Benchmark programs and childrens books and publications and articles by Benchmark faculty and professional collaborators.
Most Recent:
Gaskins, I.W. (2011). Interventions to develop decoding proficiencies. In A. McGill-Franzen & R. Allington (Eds.), Handbook of reading disabilities. (pp.289-306) New York: Routledge.
2006-2010
Pressley, M., Gaskins, I.W., & Fingeret, L. (2006). Instruction and development of reading fluency in struggling readers. In. S. Samuels & A. Farstrup (Eds.), What research has to say about fluency instruction (47-69). Newark, DE: International Reading Association.
Pressley, M., & Gaskins, I.W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition Learning, 1, 99-113.
Pressley, M., Gaskins, I.W., Solic, K., & Collins, S. (2006). A portrait of Benchmark School: How a school produces high achievement in students who previously failed. Journal of Educational Psychology, 98, 282-306.
Gaskins, I.W., & Labov, L.D. (2007). Diverse perspectives on helping young children build important foundational language and print skills: A review of Handbook of Early Literacy Research, Vol. 2, Reading Research Quarterly,
42 (3).
Gaskins, I.W., & Pressley, M. (2007). Teaching metacognitive strategies that address executive function prccesses within a schoolwide curriculum. In L. Meltzer (Ed.), Executive function in education: From theory to practice (261-286). New York: Guilford Press.
Gaskins, I.W., Satlow, E., & Pressley, M. (2007). Executive control of reading comprehension in the elementary school. In L. Meltzer (Ed.), Executive function in education: From theory to practice (194-215). New York:
Guilford Press.
Gaskins, I.W. (2008). Developing cognitive flexibility in word reading among beginning and struggling readers. In K. Cartwright (Ed.), Literacy processes: Cognitive flexibility in learning and teaching (90-113). New York:
The Guildford Press.
Gaskins, I.W. (2008). Strategy instruction. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Farmington,
MI: Gale.
Gaskins, I.W. (2008). Ten tenets of motivation for teaching struggling readersd--And the rest of the class. In R. Fink & S. J. Samuels (Eds.), Inspiring reading success: Interest and motivation in an age of high-stakes testing (pp. 98-116). Newark, DE: International Reading Association.
Ehri, L.C., Satlow, E., & Gaskins, I.W. (2009). Grapho-phonemic enrichment strengthens keyword analogy instruction for struggling young readers, Reading & Writing Quarterly, 25, 162-191.
Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J., Hilden, K., et al. (2009). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. Gutkin & C. R. Reynolds (Eds.), The Handbook of School Psychology (4th ed.)
(pp.522-554). Hoboken, NJ: Wiley.
Gaskins, I.W., & Galloway, E.P. (2010). Beyond strategy instruction: Looking at person, situation, task, and text variables. In J. Collins & T. Gunning (Eds.), Building struggling students' higher level literacy: Practical ideas, powerful solutions. Newark, DE: International Reading Association.
2001-2005
Gaskins, I.W., Laird, S.R., O'Hara, C., Scott, T., & Cress, C. (2002). Helping struggling readers make sense of reading. In C. Block, L. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (370-383). San Francisco: Jossey-Bass.
Gaskins, I.W. (2003a). A multidimensional approach to beginning literacy. In D.M. Barone & L.M. Morrow (Eds.). Literacy and young children: Research-based practices (pp. 45-60). NY: Guilford Press.
Gaskins, I.W. (2003b). Taking charge of reader, text, activity, and context variables. In A. Sweet & C. Snow (Eds.). Rethinking reading comprehension (141-165). NY: Guilford Press.
Gaskins, I.W., Gensemer, E.W., & Six, L. (2003). Tailoring a middle school language arts class to meet the needs of struggling readers. In R. McCormack & J. Paratore (Eds.), After early intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: IRA.
Gaskins, I.W. (2004). Professional development at Benchmark School. In D. Strickland & M. Kamil (Eds.), Improving reading achievement through professional development (pp. 195-212). Norwood, MA: Christopher-Gordon Publishers.
Gaskins, I.W. (2004). Word Detectives. Educational Leadership, 61, 70-72.
Gaskins, I.W. (2005). Success with struggling readers: The Benchmark School approach. NY: The Guilford Press.
