Research Reading Lists

Phonemic Awareness

Extended Writing

Instant Letter Recognition

Oral Language Development

Explicit Instruction in Decoding

Listening/Reading Comprehension

Extended Reading in Connected Text

Self-Efficacy and Achievement

Explicit Instruction of Spelling

 

Phonemic Awareness Reading List 

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

Ball, E. W., & Blachman, B. A. (1988). Phonemic segmentation training. Effect on reading readiness. Annals of Dyslexia, 38, 208-225.

Ball, E. W., & Blachman, B. A. (1991). Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 46-66.

Blachman, B. (1987). An alternative classroom reading program for learning disabled and other low-achieving children. In W. Ellis (Ed.) Intimacy with language: A forgotten basic in teacher education. Baltimore: The Orton Dyslexia Society.

Blachman, B. (1991). Phonological awareness: Implications for pre-reading and early reading instruction. In S. Brady and D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Lawrence Erlbaum Associates.

Blachman, B. (Ed.). (1997). Foundations of reading acquisition and dyslexia: Implications for early intervention. Mahwah, NJ: Lawrence Erlbaum Associates.

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.

Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: An inner-city intervention project. Annals of Dyslexia, 44, 26-59.

Bryne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 85, 1-5.

Foorman, B. R., Francis, D. J., Shaywitz, S. E., Shaywitz, B. A., & Fletcher, J. M. (1998). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisitions. Mahwah, NJ: Erlbaum.

Liberman, I. Y. (1973). Segmentation of the spoken word. Bulletin of the Orton Society 23:65-77.

Liberman, I. Y., Shanweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.

Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Nicholson, T. (1997). Closing the gap on reading failure: Social background, phonemic awareness, and learning to read. In B. Blachman (Ed.), Foundations of reading Acquisition and dyslexia (pp.381-407). Mahwah, NJ: Lawrence Erlbaum.

Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33: 282-319.

Rack J., Hulme, C., Snowling, M., & Wightman, J. (1994). The role of phonology in young children learning to read words: The direct mapping hypothesis. Journal of Experimental Child Psychology, 57, 42-71.

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

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

Uhry, J. K (1995). Predicting reading from phonological awareness and classroom print: An early reading screening. Educational Assessment, 1, 349-368.

Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 20-29.

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Instant Letter Recognition Reading List 

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

Allen K. A., & Beckwith, M. (1999). Alphabet knowledge: Letter recognition, naming and sequencing. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills. Baltimore: Paul H. Brookes Publishing Co.

Blachman, B. (1991). Phonological awareness: Implications for pre-reading and early reading instruction. In S. Brady and D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman, Hillsdale, NJ: Lawrence Erlbaum Associates.

Denckla, M. B., & Rudel, R. G. (1976). Rapid automatized naming (r.a.n.): Dyslexia differentiated from other learning disabilities. Neuropsychology, 14, 471-479.

Neuhaus, G. F., & Swank, P. R. (2002). Understanding the relations between RAN letter subtest components and word reading in first grade students. Journal of Learning Disabilities, 78(4), 359-373.

Scarbourough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities; Contributions of phonemic awareness, verbal memory, rapid naming and IQ. Annals of Dyslexia, 48, 115-36.

Scalon, D. M., & Vellutino, F. R. (1996). Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study. Mental Retardation and Developmental Research Reviews, 2, 54-63.

Velluntino, F. (1979). Dyslexia: Theory and Research. Cambridge, MA: MIT Press.

Wolf, M., & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42(3), 219-247.

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Explicit Instruction in Decoding Reading List 

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

Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing and literacy. In I. E. Sigel and K. A. Renninger (Eds.), Handbook of Child Psychology, Fifth Edition, Volume 4, Child Psychology in Practice (pp. 275-355). New York: Wiley.

Blachman, B. (1991). Phonological awareness: Implications for pre-reading and early reading instruction. In Brady, S. and D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman, Hillsdale, NJ: Lawrence Erlbaum Associates.

Beck, I., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19, 8-12.

Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.

Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.

Felton, R. H. (1993). Effects of instruction on the decoding skills of children at risk for reading disabilities. Journal of Learning Disabilities, 26, 583-589.

Fielding-Barnsley, R. (1997). Explicit instruction in decoding benefits children high in phonemic awareness and alphabet knowledge. Scientific Studies of Reading, 1, 85-98.

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

Fowler, A., & Liberman, I. (1996). Morphological awareness as related to early reading and spelling ability. In L. Feldman, Ed., Morphological Aspects of Language Processing, Hillsdale, NJ: Lawrence Erlbaum Press.

Gough, P. B., & Hillinger, H. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 179-96.

