Works by Dr. Robert J. Marzano

Robert J. MarzanoClick the type of publication below for an expanded list.

Articles, Book Chapters, and Monographs
Trade Books and University Textbooks
Textbooks and Materials for Elementary, Junior High, and High School Students
Curriculum Materials



Articles, Book Chapters, and Monographs

  • Owings, W. A., Kaplan, L. S., Nunnery, J., Marzano, R. J., Myran, S., & Blackburn, D. (2006). Teacher quality and troops to teachers. NASSP Bulletin, 90(2), 87-101.
  • Marzano, R. J. (2007). Leadership and school reform factors. In C. Teddlie & S. Stringfield (Eds.), International handbook of school effectiveness and improvement. New York, NY: Springer.
  • Waters, J. T., Marzano, R. J., & McNulty, B. A. (2004). Developing the science of educational leadership, ERS. Spectrum. 22(1), 4-10.
  • Waters, J. T., Marzano, R. J., & McNulty, B. A. (2004). Leadership that sparks learning. Educational Leadership, 61(7), 48-52.
  • Marzano, R. J. (2004). Direct instruction in vocabulary. In B. Williams (Ed.) Closing the achievement gap.(2nd ed.) (pp. 48-66). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (2004). The developing vision of vocabulary instruction. In J. Bauman & M. Kameenui (Eds.), Research and theory in vocabulary development (pp. 100-117). New York: Guilford Press.
  • Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
  • Marzano, R. J. (2003). Forward. In C. A. Ewy, Teaching with visual frameworks. Thousand Oaks, CA: Corwin Press.
  • Marzano, R. J. (2003). Curriculum and instruction: Critical and emerging issues for educational leadership. In W. E. Owings & L. S. Kaplan (Eds.), Best practices, best thinking, and emerging issues in school leadership. Thousand Oaks, CA: Corwin Press.
  • Marzano, R. J. (2003). Using data: Two wrongs and a right. Educational Leadership, 60(5), 56-61.
  • Marzano, R. J. (2002). In search of the standardized curriculum. Principal, 81(3), 6-9.
  • Marzano, R. J. (2002). Language, the language arts, and thinking. In J. Flood, J. Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research on teaching the English language arts (2nd ed.). New York: MacMillan Publishing Company with the International Reading Association and the National Council of Teachers of English.
  • Marzano, R. J. (2002). A comparison of two methods of scoring classroom assessments. Applied
    Measurement in Education, 15(3), 249-268.
  • Marzano, R. J., Wassermann, S., Carrol, D. J., Berson, M., Lucas, G., Taylor, M., & Allen, R. (2002, January). What they’re saying. Curriculum Review, 41(5), 3.
  • Marzano, R. J., & Pollock, J. E. (2001). Standards-based thinking and reasoning skills. In A. Costa (Ed.), Developing Minds (3rd ed.) (pp. 29-34). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (2001). A new taxonomy of educational objectives. In A. Costa (Ed.), Developing minds (3rd ed.) (pp. 181-189). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (2001). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning. Scherer, M. (2001, September). How and why standards can improve student achievement: A conversation with Robert J. Marzano. Educational Leadership, 59(1), 14-18.
  • Marzano, R. J. (2000). Analyzing two assumptions underlying the scoring of classroom assessments (Tech. Rep.). Aurora, CO: Mid-continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED 447169)
  • Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora, CO: Mid-continent Research for Education and Learning.
  • Marzano, R. J. (2000). Twentieth century advances in instruction. In R. Brandt (Ed.), ASCD Yearbook, 2000, pp. 67-90. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (2000, December). Implementing standards-based education. Teacher Librarian, 28(2), 30-32.
  • Marzano, R. J. (2000, December). Introduction to the special section. Implementing standards in schools. Updating the standards movement. NASSP Bulletin, 84(620), 2-4.
  • Marzano, R. J. (1999). Eight questions about implementing standards-based education. Practical
    Assessment, Research, and Evaluation, 5(6), 1-12.
  • Marzano, R. J., Kendall, J. S., & Gaddy, B. B. (1999). What should students know? Local control and the debate over essential knowledge. American School Board Journal, 186(9), 47-48, 66-62.
  • Marzano, R. J., Kendall, J. S., & Cicchinelli, L. (1999). What Americans believe students should know. Focus on Education, 43, 9-13.
  • Marzano, R. J. (1999). Building curriculum and assessment around standards. The High School Magazine, 6(5), 14-20.