1996-2000
Gaskins, I.W., Ehri, L.C., Cress, C., O'Hara, C., & Donnelly, K. (1996-1997). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50, 312-327.
Gaskins, I.W., Ehri, L.C., Cress, C., O'Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74, 172-184.
Gaskins, R.W., & Gaskins, I.W. (1997). Creating readers who read for meaning and love to read. The Benchmark School reading program. In S.A. Stahl & D.A. Hayes (Eds.), Instructional models in reading (pp. 131-159). Mahwah, NJ: Lawrence Erlbaum.
Gaskins, I.W., Rauch, S., Gensemer, E., Cunicelli, E., O'Hara, C., Six, L., & Scott, T. (1997). Scaffolding the development of intelligence among children who are delayed in learning to read. In K. Hogan & M. Pressley (Eds.), Scaffolding student learning: Instructional approaches & issues (pp. 43-73). Cambridge, MA: Brookline Books.
Gaskins, I.W. (1997). Teaching the delayed reader: The Benchmark School model. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 677-687). New York: Macmillan.
Gaskins, I.W. (1998). A beginning literacy program for at-risk and delayed readers. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy, pp. 209-232. Mahwah, NJ: Lawrence Erlbaum.
Gaskins, I.W. (1998). There's more to teaching at-risk and delayed readers than good reading instruction. The Reading Teacher, 51, 534-547.
Gaskins, I.W. (1999). A multidimensional reading program. The Reading Teacher, 53, 162-164.
Gaskins, I.W. (1999). A Multidimensional reading program. The Reading Teacher, 53, 162-164.
Gaskins, I.W. (2000). What will classrooms and schools look like in the new millennium. Reading Research Quarterly, 35, 132-134.
1991-1995
Gaskins, I.W. (1991). And it works for them, too! In J.T. Feeley, C.C. Strickland, & S.B. Wepner (Eds.), Process reading and writing: A literature-based approach, (pp. 160-170). New York: Teachers College Press.
Gaskins, R.W., Gaskins, J.C., & Gaskins, I.W. (1991). A decoding program for poor readers--and the rest of the class, too! Language Arts, 68, 213-225.
Gaskins, I.W., & Elliot, T.T. (1991). Implementing cognitive strategy instruction across the school: The Benchmark manual for teachers. Cambridge, MA: Brookline Books.
Pressley, M., Gaskins, I.W., Cunicelli, E.A., Burdick, J., Schaub-Matt, M, Lee, D.S., & Powell, N. (1991). Strategy instruction at Benchmark School: A faculty interview study. Learning Disability Quarterly, 14, 19-48.
Pressley, M., El-Dinary, P.M., Gaskins, I.W., Schuder, T., Bergman, J.L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92, 513-555.
Gaskins, R.W., Gaskins, J.C., & Gaskins, I.W. (1992). Using what you know to figure out what you don't know: An analogy approach to decoding. Reading and Writing Quarterly, 8, 197-221.
Gaskins, I.W., Cunicelli, E.A., & Satlow, E. (1992). Implementing an across-the-curriculum strategies program: Teachers' reactions to change. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 407-426). San Diego: Academic Press
Pressley, J., Borkowski, J.G., Forrest-Pressley, D., Gaskins, I.W., & Wile, D. (1993). Closing thoughts on strategy instruction for individuals with learning disabilities: The good information-processing perspective. In L. Meltzer (Ed.), Strategyy assessment and instruction for students with learning disabilities (355-377). Austin, TX: Pro-Ed.
Gaskins, I.W., Anderson, R.C., Pressley, M., Cunicelli, E.A., & Satlow, E. (1993). Six teachers' dialogue during cognitive process instruction. The Elementary School Journal, 93, 277-304.
Gaskins, I.W. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think, and problem solve. In K. McGilly (Ed.), Classroom lessons (pp. 129-154). Cambridge, MA: MIT Press.
Gaskins, I.W., Satlow, E., Hyson, D., Ostertag, J., & Six, L. (1994). Classroom talk about text: Learning in science class. Journal of Reading, 37, 558-565.
