Here's a sample of Dr. Ash's published writing.
Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers’ continued use of round robin reading. Reading and Writing Quarterly, 25 (1), 87-103.
Ash, G. E., & Kuhn, M. R. (2006). Meaningful oral and silent reading in the elementary and middle school classroom: Breaking the round robin reading addiction. In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency Instruction: Research-based Best Practices (pp. 155-172). New York, NY: Guilford Press.
Ash, G. E. (2005, October). What did Abigail mean? Literal, inferential, and critical comprehension instruction for adolescent readers. Educational Leadership, 63 (2), 36-41.
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Ash, G. E. (2005, March). Living with hope, rather than doubt: Classroom assessment of adolescent literacy learning. Adolescent Literacy in Perspective. ADLIT: Advancing Adolescent Literacy Instruction Together. Ohio Resource Center for Mathematics, Science, and Reading.
Ash, G. E. (2004). White Paper: Everything secondary administrators need to know, but are afraid to ask: Understanding pragmatic adolescent literacy planning. Chicago, IL: North Central Regional Educational Laboratory.
Ash, G.E. (2002, March). Teaching readers who struggle: A pragmatic middle school framework. Reading Online: The Online Journal of the International Reading Association, 5 (7).
Galda, L., Ash, G. E., & Cullinan, B. (2001, April). Research on children’s literature. Reading Online: The Online Journal of the International Reading Association, 4 (9).
Galda, L., Ash, G. E., & Cullinan, B. (2000). Children's Literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 361-379). Mahwah, NJ: Lawrence Erlbaum.
Available at your Library or on Request
Saunders, J. M., & Ash, G. E. (2013). Entering the arena: The figured worlds transitions of preservice teachers. Journal of Adolescent and Adult Literacy, 56 (6), 490-499.
Jackson, J. K., & Ash, G. E. (2012). Science achievement for all: Improving science performance and closing achievement gaps. Journal of Science Teacher Education. 23 (7), 723-744.
Kuhn, M. R., Ash, G. E., & Gregory, M. (2012). Battling on two fronts: Creating effective oral reading instruction. In T. Rasinski, C. Blachowicz, & R. Lems (Eds.), Fluency Instruction: Research-based best practices (2nd Ed.) (pp. 141-155). New York, NY: Guilford Press.
Rush, L. S., Ash, G. E., Saunders, J. M., Holschuh, J., & Ford, J. (2011). Meaningful and significant texts for adolescent readers: Tensions in text selection policies. In P.J. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates, (Eds.), The 60th Yearbook of the National Reading Conference/Literacy Research Association (pp. 336-348). Oak Creek, WI: Literacy Research Association.
Assaf, L. C., Ash, G. E., Saunders, J. M., & Johnson, J. (2011). Renewing two seminal literacy practices: I-Charts and I-Search papers. Voices from the Middle, 18 (4), 31-42.
Ash, G. E., Assaf, L. C., & Johnson, J. (2010). Process and perseverance: Supporting meaningful and relevant research. English in Texas, 40 (1), 54-62.
Schwanenfluegel, P., Kuhn, M. R., & Ash, G. E. (2010). Oral and silent wide reading: Effects on reading acquisition. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers (pp. 181-197). Newark, DE: International Reading Association.
Ash, G. E. (2004). Why students don't read, and what schools can do about it. In G. Bottoms, R. Murray, & I. Phillips (Eds.), Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through Twelve (pp. 19-29). Atlanta, GA: Southern Regional Education Board.
Baumann, J. F., Kaméenui, E. J., & Ash, G. E. (2003). Research on Vocabulary Instruction: Voltaire Redux. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of Research on Teaching the English Language Arts (2nd ed., pp. 752-785). Mahwah, NJ: Lawrence Erlbaum.