References

From Foundations For Literacy

Jump to: navigation, search

Abrami, P. C., Savage, R., Wade, C. A., Hipps, G., & Lopez, M. (2008). Using technology to assist children learning to read and write. In T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world. Malden, MA: Blackwell Publishing.

The Access Center: Improving Outcomes for All Students K-8 (2008a). Accessing skills toward successful writing development. Retrieved May 10, 2008, from http://www.k8accesscenter.org/training_resources/successfulwritingdevelopment.asp

The Access Center: Improving Outcomes for All Students K-8 (2008b). Computer-assisted instruction and writing. Retrieved May 12, 2008, from http://www.k8accesscenter.org/training_resources/computeraided_writing.asp

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300-316.

The American Library Association. (2007). Retrieved March 15, 2008, from http://www.ala.org/ala/mgrps/divs/alsc/ecrr/workshopsab/workshopmaterials/handoutsecrr/handouts.cfm

American Speech and Language Association. (2008). Your child's communication development: Kindergarten through fifth grade. Retrieved May 1, 2008, from http://www.asha.org

Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read. Kindergarten through grade 3. (2nd ed.). Jessup, MD: ED Pubs. Retrieved March 10, 2008, from http://www.nifl.gov/partnershipforreading/publications/PFRbookletBW.pdf

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.

Bafile, C. (2005). Reader's theater: Giving students a reason to read aloud. Retrieved March 15, 2008, from http://www.readingrockets.org/article/39

Bailey, L. B. (2006). Examining gifted students who are economically at-risk to determine factors that influence their early reading success. Early Childhood Education Journal, 33(5), 307-315.

Barone, D., Taylor, J., & Hardman, D. (2006). Reading first in the classroom. New York: Allyn & Bacon.

Beck, I. L., McKeown, M. F., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

Beck, I. (2006). Making sense of phonics: The hows and the whys. New York: The Guilford Press.

Bempechat, J. (1992). The role of parent involvement in children's academic achievement. School Community Journal 2(2), 31-41.

Berninger, V. W., Rutberg, J. E., Abbott, R. D., Garcia, N., Anderson-Youngstrom, M., Brooks, A., et al. (2006). Tier 1 and tier 2 intervention for handwriting and composing. Journal of School Psychology, 44(1), 3-39.

Biemiller, A. (in press). Words worth teaching. Columbus, OH: SRA/McGraw-Hill.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology; 98(1), 44-62.

Blachman, B. A. (2000). Phonological awareness. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 483-502). Mahwah, NJ: Erlbaum.

Blaiklock, K. E. (2004). The importance of letter knowledge in the relationship between phonological awareness and reading. Journal of Research in Reading, 27(1), 36-57.

Blair, R., & Savage, R. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing: An Interdisciplinary Journal, (19)9, 991-1016.

Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72(1), 101-130.

Bos, C., Mather, N., Dickson, S. Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51, 97-120.

Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary development and vocabulary achievement of third-grade students. Reading Teacher, 61(1), 70-77.

Bournot-Trites, M. (2004). Peer tutoring: A parent–school initiative to improve reading in French immersion primary grades. In The state of FSL Education in Canada 2004 (pp. 56–57). Ottawa: Canadian Parents for French.

Bowey, J. A. (2006). Need for systematic synthetic phonics teaching within the early reading curriculum. Australian Psychologist, 41(2), 79-84.

Bursuck, W. D., Smith, T., Munk, D., Damer, M., Mehlig, L., & Perry, J. (2004). Evaluating the impact of a prevention-based model of reading on children who are at risk.Remedial and Special Education, 25(5), 303-313.

Bryant, P., Nunes, T., & Bindman, M. (1999). Morphemes and spelling. In T. Nunes. (Ed.), Learning to read: An integrated view from research and practice (Neuropsychology and Cognition). (pp. 15-42). Dordrecht: Kluwer Academic Publishers.

Bryson, B. (1990). The mother tongue: English & how it got that way. New York: W. Morrow.

Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development. In S. B. Neuman, & D. K. Dickenson (Eds.), Handbook of Early Literacy Research (pp. 179-191). New York: The Guilford Press.

Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.), Upper Saddle River, NJ: Merrill Prentice-Hall.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-362.

Chiappone, L. L. (2006). The wonder of words: Learning and expanding vocabulary. New York: The Guilford Press.

Christian, K., Morrison, F. J., Frazier, J. A., & Massetti, G. (2000). Specificity in the nature and timing of cognitive growth in kindergarten and first grade. Journal of Cognition and Development, 1(4), 429-448.

Clark, K., & Graves, M. (2005). Scaffolding students' comprehension of text. The Reading Teacher, 58(6), 570-580.

Coulombe, S., Tremblay, J.-F., & Marchand, S. (2004). International adult literacy survey: Literacy scores, human capital, and growth across fourteen OECD countries. Ottawa, ON: Statistics Canada. Retrieved April 23, 2008, from http://www.nald.ca/fulltext/oecd/oecd.pdf

Coyne, M. D., McCoach, D. B., & Knapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(20), 74-88.

Cunningham, A., Perry, K., Stanovich, K., & Stanovich, P. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139-167.

Cunningham, A., & Stanovich, K. (1998). What reading does for the mind. American Educator, 22 (1-2), 1-8. Retrieved March 15, 2008, from http://www.aft.org/pubs-reports/american_educator/spring_sum98/cunningham.pdf

Cunninghan, P. M., & Allington, R. L. (2007).Classrooms that work: They can all read and write. Boston, MA: Allyn and Bacon.

Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Dalton, T., & Strangman, N. (2006). Improving struggling readers' comprehension through scaffolded hypertexts and other computer-based literacy programs. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology (Vol. 2, pp. 75-92). Mahwah, NJ: Lawrence Erlbaum.

D’Angiulli, A., Siegel, L. S., & Maggi, S. (2004). Literacy instruction, SES, and word-reading achievement in English-language learners and children with English as a first language: A longitudinal study. Learning Disabilities Research & Practice, 19(4), 202-213.

Desrochers, A., Cormier, P., & Thompson, G. (2005). Sensibilité phonologique et apprentissage de la lecture. Parole, 34-35-36, 113-138.

Desrochers, A., & Glickman, V. (2007). Criteria for the evaluation of reading assessment tools. National Strategy for Early Literacy. London, ON: Canadian Language and Literacy Research Network. Retrieved April 25, 2008, from http://cllrnet.ca/Docs/NLS/NSEL_AssessmentTools_2.pdf

DeTemple, J. M. (2001). Parents and children reading books together. In D. K. Dickenson & P.O. Tabors (Eds.), Beginning literacy with language(pp. 31-51). Baltimore, MD: Brooks Publishing.

Dion, E., Morgan, P. L., Fuchs D., & Fuchs, L. S. (2004). The promise and limitations of reading instruction in the mainstream: The need for a multilevel approach. Exceptionality, 12(3), 163-173.

Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36(12), 136-149.

Ehri, L. C. Nunes, S. R., Willows, D. M., Schuster, B., Yaghoub Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287.

Ehri, L .C. & Snowling, M. J. (2004). Developmental variation in word recognition. In C. Addison Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds), Handbook of language and literacy: Development and disorders(pp. 433-460). New York: The Guilford Press.

Evans, M. A., Williamson, K., Pursoo, T. (2008). Preschoolers' attention to print during shared book reading. Scientific Studies of Reading, 12(1), 106-129.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language.(Contract No. ED-99-CO-0008), Washington, DC: U.S. Department of Education. (ERIC Document Reproduction Service No. ED444379). Retrieved January 24, 2021 from http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf

Fletcher, J. M., & Foorman, B. R. (1994). Issues in definition and measurement of learning disabilities: The need for early intervention. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues(pp. 185-200). Baltimore, MD: Brookes Publishing

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: The Guilford Press.

The Florida Center for Reading Research (FCRR). (2008). Retrieved April 25, 2008, from http://fcrr.org/

Foorman, B. R., Chen, D.-T., Carlson, C., Moats, L., Francis, K. D., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16(4), 289-324.

Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.

Fuchs, D., & Fuchs, L. S. (2007). Increasing strategic reading comprehension with peer-assisted learning activities. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 175-197). Mahwah, NJ: Lawrence Erlbaum Associates.

Gallimore, R. & Tharp. R. (1999). Teaching mind in society: Teaching, schooling, and literate discourse. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical assessments, Vol. 3: The zone of proximal development (pp. 296-330). London: Routledge.

Gambrell, L. B. (2006). Technology and the engaged literacy learner. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technoogy (Vol. 2, pp. 289-294). Mahwah, NJ: Erlbaum

Gambrell, L. B., Morrow, L. M., & Pressley, M. (Eds.). (2007). Best practices in literacy instruction (3rd ed.). New York: The Guilford Press.

Gathercole, S. E. (2007). Working memory: A system for learning. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 233-248). New York, NY: The Guilford Press.

Genesee, F. (2007). French Immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63(5), 655-688.

Genesee, F., & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes, and oral language. In D. August & T. Shanahan (Eds), Report of the National Literacy Panel on K-12 youth and adolescents (pp. 169-177). Mahwah, NJ: Lawrence Erlbaum.

Gest, S. D., Freeman, N. R., Domitrovich, C. E., & Welsh, J. A. (2004). Shared book reading and children’s language comprehension skills: the moderating role of parental discipline practices. Early Childhood Research Quarterly, 19, 319-336.

Geva, E., & Yaghoub Zadeh, Z. (2006). Reading efficiency in native English-speaking and English-as-a-Second-Language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10(1), 31-57.

Gormley, S., & Ruhl, K. L. (2005). Dialogic shared storybook reading: An instructional technique for use with young students in inclusive settings. Reading & Writing Quarterly: Overcoming Learning Difficulties, 21(3), 307-313.

Graham, S., & Harris, K. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Brookes Publishing.

Graves, M. F. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 116-135). Newark, DE: International Reading Association.

Guthrie, J. T. (2001, March). Contexts for engagement and motivation in reading. Reading Online, 4 (8). Retrieved May 13, 2008, from http://www.readingonline.org/articles/handbook/guthrie/

Harm, M. W., McCandliss, B. D., & Seidenberg, M. S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading, 7, 155-182.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4-9.

Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable tool for reading teachers. The Reading Teacher, 59(7), 636-644.

Hattie, J. (2003). Distinguishing expert teachers from novice and experienced teachers. Teachers make a difference: What is the research evidence? Camberwell, VIC: Australian Council for Educational Research. Retrieved March 10, 2008, from http://www.acer.edu.au/documents/Hattie_TeachersMakeADifference.pdf

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis. Austin, TX: SEDL. Retrieved March 10, 2021 from http://www.sedl.org/connections/resources/evidence.pdf

Henry, M. K. (2000).Multisensory teaching (Fact Sheet 69-01/00). The International Dyslexia Association. Retrieved May 17, 2008, from http://www.interdys.org/ewebeditpro5/upload/Multisensory_Teaching.pdf

Henry, M. K. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Brookes Publishing.

Hoeft, F., Ueno, T., Reiss, A. L., Meyler, A., Whitefield-Gabrieli, S., Glover, G. H., et al. (2007). Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures. Behavioral Neuroscience, 121(3), 602-613.

Hu, C.-F. (2005). How much you learn from shared reading may depend on how sensitive you are to the sound structure. Electronic Journal of Foreign Language Teaching, 2(2), 14-15. Retrieved March 15, 2008, from http://e-flt.nus.edu.sg/v2n12005/hu.pdf

Institute for the Development of Educational Achievement (IDEA). (2007). Big ideas in beginning reading. Retrieved May 1, 2008, from http://reading.uoregon.edu/big_ideas/trial_bi_index.php

The International Dyslexia Association (2008). Retrieved May 16, 2008, from http://www.interdys.org/FAQ.htm

The International Dyslexia Association Ontario Branch (2008). Retrieved May 17, 2008, from http://www.idaontario.com/dyslexia_ONBIDA_about_dyslexia.html

International Reading Association. (1999). Using multiple methods of beginning reading instruction: A position statement of the International Reading Association. Newark, DE: International Reading Association. Retrieved May 1, 2008, from http://www.reading.org/downloads/positions/ps1033_multiple_methods.pdf

International Reading Association. (2006). Mini module 6: Using multiple methods of beginning reading instruction. A position statement of the International Reading Association. Newark, DE: International Reading Association. Retrieved May 1, 2008, from http://www.earlylearningwa.org/language/modules_articles/module6.cfm

Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C. & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719-729.