  • Marzano, R. J., Kendall, J. S., & Gaddy, B. B. (1999, April). Deciding on essential knowledge. Education Week, 18(32), 68, 49-50.
  • Schmoker, M., & Marzano, R. J. (1999). Realizing the promise of standards-based education. Educational Leadership, 56(6), 17-21.
  • Marzano, R. J., Kendall, J. S., & Cicchinelli, L. F. (1998). What Americans believe students should know: A survey of U.S. adults. Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 426 500)
  • Marzano, R. J. (1998). Rethinking tests and performance tasks. The School Administrator, 55(11), 10-114.
  • Marzano, R. J., & Kendall, J. S. (1998). Implementing standards-based education: A guide for the
    classroom teacher. Washington, DC: National Education Association.
  • Marzano, R. J. (1998). What are the general skills of thinking and reasoning and how do you teach them? The Clearing House, 71(5), 268-273.
  • Marzano, R. J. (1998). A theory-based meta-analysis of research in instruction (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 427 087)
  • Marzano, R. J. (1998). Models of standards implementation: Implications for the classroom. Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 427 088)
  • Marzano, R. J. (1998). Cognitive, metacognitive, and conative considerations in classroom assessment. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 241-266). Washington, DC: American Psychological Association.
  • Marzano, R. J., & Kendall, J. S. (1998). Awash in a sea of standards (Tech. Rep.). Aurora, CO: Mid-continent Research for Education and Learning.
  • Marzano, R. J., & Kendall, J. S. (1997). National and state standards: The problems and the promise. NASSP Bulletin, 81(590), 26-41.
  • Marzano, R. J. (1997). Four approaches to implementing standards. The High School Magazine, 4(2), 18-31.
  • Marzano, R. J. (1997). An array of strategies for classroom teachers. Momentum, 28(2), 6-11.
  • Marzano, R. J. (1996). Understanding the complexities of setting performance standards. In R. E. Blum & J. A. Arter (Eds.), Student performance assessment in an era of restructuring (Section I-6, pp. 1-8). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (1996). Eight questions you should ask before implementing standards-based education at the local level. ERIC Digest. (ED 398 642)
  • Marzano, R. J., & Kendall, J. S. (1996). The fall and rise of standards-based education. Alexandria, VA: National Association of State Boards of Education.
  • Marzano, R. J. (1995). Enhancing thinking and reasoning in the English language arts. In C. N. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work. Hillsdale, NJ: Lawrence Erlbaum and Associates.
  • Marzano, R. J., & Kendall, J. S. (1995). The McREL database: A tool for constructing local standards. Educational Leadership, 52(6), 42-47.
  • Marzano, R. J., Zaffron, S., Zraik, L., Robbins, S. L., & Yoon, L. (1995). A new paradigm for educational change. Education, 116(2), 162-173.
  • Marzano, R. J. (1995). Elements of a comprehensive approach to critical thinking. In J. Block, T. R. Guskey, & S. T. Everson (Eds.), School improvement programs (pp. 57-76). New York: Scholastic.
  • Marzano, R. J. (1994). Commentary on literacy portfolios. In S. W. Valencia, E. H. Hiebert, & P. P. Afflerbach (Eds.), Authentic reading assessment: Practices and possibilities (pp. 41-45). Newark, DE: International Reading Association.
  • Marzano, R. J. (1994). Censorship and the "New Age." In J. S. Simmons (Ed.), Censorship: A threat to reading, learning, thinking (pp. 37-44). Newark, DE: International Reading Association.
  • Kendall, J. S., & Marzano, R. J. (1994). The why, what and how of standards. What's noteworthy in school reform (pp. 5-15). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Marzano, R. J. (1994). Lessons from the field about outcome-based performance assessments. Educational Leadership, 51(6), 44-50.
  • Marzano, R. J. (1993/1994). When two world views collide. Educational Leadership, 51(4), 6-11.
  • Marzano, R. J. (1993). Teaching and reinforcing higher-order thinking in English and the language arts. In A. C. Purves (Ed.), The encyclopedia of English studies and the language arts (Vol. I, pp. 563-566). New York: Scholastic.
  • Marzano, R. J. (1993). How teachers approach the teaching of thinking. Theory into practice, 32(3), 154-160.
  • Marzano, R. J., Pickering, D. J., Whisler, J., Kendall, J. S., Mayeski, F., & Paynter, D. E. (1992). Toward a comprehensive model of assessment (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 356 217)
  • Marzano, R. J. (1992). The many faces of cooperation across the dimensions of learning. In N. Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning (pp. 7-28). New York: Teacher's College Press.
