ARTICLES, BOOK CHAPTERS, & FOREWORDS

*  Denotes a refereed publication.

• Duke, N. K., & Billman, A. K. (in press). Informational text difficulty for beginning readers. To appear in E. H. Hiebert & M. Sailors (Eds.). Finding the right texts for beginning and struggling readers: Research-based solutions. New York: Guilford.
  
  
• *Moses, A. M., & Duke, N. K. (in press). Portrayals of print literacy on children’s television programming. To appear in Journal of Literacy Research.
  
  
• Pressley, M., Duke, N. K., Gaskins, I. W., Fingeret, L., Halladay, J., Hilden, K., Park, Y., Zhang, S., Mohan, L., Reffitt, K., Bogaert, L. R., Reynolds, J., Golos, D., Solic, K., & Collins, S. (in press). 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, Fourth Edition. NY: Wiley.
  
  * Shedd, M. K., & Duke, N. K. (in press). How do early childhood educators plan read alouds? Do they plan ahead when they read to a crowd? To appear in Young Children.

• Duke, N. K., & Martin, N. M. (2008). Comprehension instruction in action: The elementary classroom. In C. C. Block & S. Parris (Eds.), Comprehension instruction: Research-based best practices (pp. 241-257). New York: Guilford.
  
  
• * Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40, 128-162.
  
  
• Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007, February/March). Beyond Bedtime Stories. Parent and Child. Excerpt reprinted from Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic.
  
  
• Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). To correct or not correct: The answer may surprise you. Young Children, 61(1), 41. Excerpt reprinted from Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to five. New York: Scholastic.
  
  
• Duke, N. K. (2007). Let’s look in a book: Using nonfiction texts for reference with young children. Young Children, 62, 12-16.
  
  
• * Purcell-Gates, V., Duke, N. K., & Martineau, J. A. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45.
  
  
• * Duke, N. K., Purcell-Gates, V., Hall, L. A., & Tower, C. (2006/2007). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60, 344-355.
  
  
• Duke, N. K. (2006). Foreword. To A. Stead, Reality checks: Teaching reading comprehension with nonfiction. Portland, ME: Stenhouse.
  
  
• Duke, N. K. (2006). Making your writing interesting. In S. B. Wepner & L. B. Gambrell (Eds.), Beating the odds: Getting published in the field of literacy (p. 111). Newark DE: International Reading Association. 
  
  
• Duke, N. K., & Pressley, M. (2006, May/June). Call the struggling reader helpline! Instructor, 115(8), 20, 22.
  
  
• Duke, N. K., Schmar-Dobler, E., & Zhang, S. (2006). Comprehension and technology. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology, Volume II (pp. 317-326).Mahwah, NJ: Erlbaum.
  
  
• Duke, N. K. (2005). Comprehension of what for what: Comprehension as a non-unitary construct. In S. Paris & S. Stahl (Eds.), Current issues in reading comprehension and assessment (pp. 93-104). Mahwah, NJ: Erlbaum.
  
  
• Duke, N. K. (2005). Foreword. To D. E. Paynter, E. Bodrova, & J. K. Doty, For the love of words: Vocabulary instruction that works. San Francisco: Jossey-Bass.
  
  
• Duke, N. K., & Pressley, M. (2005, December/January). “How can I help my struggling readers?” Instructor, 115(4), 23-25.
  
  
• Duke, N. K., & Reynolds, J. M. (2005). Learning from research: Critical understandings to guide our practice. In L. Hoyt (Ed.), Building a literacy of thoughtfulness: Focus on comprehension (pp. 9-21). Portsmouth, NH: Heinemann.
  
  
• Duke, N. K. (2004). The case for informational text. Educational Leadership, 61(6), 40-44.
  
  
• Duke, N. K. (2004). Reading to learn has no minimum age: Nonfiction books for K – 3. Children’s Book Council Features, 57(2).
  
  
• Duke, N. K., & Bennett-Armistead, V. S. (May/June, 2004). Nonfiction reading in the primary grades: How and why it’s good for young learners. Scholastic News Teachers’ Edition, 3-4.
  
  
• Duke, N. K., & Moses, A. M. (2004). On what crosses our desks and what does not [Review of the book Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication.]. Reading Research Quarterly, 39, 360-366.
  
