jones, M.A. and Moore, J. (1995). "Teacher Book Clubs." In N.L. Roser and M.G. Martinez (Eds.) Book Talk and Beyond. Newark, DE: International Reading Association, 42-52.
Flood, J. and Lapp, D. (1994). "Winds of Change In Literature Education. In J. Flood and J. Langer (Eds.) Literature Instruction: Practice and Policy. New York: Scholastic, 176-181.
Farnan, N., Flood, J., and Lapp, D. (1994). "Comprehending Through Reading and Writing Connections: Six Research Based Instructional Strategies for ESL Students". In K. Urbschaat and R. Pritchard (Eds.) Kids Come in All Languages: Effective Reading Instruction for ESL Students.Newark, Delaware: International Reading Assoc., 135-157.
Farnan, N., Flood, J. and Lapp, D. (1994). "Motivating High-Risk Learners to Think and Act as Writers." In K. Wood and Algozzine, B. (eds.) Teaching Reading to High-Risk Learners. Boston: Allyn & Bacon, 291-314.
Lapp, D. and Flood, J. (1993). "Literature in the Science Program. In B.E. Cullinan (ed.) Fact and Fiction: Literature Across the Curriculum. Newark, Delaware: International Reading Association, 68-79.
Flood, J. and Lapp, D. (1992). "English Language Arts". In M. Atkin (ed.) Encyclopedia of Educational Research, sixth edition. New York: Macmillan Pub. Co., Inc., 437-443.
Lapp, D., Flood, J., and Farnan, N. (1992). "Supporting and Encouraging Diversity: Literacy Learning for All." In J.V. Tinajero and A.F. Ada (eds.) The Power of Two Languages. New York: Macmillan Publishing Co., Inc., 294-303.
Flood, J., Lapp, D., and Monken, S. (1992). "Portfolio Assessment: Teachers' Beliefs and Practices." In C. Kinzer and D. Leu (eds.) Literacy Research, Theory, and Practice: Views from Many Perspectives. Forty-first Yearbook of The National Reading Conference. Chicago, IL: National Reading Conference, 119-128.
Lapp, D., Flood, J. and Farnan, N. (1991). "Basal Readers and Literature: A Tight Fit or a Mismatch?" In Wood, K.D. and Moss, A. (eds.) Exploring Literature in the Classroom: Content and Methods. Norwood, MA: Christopher-Gordon Publishers, 33-58.
Flood, J. and Lapp, D. (1991). "Reading Comprehension Instruction." In J. Flood, J. Jensen, D. Lapp, and J. Squire (eds.) Handbook of Research in the Teaching of the English Language Arts. New York: Macmillan Publishing Co., Inc., 732-742.
Flood, J., Lapp, D. and Nagel G. (1991). "An Analysis of Core List Literature Selections K-6). In J. Zutell and S. McCormick (eds.) Learner Factors/Teacher Factors: Issues in Literacy: Research and Instruction. Columbus, Ohio: National Reading Conference, 269-276.
Flood, J. and Lapp, D. (1990). "Types of Writings Included in Basal Reading Programs, Kindergarten through Second Grade: An Investigation of Changes from 1983 to 1989." In J. Zutell and S. McCormick (eds.) Literacy Theory and Research: Analysis from Multiple Paradigms. Thirty-ninth Yearbook of the National Reading Conference, 395-401.
Roser, N., Flood, J. and Lapp, D. (1989). "Is it Reasonable. . .? A Photo Essay." In Strickland, D.S. and Morrow, L.M. Emerging Literacy: Young Children Learn to Read and Write. Newark, Delaware: International Reading Association, 80-95.
Lapp, D. and Flood, J. (1989). "Conceptual Mapping: Making Content Area Reading Real." In D. Lapp, J. Flood, and N. Farnan (eds.) Content Area Reading and Learning: Effective Instructional Strategies. Englewood Cliffs, N.J.: Prentice-Hall, 235-243.