  • Marzano, R. J. (1992). The rationale and framework for teaching thinking tactics. In J. W. Keefe & H. Walberg (Eds.), Teaching for thinking (pp. 15-26). Reston, VA: National Association for Secondary School Principals.
  • Marzano, R. J. (1992). Toward a theory-based review of research in vocabulary. In C. Gordon, G. Labercane, & W. R. McEachern (Eds.), Elementary reading: Process and practice (pp. 29-45). New York: Ginn.
  • Marzano, R. J. (1992, November/December). Curriculum integration in the middle school. Teaching Pre K-8, 23(3), 14-16.
  • Marzano, R. J. (1991). Fostering thinking across the curriculum through knowledge restructuring. Journal of Reading, 34(7), 518-525.
  • Marzano, R. J. (1991). What it really means to be a critical thinker. Teaching: K-8, 21(2), 6.
  • Marzano, R. J., Kendall, J. S., & Paynter, D. E. (1991). Analysis and identification of basic words in grades K-6 (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 337758)
  • Marzano, R. J. (1991). Changing classroom tasks and interaction patterns: The heart of the matter of restructuring (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 337756)
  • Marzano, R. J. (1991). Knowledge restructuring across the curriculum (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Marzano, R. J. (1991). Language, the language arts and the teaching of thinking. In J. Flood, J. Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research in teaching the English language arts (pp. 559-586). New York: MacMillan Publishing Co. with the International Reading Association and the National Council of Teachers of English.
  • Marzano, R. J. (1991). Creating an educational paradigm centered on learning through teacher directed naturalistic inquiry. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implication for reform (pp. 411-442). Hillsdale, NJ: Lawrence Erlbaum and Associates.
  • Marzano, R. J., Brandt, R., Hughes, C., Jones, B., Presseisen, B., Rankin, S., & Suhor, C. (1991). Dimensions of thinking: A framework for curriculum and instruction. In A. Costa (Ed.), Developing
    minds: A resource book for teaching thinking (Vol. 1, pp. 89-93). Alexandria, VA: Association for
    Supervision and Curriculum Development.
  • Marzano, R. J., & Pickering, D. (1991). Dimensions of learning: An integrative instructional framework. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (Vol. 1, pp. 94-99). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (1991). Tactics for thinking: A program for initiating the teaching of thinking. In A. Costa (Ed.), Developing minds: Programs for teaching thinking (Vol. 1, pp. 65-68). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (1990). Student achievement and citizenship. In National Educational Goals: Can they lead schools to real reform (pp. 22-24). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning. Educational
    Psychologist, 25(1), 51-69.
  • Marzano, R. J. (1990). Standardized tests: Do they measure general cognitive abilities? NASSP Bulletin, 74(526), 93-101.
  • Marzano, R. J., Pickering, D., & Brandt, R. S. (1990). Integrating instructional programs through Dimensions of Learning. Educational Leadership, 47(5), 17-24.
  • Strong, R., Silver, H., Hanson, R., Marzano, R., Wolfe, P., Dewing, T., & Brock, W. (1990). Thoughtful education: Staff development for the 1990's. Educational Leadership, 47(5), 25-29.
  • McCombs, B. L., & Marzano, R. J. (1989). Integrating skill and will in self-regulation. Teaching thinking and problem solving, 11(5), 5-8.
  • Marzano, R. J., & Ewy, R. (1989, August). Thinking for tomorrow. Vocational Education Journal, 28-31.
  • Marzano, R. J. (1989). Summary report: Evaluations of the tactics for thinking program (Tech. Rep.). Alexandria, VA: Association for Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED 314 710)
  • Marzano, R. J., Gnadt, J., & Jesse, D. M. (1989). The effects of three types of linguistic encoding
    strategies in the processing of information presented in lecture format (Tech. Rep.). Aurora, CO:
    Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 337 803)
  • Marzano, R. J., & Marzano, J. S. (1989). A study of basic words in elementary school textbooks (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 314 711)
  • Marzano, R. J. (1989). Integrating high & low literacy (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 337 757)
  • Marzano, R. J., Arredondo, D., Blackburn, G., Brooks, D., Ewy, R., & Pickering, D. (1989). Creating a learner centered model of instruction (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Marzano, R. J., & Marzano, J. (1988). Toward a cognitive theory of commitment and its implications for therapy. Psychotherapy in Private Practice 6(4), 69-81.
  • Marzano, R. J. (1988). [Review of the book A preface to literacy: An inquiry into pedagogy practice and progress]. Journal of Reading, 34(6), 587-588.