Gaskins, I.W. (1994). Creating optimum learning environments: Is membership in the whole language community necessary? In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (115-130). Hillsdale, NJ: Lawrence Erlbaum.
Gaskins, I.W., Guthrie, J.T., Satlow, E., Ostertag, J., Six, L., Byrne, J., & Connor, B. (1994). Integrating instruction of science, reading, and writing: Goals, teacher development, and assessment. Journal of Research in Science Teaching, 31, 1039-1056.
Pressley, M. in long-term collaboration with El-Dinary, P., Brown, R., Schuder, T., Oioli, M., Gaskins, I., & Benchmark School Faculty (1994). Transactionhal instruction of reading comprehension strategies. In J. Mangieri & C.C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 112-139). Fort Worth, TX: Harcourt Brace Jovanovich.
Pressley, M., El-Dinary, P., Brown, R., Schuder, T., Bergman, J., York, M., Gaskins, I., & Faculties and Administration of Benchmark School and the Montgomery County MD SAIL/SIA Programs (1995). A transactional strategies instruction Christmas carol. In A. McdKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer: Fostering generalizationi in learning (pp. 177-213). Hillsdale, NJ: Erlbaum
Pressley, M., Rankin, J., Gaskins, I., Brown, R., & El-Dinary, P. (1995). Mapping the cutting-edge in primary-level literacy instruction for weak and at-risk readers. In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities,Vol. 9 (pp. 47-90).
Gaskins, R.W., Gaskins, I.W., Anderson, R.C., & Schommer, M. (1995). The reciprocal relationship between research and development: An example involving a decoding strand for poor readers. Journal of Reading Behavior, 27, 337-377.
1981-1990
Gaskins, I.W. (1981). Reading for learning: Going beyond basals in the elementary grades. The Reading Teacher, 35, 323-328.
Gaskins, I.W. (1982). Let's end the reading disabilities/learning disabilities debate. Journal of Learning Disabilities, 15, 81-83.
Gaskins, I.W. (1982). A writing program for poor readers and writers and the rest of the class, too. Language Arts, 59, 854-861.
Gaskins, I.W., & Elliot, T.T. (Eds.) (1983). Teaching for success: Administrative and classroom practices at Benchmark School. Media, PA: Benchmark Press.
Gaskins, I.W. (1984). There's more to a reading problem than poor reading. Journal of Learning Disabilities, 17, 467-471.
Gaskins, I.W., & Baron, J. (1985). Teaching poor readers to cope with maladaptive cognitive styles: A training program. Journal of Learning Disabilities, 18, 390-394.
Baron, J., Badgio, P.C., & Gaskins, I.W. (1986). Cognitive style and its improvement: A normative approach. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 3) (pp. 173-220). Hillsdale, NJ: Lawrence Erlbaum.
Gaskins, I.W. (1988). Helping teachers adapt to the needs of students with learning problems. In S.J. Samuels & P.D. Pearson (Eds.), Changing school reading programs (pp. 143-159). Newark, DE: International Reading Association.
Gaskins, I.W., Downer, M., Anderson, R., Cunningham, P., Gaskins, R., Schommer, M., & the Teachers of Benchmark School (1988). A metacognitive approach to phonics: Using what you know to decode what you don't know. Remedial and Special Education, 9, 36-41.
Gaskins, I.W. (1988). Teachers as thinking coaches: Creating strategic learners and problem solvers. Reading, Writing, and Learning Disabilities, 4, 35-48.
Gaskins, I. W. (1988). Introduction: A special issue on poor readers in the classroom. The Reading Teacher, 41, 748-749.
Gaskins, R. W. (1988). The missing ingredients: Time on task, direct instruction, and writing. The Reading Teacher, 41, 750-755.
1970-1980
Gaskins, I.W. (1970). Characteristics that differentiate dyslexics from nondyslexic poor readers. Unpublished doctoral dissertation, University of Pennsylvania.
Gaskins, I.W. (1980). The Benchmark story: The first ten years, 1970/1980. Media, PA: Benchmark Press.
Articles and Chapters Listed by Topic
Benchmark Word Identification Programs
Gaskins, I.W. (1998). A beginning literacy program for at-risk and delayed readers. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy, pp. 209-232. Mahwah, NJ: Lawrence Erlbaum.