Flood, J. and Lapp, D. (1987). "Reading and Writing: Assumptions and Directions." Proceedings of the Mid-Decade Seminar on Language Arts. In J. Squire (ed.) Dynamics of Language Learning. Urbana, Illinois: National Conference of Research in English. ERIC Clearinghouse on Reading and Communication Skills, 9-26.
Flood, J. and Lapp, D. (1986). "Getting the Main Idea of the Main Idea: A Writing/Reading Process." In J. Bauman (ed.) Teaching Main Idea Comprehension. Delaware: International Reading Association, 227-238.
Flood, J., Lapp, D., and Flood, S. (1984). "Types of Writing in Early Basal Readers and Standardized Reading Tests." In J. Niles and L. Harris (Eds.) Changing Perspectives on Research in Reading/Language Processing and Instruction, National Reading Conference Thirty-third Yearbook, 5-10.
Lapp, D. and Flood, J. (1984). "Promoting Reading Comprehension: Instruction Which Ensures Continuous Reader Growth." In J. Flood (ed.) Cognitive Psychology and Reading Comprehension. Newark, DE: International Reading Association, 273-288.
Lapp, D. and Flood, J. (1983). "Reading Comprehension Instruction: What Has Been and What Might Be." In M.P. Douglas (ed.) Forty-seventh Claremont Reading Conference Yearbook. Claremont, CA: Claremont Graduate School, 230-238.
Lapp, D. and Flood, J. (1983). "Researching Instructional Practices in Reading." In J. Patberg, Reading Research. Toledo, OH; University of Toledo Press, 131-149.
Lapp, D. (1980). "Overview: Classroom Management." In D. Lapp, Making Reading Possible Through Effective Classroom Management. Delaware: International Reading Assoc., 1-10.
Flood, J., and Lapp, D. (November, 1978). Prose Analysis and the Effects of Staging on Prose Comprehension. In D. Swann (Ed.) RAI, Dublin, Ireland, Yearbook.
Articles
Lapp, D., Shea,A., & Wolsey,T.D., (2011). Blogging and audience awareness. Journal of Education. 191,1,33-44.
Fisher, D., Frey,N., & Lapp,D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student achievement. The Teacher Educator. 46:231-243.
Lapp, D. (2011, May 4). Teaching Tip: Go Graphic with Glogs. Engage: Teacher to teacher. Newark, DE: International Reading Association. Retrieved from http://engage.reading.org.
Moss, B., Lapp, D., & O’Shea,M. (2011). Tiered texts; Supporting knowledge and language learning for English learners and struggling readers. English Journal, 100, 5, 54-60.
Fisher, D., Frey,N., & Lapp, D. (2011). Focusing on the participation and engagement gap: A case study of closing the achievement gap. Journal of Education for Students at Risk.16, 1,56-64.
Grant, M., & Lapp, D. (2011). Teaching science literacy. Educational Leadership. 68,6. http://www.ascd.org/publications/educationalleadership/mar11/vol68/num06/Teaching-Science-Literacy.aspx
Fisher, D., Lapp, D., & Wood, K.D. (2011). Reading for Details in Online and Printed Text: A Prerequisite for Deep Reading. Middle School Journal. 42,3, 58-63.
Vaca, J., Lapp, D., & Fisher, D. (2011). Designing and assessing productive group work in secondary schools. Journal of Adult and Adolescent Literacy.54,5,7, 372-375.
Gainer, J.S. & Lapp, D. (2010). Remixing old and new literacies= motivated students. English Journal. 100, 1, 58-64.
Lapp, D. and Fisher, D. (2010) Critical literacy: Examining the juxtaposition of issue, author, and self. Multicultural Perspectives, 12,3,156-160. DOI: 10.1080/15210960.2010.504494
Lapp, D., Fisher, D., & Frey, N. (2010). Tuned in: Building new literacies as extensions of home channels. Journal of Reading Education. 35,2, 5-13.
Townsend, D. R. & Lapp. D. (2010). Academic language, discourse communities, and technology: Building students’ linguistic resources.
Teacher Education Quarterly, Special Online Edition. Retrieved from http://teqjournal.org/townsend_lapp.html
Lapp, D., Fisher, D., & Johnson, K. (2010). Text mapping plus: Improving comprehension through supported retellings. Journal of Adolescent & Adult Literacy. 53,5, 423-426.