  
• Duke, N. K., Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehension. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy development and disorders (pp. 501-520).New York: Guilford.
  
  
• Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. In J. Hoffman & D. Schallert (Eds.), The texts in elementary classrooms (pp. 125-144). Mahwah, NJ: Erlbaum.
  
  
• * Palincsar, A. S., & Duke, N. K. (2004). The role of text and text-reader interactions in young children’s reading development and achievement. Elementary School Journal, 105(2), 184-197.
  
  
• Pressley, M., Duke, N. K., & Boling, E. C. (2004). The educational science and scientifically-based instruction we need: Lessons from reading research and policy making. Harvard Educational Review, 74(1), 30-61.
  
  
• Purcell-Gates, V., & Duke, N. K. (2004). Texts in the teaching and learning of reading. In J. Hoffman & D. Schallert (Eds.), The texts in elementary classrooms (pp. 3-20). Mahwah, NJ: Erlbaum.
  
  
• Clark, K. F, (2003). Voices in Michigan literacy: An interview with Nell K. Duke. Michigan Reading Journal, 35(3), 48-50.
  
  
• Duke, N. K. (2003, November/December). Beyond once upon a time. Instructor, 23-26.
  
  
• Duke, N. K. (2003). Informational text? The research says, "yes!" In L. Hoyt, M. Mooney, and B Parkes (Eds.), Exploring informational texts: From theory to practice (pp. 2-7).Portsmouth, NH: Heinemann.
  
  
• * Duke, N. K. (2003). Reading to learn from the very beginning: Information books in early childhood. Young Children, 58(2), 14-20.
  
  
• Duke, N.K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Bridging the gap between learning to read and reading to learn. In D. M. Barone & L. M. Morrow (Eds.), Literacy and young children: Research-based practices (pp. 226-242). New York: Guilford Press. (This is, by permission, an only slightly different version of a chapter listed below.)
  
  
• Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Filling the great void: Why we should bring nonfiction into the early-grade classroom. American Educator, 27(1), 30-35. (Adapted with permission from "Bridging the gap between learning to read and reading to learn".)
  
  
• Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Incorporating Informational Text in the Primary Grades - Part II. Instructional Leader,16(2), 4-5,10-11. (A reprinting of the second portion of a chapter by the same name and authors, listed 2002, below.)
  
  
• Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Incorporating Informational Text in the Primary Grades - Part I. Instructional Leader, 16(1), 6-11. (A reprinting of the first portion of a chapter by the same name and authors, listed 2002, below.)
  
  
• Duke, N. K., & Moses, A. M. (2003). 10 Research-tested ways to build children's vocabulary. Scholastic Professional Paper. New York: Scholastic.
  
  
• * Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57, 30-37.
  
  
• Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2002). Incorporating informational text in the primary grades. In C. Roller (Ed.), Comprehensive reading instruction across the grade levels (pp. 40-54). Newark, DE: International Reading Association.
  
  
• Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed) (pp. 205-242). Newark, DE: International Reading Association.
  
  
• Pearson, P. D., & Duke, N. K. (2002). Comprehension instruction in the primary grades. In C. C. Block & M. Pressley (Eds.), Comprehension Instruction: Research-Based Best Practices (pp. 247-258). New York: Guilford Press.
  
  
• Duke, N. K., & Pearson, P. D. (2001). How can I help children improve their comprehension? In Teaching every child to read: Frequently-asked questions. Center for the Improvement of Early Reading Achievement. 
  
  
• Duke, N. K., & Mallette, M. H. (2001). Critical Issues: Preparation for new literacy researchers in multi-epistemological, multi-methodological times. Journal of Literacy Research, 33, 345-360.
  
  
• * Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224. Reprinted in Mason, P. A., & Schumm, J. S. (Eds.). (2003). Promising practices in urban reading instruction. Newark, DE: International Reading Association.
  
  
• * Duke, N. K. (2000). For the rich it’s richer: Print experiences and environments offered to children in very low- and very high-SES first grade classrooms. American Educational Research Journal, 37, 441-478.
  
  
• Duke, N. K. (2000). IRA Outstanding Dissertation Award for 2000: Print environments and experiences offered to first grade students in very low- and very high-SES school districts. Reading Research Quarterly, 35, 456-457. 
  