  • Marzano, R. J. (1988). Metacognition: The first step in teaching thinking. Professional Handbook for the Language Arts. Morristown, NJ: Silver Burdett and Ginn.
  • Marzano, R. J., & Costa, A. (1988). Question: Do standardized tests measure general cognitive skills? Answer: No. Educational Leadership, 45(8), 66-73.
  • Marzano, R. J. (1987). Decomposing curricular objectives to increase the specificity of instruction (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 290 220)
  • Marzano, R. J. (1987). Staff development for teaching thinking: A matter of restructuring. Journal of Staff Development, 8(3), 6-10.
  • Marzano, R. J. (1987). A study of inference in standardized reading test items and its relationship to item difficulty (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 291 002)
  • Marzano, R. J. (1987). [Review of Sinatra's book Visual literacy connections to thinking reading and writing]. Journal of Reading, 30(6), 569-570.
  • Marzano, R. J. (1987). Creating a context for learning. Iowa Educational Leadership, 3(2), 6-10.
  • Marzano, R. J. (1987). Policy constraints to the teaching of thinking. The Journal of State Governments, 60(2), 64-67.
  • Costa, A., & Marzano, R. J. (1987). Teaching the language of cognition. Educational Leadership, 45(2), 29-34.
  • Marzano, R. J., & Jesse, D. (1987). A study of general cognitive operations in two standardized tests and their relationship to item difficulty (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 299 321)
  • Marzano, R. J., & Marzano, J. (1987). Contextual thinking: The most basic of the cognitive skills (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 286 634)
  • Marzano, R. J. (1986). An evaluation of the McREL thinking skills program (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 267 907)
  • Marzano, R. J. (1986). Theory into practice: Critical thinking. Cogitare, 1(4), 3-4.
  • Marzano, R. J. (1986). Theory into practice: Schema development and thinking. Cogitare, 1(3), 3-4.
  • Arredondo, D., & Marzano, R. J. (1986). One district's approach to implementing a comprehensive K-12 thinking skills program. Educational Leadership, 43(8), 28-30.
  • Marzano, R. J., & Arredondo, D. (1986). Restructuring schools through the teaching of thinking. Educational Leadership, 43(8), 20-26.
  • Widerstrom, A., Miller, L., & Marzano, R. J. (1986). Sex and race differences in the identification of communicative disorders in preschool children as measured by the Miller assessment for preschoolers. Journal of Communication Disorders, 19, 219-226.
  • Marzano, R. J., & Hutchins, C. L. (1985). Thinking skills: A conceptual framework. Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Marzano, R. J. (1985). Theory into practice: Self-efficacy and thinking. Cogitare, 1(2), 4-5.
  • Marzano, R. J. (1985). Integrated instruction in learning-to-learn skills, thinking skills, traditional content and basic beliefs: A necessary unity (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 267-906)
  • Marzano, R. J. (1985). [Review of the book The wordtree]. Journal of Reading, 29(7), 655-656.
  • Marzano, R. J. (1985). A unitary model of cognition and instruction in higher order thinking skills (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 261 761)
  • Conyers, J., Andrews, K., & Marzano, R. J. (1985). Developing district made criterion referenced tests: A standard of excellence for effective schools. Education, 106(2), 141-149.
  • Marzano, R. J., & Dole, J. (1985). Teaching basic relationships and patterns of information (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory.
  • Marzano, R. J., & Dole, J. (1985). Teaching the basic relationships between sentences to improve comprehension. Australian Journal of Reading, 1, 28-38.
  • Marzano, R. J., & Dole, J. (1985). Teaching the basic relationships between sentences. Reading, (England) 19(1), 24-35.
  • Marzano, R. J. (1984). The systematic teaching and reinforcing of thinking and reasoning skills within content area classrooms (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 245 045)
  • Marzano, R. J. (1984). A language/interaction approach to teaching thinking (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 252 814)
  • Marzano, R. J. (1984). The theoretical framework for an instructional model of higher order thinking skills (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 248 045)
  • Marzano, R. J. (1984). A cluster approach to vocabulary instruction: A new direction from the research literature. The Reading Teacher, 38(2), 168-173.
  • Guzzetti, B., & Marzano, R. J. (1984). Correlates of effective reading instruction. The Reading Teacher, 37(8), 754-760.