Jacobson, J., & Lapp, D.(2010). Modeling writing to enhance students’ critical and creative thinking skills. The California Reader. 43,3. 32-47.
Wolsey,T. D., Lapp, D., & Dow, B. (2010). Reading Practices in Elementary Schools:
Format of Tasks Teachers Assign. Journal of Research in Innovative Teaching. 3,1, 101-112.
Lapp, D., & Fisher,D. (2009). It’s all about the book: Motivating teens to read. Journal of Adolescent & Adult Literacy. 52,7, 556-651.
Fisher, D., Frey, N. & Lapp, D., (2009). Meeting AYP in a high-need school: A formative experiment. Journal of Adolescent & Adult Literacy. 52 (5), 386-398.
Lapp,D., Frey,N., Fisher, D., Moore,K., & Cappello,M.,(2008). Traditional vs. online literacy methods courses: Comparing student teachers’ understandings and application. The Reading Professor. 30,1, 34-38.
Fisher,D., Frey, N., & Lapp, D., (2008). Shared readings, modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61,7, 548-557.
Lapp, D. Fisher, D.,& Grant, M. (2008). “You can read this text-I’ll show you how”: Interactive comprehension instruction. Journal of Adolescent & Adult Literacy. 51,5,372-383.
Brock, C. H., Lapp ,D., Flood ,J., Fisher, D. & Keonghee, T. H. (2007). Does homework matter? An investigation of teacher perception about homework practices for children from non-dominant background. Urban Education, 43,6.
Fisher, D., Lapp, D.,& Grant, M. (2007). What’s it take to talk, read, and write like a scientist? Journal of Content Area Reading. 6,1, 45-64.
Jacobson, J., Lapp, D., & Flood, J. (2007, October). A Seven-Step Instructional Plan for Teaching English-Language Learners to Comprehend and Use Homonyms, Homophones, and Homographs. Journal of Adolescent & Adult Literacy, 51(2), 98–111.
Flood, J., Lapp, D., Mraz, M., & Wood, K. (Spring, 2006).Effective comprehension for the middle school classroom, Part II. Journal of the League of New England Middle Schools, 18, 1, 5-11.
Flood, J., Lapp, D. ,Mraz, M, & Wood, K.(Winter,2006). Effective comprehension for the middle school student, Part 1. The Journal of the New England League of Middle Schools. XVII,2,5-10.
Fisher, D., Lapp, D., Flood, J. & Moore, K. (July, 2006). Linking literacy teaching with assessment: A continuing professional development initiative for secondary schools. Literacy 1 (8), pp. 439-446.
Fisher, D., Lapp, D. & Flood, J. (2005). Consensus scoring and peer planning: Meeting literacy accountability demands one school at a time. The Reading Teacher. 58 (7), 656-667.
Flood, J. & Lapp, D. (2005). Innovations and changes: Reading recovery today. The Journal of Reading Recovery, 4 (2), 5-7.
Flood, J, Lapp. D. & Fisher, D (April-June 2005). Neurological Impress Method Plus. Reading Psychology, 26 (2), 147-160.
Fisher, D., Flood, J., & Lapp, D. (2004). PQR (Parsing, Questioning and Rephrasing): A strategy for guiding readers through syntactically difficult text. Illinois Reading Council Journal 32 (3), 30-32.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (September, 2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58 (1), 8-17.
Lapp, D., Fisher, D., Flood, J, & Frey, N. (Spring, 2003). Duel role of the urban reading specialist. Journal of Staff Development, 24 (2), 33-37.
Flood, J and Lapp, D. (2003) Reading comprehension and the middleschooler. Lightspan Internet.
Lapp, D., Jacobson, J., Flood, J., & Fisher, D. (2002-2003). Imagine Adapting what we have learned about ESL instruction to foreign language instruction. Journal of the Imagination in Language Learning and Teaching, VII, pp. 62-73.