  
• * Kemler Nelson, D. G., Russell, R., Duke, N., & Jones, K. (2000). Two-year-olds will name artifacts by their functions. Child Development, 71, 1271-1288.
  
  
• Duke, N. K. (1999). Using non-fiction to increase reading achievement and world knowledge. Occasional paper of the Scholastic Center for Literacy and Learning.
  
  
• * Duke, N. K., & Beck, S. W. (1999). Education should consider alternative formats for the dissertation. Educational Researcher, 28(3), 31-36.
  
  
• * Caswell, L. J., & Duke, N. K. (1998). Non-narrative as a catalyst for literacy development. Language Arts, 75, 108-117.
  
  
• Duke, N. K. (1998, April). How to get the most out of trade books. Instructor, 107, p. 84.
  
  
• * Duke, N. K., & Kays, J. (1998). “Can I say ‘Once upon a time’?”: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
  
  
• Kays, J., & Duke, N. K. (1998). Getting students into information books. Teaching PreK-8, 29(2), 52-54.
  
  
• * Duke, N. K., & Stewart, B. B. (1997). Standards in action in a first grade classroom: The purpose dimension. The Reading Teacher, 51, 228-237. Reprinted in Hiebert, E. H., Skalitzky, K., & Tesnar, K. A. (1998). Every Child a Reader, Center for the Improvement of Early Reading Achievement.
  
  
• Duke, N. K., & Ritchhart, R. (1997, October). No-pain high-gain standardized test preparation. Instructor, 107, pp. 89-92, 119.
  
  
• * Wood, J. M., & Duke, N. K. (1997). Inside Reading Rainbow: A spectrum of strategies for promoting literacy. Language Arts, 74, 95-105.
  
  
• Cazden, C. B., & Duke, N. K. (1996). [Review of the book Relating Events in Narrative: A Crosslinguistic Developmental Study]. Language and Society, 25, 122-125.
  
  
• * Kemler Nelson, D. G., Almasy, L., Crowley, K., Duke, N., Gardner, J. A., Kiggins, V., Lasher, K., McQuilken, A., O’Connell, M., Russell, R., Sterner, D., & Tirk, E. (1995). Principle-based inferences in young children’s categorization: Revisiting the impact of function on the naming of artifacts. Cognitive Development, 10, 347-380.

BOOKS

• Diamondstone, J., Duke, N. K., Kantrov, I. & Dalton, B. (1994). Rethinking English language arts: An overview of research relevant to curriculum reform. Newton, MA: Education Development Center.        
  
  
• Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic.
  
  
• Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to five. New York: Scholastic.
  
  
• Duke, N. K., & Mallette, M. H. (Eds.) (2004). Literacy research methodologies. New York: Guilford Press.
  
  
• Duke, N. K. (2003). A bat and a rat. New York: Scholastic.
  
  
• Duke, N. K. (2003). We work together. New York: Scholastic.
  
  
• Duke, N. K., & Bennett-Armistead, V. S., with Huxley, A., Johnson, M., McLurkin, D., Roberts, E., Rosen, C., Vogel, E. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic.
  

OTHER PUBLICATIONS

• Billman, A. K., Duke, N. K., Hilden, K. R., Zhang, S., Roberts, K., Halladay, J. L., Martin, N. M., & Schaal, A. M. (2008). Concepts of Comprehension Assessment (COCA). Retrieved June 18, 2008 from http://www.msularc.org/html/project_COCA_main.html.
  
  
• Hilden, K. R., Duke, N. K., Billman, A. K., Zhang, S., Halladay, J. L., Schaal, A. M., Roberts, K., & Martin, N. M. (2008). Informational Strategic Cloze Assessment (ISCA). Retrieved June 18, 2008 from http://www.msularc.org/html/project_ISCA_main.html.
  
  
• Duke, N. K., Moses, A. M., Billman, A. K., Zhang, S., & Bennett-Armistead, V. S. (2006). Promoting emergent literacy in licensed care [video recording and booklet]. East Lansing, MI: Michigan State University.
  
  
• Duke, N. K. (1999). The scarcity of informational texts in first grade. Center for the Improvement of Early Reading Achievement Technical Report #1-007.