Journal Publications

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Fisher, D., & Frey, N. (2013). Collaborative conversations. Principal Leadership, 13(8), 57-61.

Fisher, D., & Frey, N. (2013). Show me the proof: Requiring evidence in student responses. Principal Leadership, 13(7), 57-61.

Fisher, D., & Frey, N. (2013). Implementing RTI in a high school: A case study. Journal of Learning Disabilities, 46, 99-114.

Frey, N., Fisher, D., & Nelson, J. (2013). It's all about the talk. Kappan, 94(6), 8-13.

Fisher, D., & Frey, N. (2012). Gifted students' perspectives on an instructional framework for school improvement. NASSP Bulletin: The Official Journal of the National Association of Secondary School Principals, 96, 285-301.

Fisher, D., & Frey, N. (2012). Annotation: Noting evidence for later use. Principal Leadership, 13(6), 49-52.

Frey, N., & Fisher, D. (2012). Close reading. Principal Leadership, 13(5), 57-59.

Fisher, D., & Frey, N. (2012). Choice words. Principal Leadership, 13(4), 57-59.

Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66, 179-188.

Frey, N., & Fisher, D. (2012). Text-dependent tasks. Principal Leadership, 13(3), 51-53.

James-Ward, C., Frey, N., & Fisher, D. (2012). Root cause analysis. Principal Leadership, 13(2), 59-62.

Grant, M., Lapp, D., Fisher, D., Johnson, K., & Frey, N. (2012). Purposeful instruction: Mixing up the 'I,' 'we,' and 'you.' Journal of Adolescent & Adult Literacy, 56, 45-55.

Fisher, D., & Frey, N. (2012). Text-dependent questions. Principal Leadership, 13(1), 70-73.

Fisher, D., & Frey, N. (2012). Making time for feedback. Educational Leadership, 70(1), 42-47.

Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. The Reading Teacher, 65, 551-563.

Wolsey, T., Lapp, D., & Fisher, D. (2012). Students' and teachers' perceptions: An inquiry into academic writing. Journal of Adolescent & Adult Literacy, 55, 714-724.

Frey, N., & Fisher, D. (2012). Literacy 2.0: Finding, using, creating, and sharing information. Principal Leadership, 12(8), 58-61.

Fisher, D., & Frey, N. (2012). The perils of preteaching. Principal Leadership, 12(9), 84-86.

Fisher, D., & Frey, N. (2012). Motivating boys to read: Inquiry, modeling, and choice matter. Journal of Adolescent & Adult Literacy, 55, 587-596.

Fisher, D., & Frey, N. (2012). Writing, not just in English class. Principal Leadership, 12(7), 58-61.

Shanahan, T., Fisher, D., & Frey, N. (2012). The challenge of challenging text. Educational Leadership, 69(6), 58-63.

Frey, N., & Fisher, D. (2012). Reading in every classroom, every day. Principal Leadership, 12(6), 58-60.

Fisher, D., & Frey, N. (2012). Text complexity. Principal Leadership, 12(5), 62-65.

Frey, N., & Fisher, D. (2011). RTI2: Five mistakes to avoid. Principal Leadership, 12(4), 56-59.

Fisher, D., & Frey, N. (2011). Asking questions that prompt discussion. Principal Leadership, 12(3), 55-61.

Frey, N., & Fisher, D. (2011). High-quality homework. Principal Leadership, 12(2), 56-58.

Fisher, D., & Frey, N. (2011). Checking for understanding. Principal Leadership, 12(1), 60-62.

Fisher, D., Lapp, D., & Frey, N. (2011). Homework in secondary classrooms: Making it relevant and respectful. Journal of Adolescent & Adult Literacy, 55, 71-74.

Frey, N., & Fisher, D. (2011). Feed up, feedback, and feed forward. Science and Children, 48(9), 26-30.

Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46, 231-243.

Frey, N., & Fisher, D. (2011). Feedback and feed forward. Principal Leadership, 11(9), 90-93.

Fisher, D., & Frey, N. (2011). Text-based discussions. Principal Leadership, 11(8), 56-58.

Fisher, D., Frey, N., & Lapp, D. (2011). Focusing on the participation and engagement gap: A case study on closing the achievement gap. Journal of Education for Students Placed At Risk, 16, 56-64.

Frey, N., & Fisher, D. (2011). Task complexity. Principal Leadership, 11(7), 56-58.

Fisher, D., & Frey, N. (2011). Academic language in the secondary classroom. Principal Leadership, 11(6), 64-66.