Lapp, D. and Lungren, L. (2000/2001). Musical creativity: Exclusively an elementary school concept? The American Music Teacher, 50 (3), 34-36.
Fisher, D., Lapp, D., and Flood, J. (Winter, 2002). The effects of access to print through the use of community libraries on the reading performance of elementary students. Reading Improvement, 38, 4, 175-182.
Lapp, D., Jacobson, J., and Flood, J. (Fall, 2001). Meeting the needs of English language learners in regular classroom environments. Reading Matters, 3, 31-43.
Flood, J. and Lapp, D. (July, 2001). Book club for teachers. In B. Cullinan and D. Person (Eds.), The continuum encyclopedia of children’s literature. NY: Continuum International Publishing Group, Inc., pp. 99-100.
Fisher, D., Lapp, D., Flood, J., Frey, N., & Moore, K. ( 2001). Why class size matters: An investigation of teacher, administrator, and parent perceptions. The Yearbook of the National Reading Conference, 50.189-199.
Jacobson, J., Thrope, L., Fisher, D., Lapp, D., Frey, N., & Flood, J. (2001). Cross age tutoring: A literacy improvement approach for struggling adolescent readers. Journal of Adolescent and Adult Literacy, 44, 528-536.
Flood, J. and Lapp, D. (2000). Developing Reading Comprehension Skills and Strategies. Lightspan Internet. 1-26.
Flood, J. and Lapp, D. (2000). Children’s Development of Word Identification and Recognition Skills. Lightspan Internet. 1-18.
Fisher, D., Lapp, D., & Flood, J. (2000). How is technology really used for literacy instruction in elementary and middle school classrooms? The Yearbook of the National Reading Conference, 49, 464-476.
Flood, J. and Lapp, D. (Fall, 2000). Close Up: An Interview with Marion Joseph. The California Reader, 34, (1), 34-40.
Lapp, D., Flood, J., and Goss, K. (September, 2000). “Desks Don’t Move—Students Do: In Effective Classroom Environments.” The Reading Teacher, 54, 1, 31-36.
Hofstetter, C.H., Hofstetter, C.R., Lapp, D. and Flood, J. (June, 2000). The Effects of the Weekly Reader on Children’s Knowledge of Current Events. Evaluation Review, 24, 3, 272-294.
Flood, J., Lapp, D., Ranck-Buhr, W., Cox, M., and Geiss, B. (1997). "What Is Good Literature for the Middle School Student?" In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 49-53.
Lapp, D., Flood, J., and Ranck-Buhr, W. (1997). "Making Connections: An Integrated Approach to Learning." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 105-107.
Flood, J., Lapp, D., and Ranck-Buhr, W. (1997). "Teaching Content Area Vocabulary Effectively." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 141-144.
Flood, J. and Lapp, D. (1997). "Strategies for Developing Comprehension and Interpretation Skills." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 145-149.
Flood, J., Lapp, D., and Nagel, G. (1997). "Assessing Student Action Beyond Reflection and Response." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 225-229.
Lapp, D., Flood, J., and Ranck-Buhr, W. (1997). "Flexible Theme-Based Centers: Methods and Operations." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 239-244.
Lapp, D., Flood, J., and Ranck-Buhr, W. (1997). "Enhancing Comprehension Through Reciprocal Teaching." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, pp. 245-248.
Flood, J., Lapp, D., and Wood, K. (1997). "A Balanced Approach to Literacy Instruction." In Flood, J., Lapp, D., and Wood, K. (Eds.) Staff Development Guide for Middle School Teachers. New York: Macmillan/McGraw-Hill, v-xix.
Lapp, D., Flood, J., Tinajero, J., Lungren, L. and Nagel, G. (Summer, 1996). "Parents Make A Difference." The Journal of Educational Issues of Language Minority Students, 16, 263-280.
Flood, J., Lapp, D. and Ranck-Buhr, W. (1996). Research Based Practices for Enhancing the Quality and Quantity of Students' Talk During Book Club Discussions. Reading Unlimited, 11, 1, 6-11.