Johnston, R. S., Anderson, M., & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in prereaders: The nature of the relationship. Reading and Writing: An Interdisciplinary Journal, 8(3), 217-234.

Kame'enui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., et al. (1997). Effective strategies for teaching beginning reading. In E. J. Kame'enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners. Columbus, OH: Merrill.

Kamil, M. L., Intrator, S., & Kim, H. S. (2000). Effects of other technologies on literacy and literacy learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 771-788). Mahwah, NJ: Erlbaum.

Kimbell-Lopez, K. (2003, February). Just think of the possibilities: Formats for reading instruction in the elementary classroom. Reading Online, 6(6). Retrieved June 5, 2008, from http://readingonline.org/articles/kimbell-lopez/index.html

Kirby, J. R. (2006). Reading comprehension: Its nature and development. Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network. Retrieved March 15, 2008, from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=227

Konold, T. R., Juel, C., McKinnon, M., & Deffes, R. (2003). Learning pathways to reading: A multivariate model of early reading acquisition. Applied Psycholinguistics, 24(1), 89-112.

Kosanovich, M., Ladinsky, K., Nelson, L., & Torgeson, J. (n.d.). Differentiated reading instruction: Small group alternative lesson structures for all students. Retrieved April 30, 2008, from http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21

Leipzig, D. H. (2000). The knowledge base for word study: What teachers need to know. Scientific Studies of Reading, 11(2), 105-131.

Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821-834.

Lesaux, N., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.

LinguiSystems. (2006). Guide to evidence-based practice. Retrieved April 25, 2008, from http://www.linguisystems.com/pdf/EBPguide.pdf

Lipka, O., & Siegel , L. S. (2007). The development of reading skills in children with English as a second language. Scientific Studies of Reading,11(2), 105-131.

Lonigan, C. J. (2007). Vocabulary development and the development of phonological awareness skills in preschool children. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 155-131). New York: The Guilford Press.

Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. l., & Goldstein, H. (2003). A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems. Journal of Early Intervention, 25(4), 248-262.

Lovett, M. W., & Barron, R. W. (2006). Developmental reading disorders. In M. J. Farah & T. E. Feinberg (Eds.), Patient-based approaches to cognitive neuroscience (2nd ed., pp. 433-451). Cambridge, MA: The MIT Press.

Lovett, M. W. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33(5), 458-476.

Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55(6), 1-7. Retrieved 13 May, 2008, from http://www.buddies.org/articles/extlyon.pdf

MacCoubrey, S. J., Wade-Woolley, L., Klinger, D., & Kirby, J. R. (2004). Early identification of at-risk L2 readers. The Canadian Modern Language Review, 61, 11-28.

Mathes, P. G., & Denton, C. A. (2002). The prevention and identification of reading disability. Seminars in Pediatric Neurology, 9(3), 185-191.

Mathes, P., & Torgesen, J. (1998). All children can learn to read: Critical care for the prevention of reading failure. Peabody Journal of Education, 73(3/4), 317-340.

McCutchen, D., Harry, D. R., Cox, S., Sidman, S., Covill, A. E., & Cunningham, A. E. (2002). Reading teachers' knowledge of children's literature and English phonology. Annals of Dyslexia 52(1), 205-228.

McKenna, M. C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. M. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world(pp. 45-59). Mahwah, NJ: Erlbaum.

McVicker, C. J. (2007). Young readers respond: The importance of child participation in emerging literacy. Young Children, 62(3), 18-22.