Gaskins, I.W. (2003a). A multidimensional approach to beginning literacy. In D.M. Barone & L.M. Morrow (Eds.). Literacy and young children: Research-based practices (pp. 45-60). NY: Guilford Press. http://www.guilford.com/p/barone
Gaskins, I.W., Downer, M., Anderson, R., Cunningham, P., Gaskins, R., Schommer, M., & the Teachers of Benchmark School (1988). A metacognitive approach to phonics: Using what you know to decode what you don't know. Remedial and Special Education, 9, 36-41.
Gaskins, I.W., Ehri, L.C., Cress, C., O'Hara, C., & Donnelly, K. (1996-1997). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50, 312-327.
Gaskins, I.W., Ehri, L.C., Cress, C., O'Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74, 172-184.
Gaskins, R.W., Gaskins, I.W., Anderson, R.C., & Schommer, M. (1995). The reciprocal relationship between research and development: An example involving a ecoding strand for poor readers. Journal of Reading Behavior, 27, 337-377.
Gaskins, R.W., Gaskins, J.C., & Gaskins, I.W. (1991). A decoding program for poor
readers--and the rest of the class, too! Language Arts, 68, 213-225.
Gaskins, R.W., Gaskins, J.C., & Gaskins, I.W. (1992). Using what you know to figure out what you don't know: An analogy approach to decoding. Reading and Writing Quarterly, 8, 197-221.
Gaskins, I.W., & Pressley, M. (In press). Teaching metacognitive strategies within school-wide curriculum. In L. Meltzer (Ed.), Understanding executive function: Implications and opportunities for the classroom.New York:Guilford.
Pressley, M., & Gaskins, I.W. (Submitted). Metacognitively competent reading comprehension is constructively responsive reading: How such reading can be developed in students?
Gaskins, I.W. (1988). Teachers as thinking coaches: Creating strategic learners and problem solvers. Reading, Writing, and Learning Disabilities, 4, 35-48.
Gaskins, I.W. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think, and problem solve. In K. McGilly (Ed.), Classroom lessons (pp. 129-154). Cambridge, MA: MIT Press.
Gaskins, I.W. (2003b). Taking charge of reader, text, activity, and context variables. In A. Sweet & C. Snow (Eds.). Rethinking reading comprehension (141-165). NY: Guilford Press. http://www.guilford.com/p/sweet
Gaskins, I.W., Anderson, R.C., Pressley, M., Cunicelli, E.A., & Satlow, E. (1993). Six teachers' dialogue during cognitive process instruction. The Elementary School Journal, 93, 277-304.
Gaskins, I.W., Cunicelli, E.A., & Satlow, E. (1992). Implementing an across-the-curriculum strategies program: Teachers' reactions to change. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 407-426). San Diego: Academic Press.
Gaskins, I.W., & Elliot, T.T. (1991). Implementing cognitive strategy instruction across the school: The Benchmark manual for teachers. Cambridge, MA: Brookline Books.
Gaskins, I.W., Guthrie, J.T., Satlow, E., Ostertag, J., Six, L., Byrne, J., & Connor, B. (1994). Integrating instruction of science, reading, and writing: Goals, teacher development, and assessment. Journal of Research in Science Teaching, 31, 1039-1056.
Gaskins, I.W., Laird, S.R., O'Hara, C., Scott, T., & Cress, C. (2002). Helping struggling readers make sense of reading. In C. Block, L. Gambrell, & M. Pressley, Improving comprehension instruction: Rethinking research, theory, and classroom practice (370-383). San Francisco: Jossey-Bass.
Gaskins, I.W., Rauch, S., Gensemer, E., Cunicelli, E., O'Hara, C., Six, L., & Scott, T. (1997). Scaffolding the development of intelligence among children who are delayed in learning to read. In K. Hogan & M. Pressley (Eds.), Scaffolding student learning: Instructional approaches & issues (pp. 43-73). Cambridge, MA: Brookline Books.
Gaskins, I.W., Satlow, E., Hyson, D., Ostertag, J., & Six, L. (1994). Classroom talk about text:Learning in science class. Journal of Reading, 37, 558-565.