  • Marzano, R. J., Guzzetti, B., & Hutchins, C. L. (1984). A study of selected school effectiveness variables: Some correlates that are not causes (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 253 328)
  • Marzano, R. J. (1983). Toward a working model of cohesion and coherence in writing. (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 241 930)
  • Marzano, R. J. (1983). A concept development approach to vocabulary instruction (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 237 940)
  • Marzano, R. J. (1983). Toward a model of higher order thinking skills (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 234 897)
  • Marzano, R. J. (1982). Principles of discourse analysis: Explanation and application. (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 218 635)
  • Marzano, R. J. (1982). Identifying various types of student writing problems. Journal of Reading, 25(5), 408-411.
  • Marzano, R. J., & Hutchins, C. L. (1982). Measuring academic efficiency at the school level (Tech. Rep.). Aurora, CO: Mid-continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 241 576)
  • Marzano, R. J. (1981). The semantic connection: Teaching basic vocabulary using semantic relationships. Noteworthy, 2, 49-57.
  • Marzano, R. J. (1981). How to screen students for writing problems. Communique, 9(7), 2-3.
  • Marzano, R. J., & DiStefano, P. (1979). Five empirically based composition skills. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 162 337)
  • Moore, F. B., & Marzano, R. J. (1979). Assisting the native Spanish speaker learning English: An analysis of his 20 most common errors and their causes. Research in the Teaching of English, 13(2), 161-167.
  • Marzano, R. J. (1978). Teaching psycholinguistically based comprehension skills using a visual salience approach. Journal of Reading, 21(8), 729-734.
  • Marzano, R. J. (1978). Path analysis and language research. Research in the Teaching of English, 12(1), 77-89.
  • Marzano, R. J. (1978). Basic skills in composition: Measurement, competency testing, instructional techniques. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 174 954)
  • DiStefano, P., & Marzano, R. J. (1978). Basic skills in composition: A new approach. English Education, 9(2), 117-121.
  • Marzano, R. J., & Arthur, S. (1978). Teacher comments on student essays: It doesn't matter what you say. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 147864)
  • Marzano, R. J., Goldman, E., Couture, R., & St. Clair, M. (1978). The ideal reading program. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 147 792)
  • Marzano, R. J., Larson, J., Tish, G., & Vodehnal, S. (1978). The graded word list is not a shortcut to an IRI. The Reading Teacher, 31(6), 647-651.
  • Marzano, R. J. (1977, January 9-18). The eclectic approach to teaching the first R. The Denver Post. (The author coordinated and edited the 10-day Denver Post Series.)
  • DiStefano, P., & Marzano, R. J. (1977). Teaching word recognition skills at different grade levels. English in Texas, 1(4), 78-79.
  • Lundquist, G., Bergland, B., & Marzano, R. J. (1977). The extern program. Counselor Education and Supervision, 17(1), 51-57.
  • Marzano, R. J., & DiStefano, P. (1977). Literary characteristics that constitute quality in the junior novel: An empirical approach. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 136 301)
  • Marzano, R. J. (1976). In search of the major skill of comprehension. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 116 172)
  • Marzano, R. J. (1976). The sentence combining myth. English Journal, 65(2), 57-59.
  • Marzano, R. J. (1976). Analytic rating. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 112 412)
  • Marzano, R. J., Barber, D., Breen, N., Larson, C., & Tilton, P. (1976). Sound discrimination and reading comprehension in middle school students. Journal of Reading, 20(1), 34-38.
  • Marzano, R. J., Case, N., Debooy, A., & Prochoruk, N. (1976). A study of the relationship between syllabication ability and comprehension. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 112 371)
  • Marzano, R. J., Case, N., Debooy, A., & Prochoruk, N. (1976). Are syllabication and reading ability related? Journal of Reading, 19(7), 545-547.
  • Marzano, R. J., Lundquist, G., & Bergland, B. (1976). Reading difficulties: Tools for the elementary school counselor. Colorado Personnel and Guidance Journal, 1, 57-63.
  • Marzano, R. J., & Osband, F. (1976). Mathematics achievement tests and reading. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 112 372)
  • Marzano, R. J. (1975). On the validity of analytic ratings. Ohio English, 16(3), 8-11.
  • Marzano, R. J., & DiStefano, P. (1975). The word recognition process: A two part study. Denver, CO: University of Colorado at Denver. (ERIC Document Reproduction Service No. ED 106 793)
  • Beal, J., Dimmitt, N., Foster, C., Kittell, J., & Marzano, R. J. (1975). A comparison of participant
    performance and attitudes in two teacher preparatory patterns. Seattle, WA: School of Education,
    University of Washington.