Mehta, P., Foorman, B. R., Branum-Martin, L., & Taylor, P. W. (2005). Literacy as a unidimensional construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4. Scientific Studies of Reading, 9(2), 85-116

Merlo, L. J., Bowman, M., & Barnett, D. (2007). Parental nurturance promotes reading acquisition in low socioeconomic status children. Early Education and Development, 18(1), 51-69.

Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.

Moats, L. C. (1998). Teaching decoding. American Educator, Spring/Summer, 1-9. Retrieved May 31, 2008, from http://www.aft.org/pubs-reports/american_educator/spring_sum98/moats.pdf

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. Retrieved March 10, 2008, from http://www.aft.org/pubs-reports/downloads/teachers/rocketsci.pdf

Moats, L. C. (2004). Language essentials for teachers of reading and spelling (LETRS). Module 2: The speech sounds of English and Module 3: Spellography for teachers. Longmont, CO: Sopris West Educational Services.

Moats, L. C. (2005). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter 2005/06. Retrieved March 10, 2008, from http://www.aft.org/pubs-reports/american_educator/issues/winter05-06/Moats.pdf

Mullis, R. L., Mullis, A. K., Corneille, T. A, Ritchson, A. D., & Sullender, M. S. (2004). Early literacy outcomes and parent involvement. Tallahassee, FL: Florida State University.

Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134-147.

National Reading Panel (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). National Institute of Child Health and Human Development. Washington, DC: U.S. Government Printing Office. Retrieved March 13, 2008, from http://www.nichd.nih.gov/publications/nrp/upload/report.pdf

National Institute for Literacy (2006). National early literacy panel: Synthesizing the scientific research on development of early literacy in young children. Retrieved April 18, 2008, from http://www.nifl.gov/partnershipforreading/family/ncfl/NELP2006Conference.pdf

National Strategy for Early Literacy (2008). Building bright futures in the classroom. London, ON: Canadian Language & Literacy Research Network. Retrieved May 13, 2008, from http://nsel.cllrnet.ca/

Nicholson, T. (2006). How to avoid reading failure: Teach phonemic awareness. Mahwah, NJ: Lawrence Erlbaum.

Nunes, T., Bryant , P. E., & Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33, 637-649.

Olson, R. K. (2006). Genes, environment, and dyslexia. The 2005 Norman Geschwind Memorial Lecture. Annals of Dyslexia, 56(2), 205-238.

Ontario Ministry of Education. (2004). Me read? No way! Retrieved April 25, 2008, from http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and monitoring activities. Cognition and Instruction, 1, 117-175.

Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D. D. (1991). Examining the context of strategy instruction. Remedial and Special Education, 12, 43-53.

Phillips, L. M., Norris, S. P., & Vavra, K. L. (2007). Reading comprehension instruction. Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network. Retrieved April 23, 2008, from http://www.literacyencyclopedia.ca/pdfs/topic.php?topId=232

Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research. Vol. 3 (pp. 545-561). Mahwah, NJ: Lawrence Erlbaum Associates.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. New York, NY: The Guilford Press.

Pressley, M. (2007). Achieving best practices. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed.) New York: The Guildford Press.

Pressley, M., & McCormick, C. (1995). Strategies and metacognitive regulation of strategies: Basic theory and research. In M. Pressley & C. McCormick (Eds.), Advanced educational psychology for educators, researchers, and policy makers (pp. 27-47). New York: Harper Collins College Publishers.

Pressley, M., Mohan, L., Fingeret, L. Reffitt, K., & Raphael-Bogaert, L. (2007). Writing instruction. New York: The Guilford Press.

Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., et al. (2001). A study of effective first grade literacy instruction. Scientific Studies of Reading, 15(1), 35-58.

Rasinski, T., & Padak, N. (2008). Evidence based instruction in reading: A professional development guide to comprehension. Boston, MA: Pearson/Allyn and Bacon.

Ravitch, D. (1998). What if research really mattered? Education Week, December 16, 1998. Retrieved March 2, 2008, from http://www.edexcellence.net/detail/news.cfm?news_id=126

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2 Suppl), 31-74.