Pressley, M., El-Dinary, P.M., Gaskins, I.W., Schuder, T., Bergman, J.L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92, 513-555.
Pressley, M., Gaskins, I.W., Cunicelli, E.A., Burdick, J., Schaub-Matt, M, Lee, D.S., & Powell, N. (1991). Strategy instruction at Benchmark School: A faculty interview study. Learning Disability Quarterly, 14, 19-48.
Pressley, M., Rankin, J., Gaskins, I., Brown, R., & El-Dinary, P. (1995). Mapping the cutting-edge in primary-level literacy instruction for weak and at-risk readers. In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities, Vol. 9 (pp. 47-90). Greenwich, CN: JAI Press.
Gaskins, I.W. (1982). A writing program for poor readers and writers and the rest of the class, too. Language Arts, 59, 854-861.
Gaskins, I.W. (1991). And it works for them, too! In J.T. Feeley, C.C. Strickland, & S.B. Wepner (Eds.), Process reading and writing: A literature-based approach, (pp. 160-170). New York: Teachers College Press.
Gaskins, I.W. (1970). Characteristics that differentiate dyslexics from nondyslexic poor readers. Unpublished doctoral dissertation, University of Pennsylvania.
Gaskins, I.W. (1982). Let's end the reading disabilities/learning disabilities debate. Journal of Learning Disabilities, 15, 81-83.
Gaskins, I.W., & Baron, J. (1985). Teaching poor readers to cope with maladaptive cognitive styles: A training program. Journal of Learning Disabilities, 18, 390-394.
Baron, J., Badgio, P.C., & Gaskins, I.W. (1986). Cognitive style and its improvement: A normative approach. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 3) (pp. 173-220). Hillsdale, NJ: Lawrence Erlbaum.
Gaskins, I.W. (1980). The Benchmark story: The first ten years, 1970/1980. Media, PA: Benchmark Press.
Gaskins, I.W. (1981). Reading for learning: Going beyond basals in the elementary grades. The Reading Teacher, 35, 323-328.
Gaskins, I.W. (1984). There's more to a reading problem than poor reading. Journal of Learning Disabilities, 17, 467-471.
Gaskins, I.W. (1994). Creating optimum learning environments: Is membership in the whole language community necessary? In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (115-130). Hillsdale, NJ: Lawrence Erlbaum.
Gaskins, I.W. (1997). Teaching the delayed reader: The Benchmark School model. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 677-687). New York: Macmillan.
Gaskins, I.W. (1998). There's more to teaching at-risk and delayed readers than good reading instruction. The Reading Teacher, 51, 534-547.
Gaskins, I.W. (1999). A multidimensional reading program. The Reading Teacher, 53, 162-164.
Gaskins, I.W. (2000). What will classrooms and schools look like in the new millennium. Reading Research Quarterly, 35, 132-134.
Gaskins, I.W., & Elliot, T.T. (Eds.) (1983). Teaching for success: Administrative and classroom practices at Benchmark School. Media, PA: Benchmark Press.
Gaskins, I.W., Gensemer, E.W., & Six, L. (2003). Tailoring a middle school language arts class to meet the needs of struggling readers. In R. McCormack & J. Paratore (Eds.), After early intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: IRA.
Gaskins, R. W. (1988). The missing ingredients: Time on task, direct instruction, and writing. The Reading Teacher, 41, 750-755.
Gaskins, R.W., (1992). When good instruction is not enough: A mentor program.The Reading Teacher, 45, 568-572.
Gaskins, R.W., & Gaskins, I.W. (1997). Creating readers who read for meaning and love to read. The Benchmark School reading program. In S.A. Stahl & D.A. Hayes (Eds.), Instructional models in reading (pp. 131-159). Mahwah, NJ: Lawrence Erlbaum.
Gaskins, I.W. (1988). Helping teachers adapt to the needs of students with learning problems. In S.J. Samuels & P.D. Pearson (Eds.), Changing school reading programs (pp. 143-159). Newark, DE: International Reading Association.
Gaskins, I.W. (2004). Professional development at Benchmark School. In D. Strickland & M. Kamil (Eds.), Improving reading achievement through professional development (pp. 195-212). Norwood, MA: Christopher-Gordon.
