References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, Mass: MIT Press.

Aggarwal, S. (1991). Three language formula: An educational problem. Gyan Publishing House.

Anderson, D., Alonzo, J., Tindal, G., Farley, D., Irvin, P. S., Lai, C. F., ... and Wray, K. A. (2014). Technical Manual: easyCBM. Technical Report# 1408. Behavioral Research and Teaching.

Annual status of education report. (2016). ASER Centre, New Delhi.

Chiu, M. M. and McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331-362.

Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184-192.

Dixon, P., Schagen, I., and Seedhouse, P. (2011). The impact of an intervention on children’s reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement, 22(4), 461-482.

Ehri, L. C. (2002). Reading processes, acquisition, and instructional implications. Dyslexia and Literacy: Theory and Practice, 167-186.

Gelman, A. (2006). Multilevel (hierarchical) modeling: what it can and cannot do. Technometrics, 48(3), 432-435.

Gillon, G. T. (2005). Phonological awareness: Effecting change through the integration of research findings. Language, Speech, and Hearing Services in Schools, 36(4), 346-349.

Goffreda, C. T. and DiPerna, J. C. (2010). An empirical review of psychometric evidence for the Dynamic Indicators of Basic Early Literacy Skills. School Psychology Review, 39(3), 463-483.

Good, R. H., Kaminski, R. A., and Cummings, K. (2011). DIBELS next. Cambium Learning.

Greene, W. H. (2003). Econometric analysis. Pearson Education India.

Gupta, R. (2014). Change in Teaching Practices: Case of Phonics Instruction in India. Procedia-Social and Behavioral Sciences, 116, 3911-3915.

Hart, B. and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.

Kalia, V. (2007). Assessing the Role of Book Reading Practices in Indian Bilingual Children’s English Language and Literacy Development. Early Childhood Educ J., 35, 149-153 (2007). https://doi.org/10.1007/s10643-007-0179-2.

Kaminski, R. A. and Good, R. H. III. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25(2), 215-227.

Keller-Margulis, M. A., Shapiro, E. S., and Hintze, J. M. (2008). Long-term diagnostic accuracy of curriculum-based measures in reading and mathematics. School Psychology Review, 37(3), 374-390.

Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research Journal, 48(5), 1187-1225.

Kurrien, J. (2005). Notes for the Meeting of the National Focus Group on Teaching of English, and Note on Introduction of English at the Primary Stage. Ms., NFG-English.

LaBerge, D. and Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.

Levy, R. (2012). Probabilistic models in the study of language. Online Draft, Nov.

National Council of Educational Research and Training. (2011). National Curriculum Framework 2005 (No. id: 1138).

National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

Neff, L. (2015). The relationship between reading enjoyment, gender, socioeconomic status, and reading outcomes in PISA 2009.

Noble, K. G., McCandliss, B. D., and Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464-480.

Perfetti, C. A. (1985). Reading ability. Oxford University Press.

Rabe-Hesketh, S. and Skrondal, A. (2008). Multilevel and longitudinal modeling using Stata. STATA press.

Ramachandran, V., Pal, M., Jain, S., Shekar, S., and Sharma, J. (2005). Teacher motivation in India (pp. 96-103). Discussion Paper. (Azim Premji Foundation, Bangalore, 2005).

Ramanathan, H. (2008). Testing of English in India: A developing concept. Language Testing, 25(1), 111-126.

Ramanathan, H. and Bruning, M. D. (2003). Reflection on Teaching Oral English Skills in India: A Research Report. Journal of the International Society for Teacher Education, 7(1), 48-55.

Ramanathan, V. and Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8(1), 45-75.

Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. Specific Reading Disability: A View of the Spectrum, 75-119.

Share, D. and Stanovich, K. (1995). Has the phonologial recording model of reading acquisition and reading disability led us astray. Issues in Education, 1, 1-57.

Stahl, S. A. and Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221-234.

Wolf, M. and Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.

Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., ... and Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology, 49(4), 665-671.