Reading Rockets. (2008). Reading rockets: Launching young readers. Retrieved January 15, 2008, from http://www.readingrockets.org/

Reutzel, D. R. (2005). Developing fluency in classroom settings, Newark, DE: International Reading Association. Retrieved March 13, 2021 from: http://www.coe.usu.edu/ecc/images/pdf/presentations/irafluency2005.pdf

Rineking, D., Labbo, L. D., & McKenna, M. C. (2000). From assimilation to accommodation: A developmental framework for integrating digital technologies into literacy research and instruction. Journal of Reading Research, 23, 110-122

Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K-3. Newark, DE: International Reading Association.

Rousseau, N. (1999). A French immersion learning disabilities program: Perspectives from students, their parents, and their teachers. Mosaic, 6, 16-26.

Rupley, J., & Ehri, L. C. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100(1), 175-191.

Rupley, W. H., & Nichols, W. D. (2005). Vocabulary instruction for the struggling reader. Reading & Writing Quarterly: Overcoming Learning Difficulties, 21(3), 230-260.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: The Guilford Press.

Scarborough, H. S., & Brady, S. A. (2002). Toward a Common Terminology for Talking about Speech and Reading: A Glossary of the "Phon" Words and Some Related Terms. Journal of Literacy Research, 34(3), 299-336.

Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.

Schlagal, B. (2002). Classroom spelling instruction: History, research, and practice. Reading Research and Instruction, 42(1), 44-57.

Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92(2), 284-295.

SEDL (Formerly the Southwest Educational Development Laboratory). (2008). Retrieved April 25, 2008, from http://www.sedl.org/

Sénéchal, M. (2006). The effect of family literacy interventions on children's acquisition of reading from Kindergarten to Grade 3: A meta-analytic review. National Center for Family Literacy. Retrieved April 25, 2008, from http://www.nifl.gov/partnershipforreading/publications/html/lit_interventions/index.html

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445-461.

Simmons, D. C., Kame'enui, E. J., Coyne, M. D., & Chard, D. (2002). Effective strategies for teaching beginning reading. In E. J. Kame'enui, D. W. Carnine, R. C. Dixon, D. C. Simmons, & M. D. Coyne (Eds.), Effective teaching strategies that accommodate diverse learners (2nd ed., pp. 53-92). Columbus, OH: Merrill.

Small, L. H. (2005). Fundamentals of phonetics: A practical guide for students (2nd ed.). Boston: Pearson Education Inc.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Research Council. Washington, DC: National Academy Press.

Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass.

Spear-Swerling, L. Brucker, P. O., & Alfano, M. P. (2005) Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia, 55(2), 266-296.

Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behaviour skills. Developmental Psychology, 41(1), 225-234.

St. John, E., Loescher, S., & Bardzell, J. (2003). Improving reading and literacy in grades 1-5: A resource guide to research-based programs. Thousand Oaks, CA: Corwin Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.

Stainthorp, R. (2004). W(h)ither phonological awareness? Literate trainee teachers' lack of stable knowledge about the sound structure of words. Educational Psychology, 24(6), 753-765.

Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. The Partnership for Reading: Bringing Scientific Evidence to Learning. Portsmouth, New Hampshire: RMC Research Corporation. Retrieved March 12, 2008, from http://www.nifl.gov/partnershipforreading/publications/html/stanovich/

Statistics Canada. (2006). Language spoken most often at home by immigrant status and broad age groups, 2006 counts, for Canada, provinces and territories. Retrieved June 10, 2008, from http://www12.statcan.ca/english/census06/data/highlights/Immigration/Table405.cfm?Lang=E&T=405&GH=4&GF=1&&SC=1&S=1&O=D

Storch, S.A., & Whitehurst, G. J. (2002). Oral language and code-related precursors of reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-945.

Sulzby, E. (1990). Assessment of emergent writing and children's language while writing. In L. M. Morrow & J. K. Smith (Eds.), Assessment for instruction in early literacy (pp. 83-108). Englewood Cliffs, NJ: Prentice Hall.

Swanson, H. L. (1999). Components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129-140.

Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the “how” as well as the “what” in effective reading instruction. The Reading Teacher, 56(3), 270-279.