Flood, J., Lapp, D. and Wood, K. (1996). Balancing Literacy Instruction: A Research Report Update. New York: Macmillan/McGraw-Hill Pub. Co.
Lapp, D., Flood, J., Wood, K., and Onners, L. (Fall, 1995). "Integrating Literature Across the Disciplines: A New View But Not A New Idea." The California Reader, 29, 1, 3-8.
Lapp, D., Flood, J., and Ranck-Buhr, W. (April-June, 1995). "Using Multiple Text Formats to Explore Scientific Phenomena in Middle School Classrooms." Reading and Writing Quarterly, 11, (2), 173-186.
Lapp, D., Flood, J. and Ranck-Buhr, W. (Summer, 1994). "Developing Real Readers and Writers Through Thematically Designed Instruction." The California Reader, 3-8.
Flood, J., Lapp, D., and Monken, S. (1992). "Portfolio Assessment: Teachers' Beliefs and Practices." In C. Kinzer and D. Leu (eds.) Literacy Research, Theory, and Practice: Views from Many Perspectives. Forty-first Yearbook of The National Reading Conference. Chicago, Illinois: National Reading Conference, 119-128.
Flood, J., Lapp, D., Nagel, G., and Flood, S. (April, 1992). "Am I Allowed to Group? Using Flexible Patterns for Effective Instruction." The Reading Teacher, 45, 8, 608-617.
Lapp, D., Flood, J. and Farnan, N. (April, 1992). "Changing Perspectives in Writing Instruction." Journal of Reading, 35, 7, 550-557.
Flood, J. and Lapp, D. (Fall, 1992). "Developing Strategies for Reading Comprehension Success." The California Reader, 26, 1, 2-7.
Flood, J., Lapp, D. and Nagel G. (1991). "An Analysis of Core List Literature Selections K-6." In J. Zutell and S. McCormick (Eds.) Learner Factors/Teacher Factors: Issues in Literacy: Research and Instruction. Columbus, Ohio: National Reading Conference, 169-176.
Flood, J. and Lapp, D. (April, 1990). "Reading Comprehension Instruction for At-Risk Students: Research-Based Practices That Can Make a Difference." Journal of Reading, 33, 7, 490-496.
Flood, J. and Lapp, D. (1990). "Types of Writings Included in Basal Reading Programs, Kindergarten through Second Grade: An Investigation of Changes from 1983 to 1989." In J. Zutell and S. McCormick (eds.) Literacy Theory and Research: Analysis from Multiple Paradigms. Thirty-ninth Yearbook of the National Reading Conference, 395-401.
Flood, J., Mathison, D., Lapp, D., and Singer, H. (Fall, 1989). "Reading Comprehension Performance: The Effects of Teacher Presentations and Text Features." Reading Research and Instruction, 29, (1), 12-22.
Flood, J. and Lapp, D. (March, 1989). "Reporting Reading Progress: A Comparison Portfolio for Parents." The Reading Teacher, 42, (7), 508-516.
Lapp, D., Flood, J. and Thrope, L. (February, 1989). "Cooperative Problem Solving." The American Biology Teacher, 51, (2), 112-115.
Flood, J., Lapp, D., and Thrope, L. (1988). "Teacher Editions of Social Studies Textbooks and Basal Readers: An Analysis of Provisions for Using Children's Prior Knowledge for Learning." Reading in Virginia, XIII, 28-35.
Flood, J. and Lapp, D. (Summer, 1988). "A Reader Response Approach to the Teaching of Literature." Reading Research and Instruction, 27, (4), 61-66.
Lapp, D. (April, 1988). "Strategies that Help Students Learn from All Texts." Walnut Creek, CA: Macmillan Publishing Co. Newsletter.
Flood, J. and Lapp, D. (April, 1988). "Using Conceptual Mapping for Improving Comprehension." The Reading Teacher, 41 (8), 780-783.
Flood, J. and Lapp, D. (February, 1988). "Inferential Comprehension: A Grand Illusion." Language Arts, 55, (2), 188-191.
Lapp, D. (January 1988). "Making Content Area/Literacy Connections." Ignite (A monograph which was co-published by Newsweek magazine and the International Reading Assoc.).