Vaca, J., Lapp, D., & Fisher, D. (2011). Designing and assessing productive group work in secondary schools. Journal of Adolescent & Adult Literacy, 54, 372-375.

Frey, N., & Fisher, D. (2011). Guiding learning: Questions, prompts, and cues. Principal Leadership, 11(5), 58-60.

Frey, N., & Fisher, D. (2010). Structuring the talk: Ensuring academic conversations matter. The Clearing House, 84(1), 15-20.

Fisher, D., & Frey, N. (2010). Building and activating background knowledge. Principal Leadership, 11(4), 62-64.

Frey, N., Fisher, D., & Nelson, J. (2010). Lessons from the melting pot: California district increases achievementthrough English language development. Journal of Staff Development, 31(5), 24-28.

Frey, N., & Fisher, D. (2010). Modeling expert thinking. Principal Leadership, 11(3), 58-59.

Fisher, D., & Frey, N. (2010). Unpacking the language purpose: Vocabulary, structure, and function. TESOL Journal, 1(3), 315-337.

Fisher, D., & Frey, N. (2010). Purpose: The foundation for high-quality teaching. Principal Leadership, 11(2), 58-62.

Frey, N., & Fisher, D. (2010). Identifying instructional moves during guided learning. The Reading Teacher, 64, 84-95.

Frey, N., & Fisher, D. (2010). Motivation requires a meaningful task. English Journal, 100(1), 30-36.

Frey, N., & Fisher, D. (2010). Getting to quality: A meeting of the minds. Principal Leadership, 11(1), 68-70.

Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, 38, 103-110.

Fisher, D., Frey, N., & Lapp, D. (2010). Responding when students don't get it. Journal of Adolescent & Adult Literacy, 54, 56-60.

Fisher, D., Ross, D., & Grant, M. (2010). Building background knowledge. The Science Teacher, 77(1), 23-26.

Ross, D., Frey, N., & Fisher, D. (2009). The art of argumentation. Science & Children, 47(3), 28-31.

Fisher, D., & Frey, N. (2009). Feed-up, back, forward. Educational Leadership, 67(3), 20-25.

Frey, N., & Fisher, D. (2009). Using common formative assessments as a source of professional development in an urban American elementary school. Teaching and Teacher Education, 25, 674-680.

Frey, N., Fisher, D., & Moore, K. (2009). Literacy letters: Comparative literature and formative assessment. The ALAN Review, 36(2), 27-33.

Fisher, D., Grant, M., & Frey, N. (2009). Science literacy is > strategies. The Clearing House, 82, 183-186.

Fisher, D., Frey, N., & Lapp, D. (2009). Meeting AYP in a high need school: A formative experiment. Journal of Adolescent and Adult Literacy, 52, 386-396.

Frey, N., & Fisher, D. (2009). The release of learning. Principal Leadership, 9(6), 18-22.

Fisher, D., & Frey, N. (2008). Releasing responsibility. Educational Leadership, 66(3), 32-37.

Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making student 'responsibility' possible. English Journal, 98(2), 40-45.

Fisher, D., & Frey, N. (2008). Student and teacher perspectives on the usefulness of content literacy strategies. Literacy Research and Instruction, 47, 246-263.

Frey, N., & Fisher, D. (2008). Doing the right thing with technology. English Journal, 97(6), 38-42.

Fisher, D., & Frey, N. (2008). What does it take to create skilled readers? Facilitating the transfer and application of literacy strategies. Voices from the Middle, 15(4), 16-22.

Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61, 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 and Adult Literacy, 51, 372-382.

Frey, N., & Fisher, D. (2008). The underappreciated role of humiliation in middle school. Middle School Journal, 39(5), 4-13.

Fisher, D., Grant, M., Frey, N., & Johnson, C. (2007). Taking formative assessments schoolwide. Educational Leadership, 65(4), 64-68.

Fisher, D. (2007). Creating a schoolwide vocabulary initiative in an urban high school. Journal of Education for Students Placed At Risk, 12, 337-352.

Fisher, D., & Frey, N. (2007). A tale of two middle schools: The role of structure and instruction. Journal of Adolescent and Adult Literacy, 51, 204-211.

Fisher, D., & Frey, N. (2007). Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school. The Reading Teacher, 61, 32-45.

Fisher, D., & Ivey, G. (2007). Farewell to A Farewell to Arms: Deemphasizing the whole-class novel. Phi Delta Kappan, 88, 494-497.