Toomey, D. (1993). Parents hearing their children read: A review. Rethinking the lessons of the Haringey Project. Educational Research, 35, 223-236.

Torgerson, C. J., Brooks, B., & Hall, J. (2006). A systematic review of the research literature on the use of phonics in the teaching of reading and spelling (Research Report No. 711). London, UK: Department for Education and Skills. Retrieved May 13, 2008, from http://www.dcsf.gov.uk/research/data/uploadfiles/RR711_.pdf

Twyman, J. (2007). Learn to read #1: Facts and myths for parents. Part One: Read to success series: What parents need to know to help their kids learn to read. Education Articles. Retrieved June 4, 2008, from http://www.edarticle.com/k-12-subject-areas/reading/learn-to-read-%231-facts-and-myths-for-parents.html

University of Oregon Center on Teaching and Learning. (2008). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Retrieved April 15, 2008, from http://dibels.uoregon.edu/dibels_what.php

Vaughn, S., & Klingner, J. (2007). Overview of the three-tier model of reading intervention. In D. Haager, J. Klingner, & S. Vaughn, Evidence-based reading practices for response to intervention (pp. 3-9). Baltimore, MD: Brookes Publishing.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., & Chen, R. S. (1996). Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., Scanlon, D. M. Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Wagner, R. K., Torgesen J. K., & Rashotte, C. l. (1999). The comprehensive test of phonological processing. Austin, TX: Pro-Ed.

What Works Clearinghouse (2006a). Phonological awareness training. What Works Clearinghouse Intervention Report 2006-12-14. Retrieved February 10, 2008, from http://ies.ed.gov/ncee/wwc/reports/early_ed/phono_aware/

What Works Clearinghouse (2006b). Phonological awareness training plus letter knowledge training. What Works Clearinghouse Intervention Report 2006-12-28. Retrieved on February 10, 2008, from http://ies.ed.gov/ncee/wwc/reports/early_ed/phono_awareplus/

What Works Clearinghouse (2007).Peer assisted learning strategies. What Works Clearinghouse Intervention Report 2007-07-16. Retrieved May 10, 2008, from http://ies.ed.gov/ncee/wwc/reports/beginning_reading/pals/

White, T. G., Graves, M. F., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82 (2), 281-290.

Whitehurst, G. J., Arnold, D. S., Epstein, J. S., & Angell, A. L. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.

Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.

Williams, K. C. (2003). A practical guide for 1st grade teachers: Strategies to assist 1st graders who are not reading by January. (ERIC Document Reproduction Service No. ED480693). Retrieved March 12, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/65/47.pdf

Williams, C., & Phillips-Birdsong, C. (2006). Word study instruction and second-grade children's independent writing. Journal of Literacy Research, 38(4), 427-465.

Willms, J. D. (2002). Vulnerable children: Findings from the National Longitudinal Survey of Children and Youth. Edmonton, AB: University of Alberta Press and Human Resources Development Canada, Applied Research Branch.

Willoughby, T., & Wood, E. (Eds.). (2008). Children’s learning in a digital world. Malden, MA: Blackwell Publishing.

Wood, C. (2004). Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy? Educational Psychology, 24, 3-11.

Woodcock, R. W., McGrew, K. S., & Macher, N. (2001). Woodcock-Johnson III Battery. Retrieved April 25, 2008, from http://www.assess.nelson.com/test-ind/wj-3.html

Wren, S. (2002a). Ten myths of reading instruction. SEDL Letter, 14(3). Retrieved 13 May, 2008, from http://www.sedl.org/pubs/sedl-letter/v14n03/2.html

Wren, S. (2002b). Methods of assessing cognitive aspects of early reading development. Austin TX: SEDL. Retrieved April 18, 2008, from http://www.sedl.org/reading/topics/assessment.pdf

Wright, D.-M., & Ehri, L. C. (2007). Beginners remember orthography when they learn to read words: The case of double letters. Applied Linguistics, 28(1), 115-133.

Zellman, G. L., & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. The Journal of Educational Research, 91(6), 370-380.

Personal tools