Lapp, D., Flood, J., and Thrope, L. (1988). "Are You Listening? If Yes, Say So: Strategies for Oral Language Development." California Reader, 21, 22.
Lapp, D. and Flood, J. (May-June, 1987). "Congratulations to Teachers: We are Developing a Nation of Readers." California English, 23 (3), 8.
Flood, J., Lapp, D. and Farnan, N. (Spring, 1987). "Reading and Writing Toward an Understanding of Main Idea." Massachusetts Primer, 16 (2), 5-9.
Flood, J. and Lapp, D. (May, 1987). "Tests in Basal Readers and Standardized Assessments: An Imperfect Match." The Reading Teacher, 40, (9), 880-883.
Flood, J. and Lapp, D. (1987). "Forms of Discourse in Basal Readers." Elementary School Journal, 87, (3), 229-306.
Flood, J., and Lapp, D. (August/September, 1986). "Types of Writing in Basal Readers: The Match Between Texts and Tests." Reading Research Quarterly, 21, (3), 284-297.
Flood, J., Lapp, D. and Farnan, N. (February, 1986). "Writing Expository Paragraphs." The Reading Teacher, 39, (6), 556-563.
Flood, J. and Lapp, D. (May, 1985). "Reading/Language Arts Curriculum: What Has Been and What Might Be." English Education, 17, (2), 79-90.
Archer, A., Flood, J., Lapp, D., and Lungren, L. (Jan-March, 1984). "The Micro-Computer as an Instructional Tool." School Microcomputing Bulletin, 3, 7.
Lapp, D. (1983). "Five Tips for Teaching Writing." River Forest, IL: Laidlaw Publishing Co. Newsletter.
Lapp, D. and Flood, J. (1982). "Teaching a Text." In H. Singer (ed.) Proceedings of the Learning from Text Committee. Sacramento, CA: State Department of Education.
Lapp, D., Flood, J., and Gleckman, G. (February, 1982). "Classroom Practices Can Make Use of What Researchers Learn." The Reading Teacher, 35, (5), 575-585.
Flood, J. and Lapp, D. (October, 1980). "In Search of the 'Perfect Question': Questioning Strategies for Developing Story Comprehension in Young Children." Principal, 56, (3), 20-23.
Lapp, D. (March, 1979). "Beyond the Redbirds, Bluebirds, and Yellowbirds." Washington, D.C.: U.S. Office of Education, The National Right to Read Effort. Reporting on Reading, 5, (2), 1, 4-6.
Lapp, D., Lahnston, A., Rezba, R., and Duelfer, J. (1978). "Is It Possible to Teach Reading Through the Content Areas?" The New England Reading Association Journal, 13, (3), 20-25.
Lapp, D., Lahnston, A., Rezba, R., and Duelfer, J. (April, 1978). "Is It Possible to Teach Reading Through the Content Areas?" ERIC/Resource in Education.
Lapp, D. and Tierney, R. (April, 1977). "Reading Scores of American Nine Year Olds." The Reading Teacher, 30, (7), 756-760.
Lapp, D. (February, 1977). "Individualized Reading Instruction Made Easy for the Teacher." Early Years, 7, (6), 63-67.
Lapp, D. and Lungren, L. (March, 1975). "Musical Creativity: Exclusively An Elementary School Concept?" Massachusetts Music News, 23, (3).
Lapp, D. and Lungren, L. (Spring, 1975). "Musical Creativity: Exclusively An Elementary School Concept?" American Music Teacher.
Lapp, D. and Fram, R. (January, 1975). "The Neglected 'I'." Elementary English, 52, (1), 45-48.
Lapp, D. (February, 1973). "Can Elementary Teachers Write Behavioral Objectives?" Journal of Education, 155, (3), 21-30.
Lapp, D., & Shibles, B. (October, 1972). "A Curriculum of Priorities." Journal of Education. 154, (11), 7-15.
Lapp, D. (February, 1972). "Behavioral Objectives Writing Skills Test." Journal of Education, 154, (3), 13-24.