Books and Journals
Kuhn, M. & Dreher, M. J. (Eds.) (forthcoming). Developing conceptual knowledge through oral and written language. New York: Guilford Press.
Dreher, M. J., & Kletzien, S. B. (2015). Teaching informational text in K-3 classrooms: Best practices to help children read, write, and learn from nonfiction. New York: Guilford Press.
Kletzien, S. B., & Dreher, M. J. (2004). Informational text in K-3 classrooms: Helping children read and write. Newark, DE: International Reading Association.
Dreher, M. J., & Baker, L. (Eds.). (2003). Motivating struggling readers to succeed. Theme issue of Reading & Writing Quarterly, 19, Number 1.
Dreher, M. J., Davis, K.A., Waynant, P., & Clewell, S. F. (2000). Easy steps to writing fantastic research reports. New York: Scholastic.
Baker, L., Dreher, M. J., & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford Press.
Dreher, M. J., & Guthrie, J. T. (Eds.). (l993). Locating Information. Special issue of Contemporary Educational Psychology, Volume 18 (2).
Dreher, M. J., & Slater, W. H. (Eds.). (l992). Elementary school literacy: Critical issues. Norwood, MA: Christopher-Gordon Publishers, Inc.
Selected Journal Articles
Tiainen, O., Korkeamäki, R.-L., & Dreher, M. J. (2018). Becoming reflective practitioners: A case study of three beginning pre-service teachers. Scandinavian Journal of Educational Research, 62, 586-600. .
Kletzien, S. B., & Dreher, M. J. (2017). What experiences do expository books on recommended book lists offer to K-2 students? Reading Psychology, 38, 71-96.
Schugar, H. R., & Dreher, M. J. 2017). Fourth graders’ informational text comprehension: Indicators from NAEP. International Electronic Journal of Elementary Education, 9, 523-552.
Dreher, M. J., & Kletzien, S. B. (2016). Have recommended book lists changed to reflect current expectations for informational text in K-3 classrooms? Reading Psychology, 37, 371-391.
Scott, D. B. & Dreher, M. J. (2016). Student thinking processes while constructing graphic representations of textbook content: What insights do think-alouds provide? Reading Psychology, 37, 286-317.
Räisänen, S., Korkeamäki, R.-L., & Dreher, M. J. (2016). Changing literacy practices according to the Finnish core curriculum. European Early Childhood Education Research Journal, 24, 198-214.
Braxton, D. M., & Dreher, M. J. (2013). Teaching summarization strategies to intermediate-grade students in an urban, Title 1 school. Literacy Research Association Yearbook, 62, 104-122.
Baker, L., Dreher, M. J., Shiplet, K. A., Beall, L. C., Voelker, A., Garrett, A., Schugar, H. R., Finger-Elam, M. (2011). Children's comprehension of informational text: Reading, engaging, and learning. International Electronic Journal of Elementary Education, 4, 197-227.
Korkeamäki, R.-L., & Dreher, M. J. (2012). Implementing curricula that depend on teacher professionalism: Finnish preschool and early childhood core curricula and literacy-related practices. European Early Childhood Education Research Journal, 20(2), 217-232.
Korkeamski, R.-L., & Dreher, M. J. (2011). Early literacy practices and the Finnish national core curriculum. Journal of Curriculum Studies, 43(1), 109-137.
Dreher, M. J., & Gray, J. L. (2009). Compare, contrast, comprehend: Using compare-contrast text structures with ELLs in K-3 classrooms. The Reading Teacher, 63, 132-141