Superb Professors

expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386- 398. Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex Publishing Corporation. Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (NCES 20131010). Washington, D.C.: National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Zumbrunn, S. K. (2010). Nurturing young students’ writing knowledge, self-regulation, attitudes, and self-efficacy: the effects of self-regulated strategy development (Doctoral dissertation). University of Nebraska: Lincoln, NE. Zumbrunn, S. K., Bruning, R., Kauffman, D., & Hayes, M. (2010). Explaining determinants of confidence and success in the elementary writing classroom. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.