Henry, M. (1988). Beyond phonics: Integrated decoding and spelling instructions based on word origins and structure. Annals of Dyslexia, 38, 258-275.

Hulme, C., & Joshi, R. M. (Eds.). (1998). Reading and spelling: Development and disorders. Mahwah, NJ: Lawrence Erlbaum Associates.

Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2001). Teaching reading in an inner city school through a multisensory approach. Annals of Dyslexia, 52, 129-137.

Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-76.

Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Moats, L., & Smith, C. (1992). Derivational morphology: Why it should be included in language assessment and instruction. Language, Speech, and Hearing Services in Schools, 23, 312-319.

Meyer, M. (2002). Repeated reading: An old standard is revisited and renovated. Perspectives, 28(1), 15-18.

Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Shankweiler, D. (1989). How problems of comprehension are related to difficulties in decoding. In S. Shankweiler and I. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle. Ann Arbor, MI: University of Michigan Press.

Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Reading, 1(1), 1-57.

Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 89, 276-88.

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Extended Reading in Connected Text Reading List 

Adams, M. J. (1990). Learning to Reading: Thinking and Learning about Print. Cambridge, MA: MIT Press.

Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26(3), 439-454.

Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.

Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403-408.

Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. In S. J. Samuels and A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed.). Newark, NJ: International Reading Association.

Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.

Shankweiler, D. (1989). How problems of comprehension are related to difficulties in decoding. In D. Shankweiler and I. Liberman, Phonology and reading disability: Solving the reading puzzle. Ann Arbor, MI: University of Michigan Press.

Share, D. L., & Stanovich, K. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57.

Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.

Wolf, M. (2001). Dyslexia, fluency, and the brain. Timonium, MD: York Press.

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Explicit Instruction of Spelling Reading List

Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008/2009). How words cast their spell: Spelling instruction focused on language, not memory, improves reading and writing. American Educator, 32(4), 6-43.
Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
Moats, L. C. (1995). Spelling: Development, disability, and instruction. Baltimore: York Press.
Moats, L.C. (1996). Phonological spelling errors in the writing of dyslexic adolescents. Reading and Writing, 8, 105-119.
Post, Y. V., & Carreker, S. (2002). Orthographic similarities and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal, 15, 317-340.
Post, Y. V., Carreker, S., & Holland, G. (2001). The spelling of final letter patterns: A comparison of instruction at the level of the phoneme and the rime. Annals of Dyslexia, 51, 122-146.
Tangel, D. M., & Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of first-grade children: A one-year follow-up. Journal of Reading Behavior, 27, 153-85.
Treiman, R. (1993). Beginning to Spell: A Study of First-Grade Children. New York, Oxford.

 

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Extended Writing Reading List 

Calfee, R., Chambliss, M., & Beretz, M. (1991). Organizing for comprehension and composition. In R. Bowler and W. Ellis (Eds.), All language and creation of literacy. Baltimore: The Orton Dyslexia Society.

Scarborough, H.S. (1994). Early syntactic development of dyslexic students. Annals of Dyslexia, 41, 207-220.

Sterling, C., Farmer, M., Morgan, S., & Matthews, C. (1998). Adult dyslexic writing. Dyslexia: An International Journal of Research and Practice, 4, 1-15.

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Oral Language Development Reading List

Anderson, R. C., & Pearson, P. D. (1984). A schema-thematic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, and P. Mosenthal (Eds.), Handbook of Reading Research. New York: Longman.

Anderson, R. C., Reynolds, R.E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367-381.

Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.

Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Soifer, L. H. (1999). Development of oral language and its relationship to literacy. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills. Baltimore: Brookes Publishing Co.

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Listening/Reading Comprehension Reading List 

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (Spring/Summer 1998). Getting at the meaning: How to help students unpack difficult text. American Educator, 22, 66-71.

Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, M. (2007). Is teaching metacognitive strategies effective for third grade readers? The Reading Teacher, 61, 70-77.

Calfee, R. & Chambliss, M. (1988). Beyond decoding: Picture of expository prose. Annals of Dyslexia, 38, 243-258.

Carlisle, J. F. (1989). The use of sentence verification technique in diagnostic assessment of listening and reading comprehension. Learning Disabilities Research, 5(1), 33-44.

Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.

National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Palincsar, A., Brown, A., & Campione, J. (1993). First-grade dialogues for knowledge acquisition and use. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development, New York: Oxford University Press.

Pressley, M. (1995). Reading comprehension strategies. Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.

Strict, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson (Ed.), Handbook of Reading Research. New York: Longman.

Cutting, L. E. & Scarborough, H. S., (2006). Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.

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Self-Efficacy and Achievement Reading List

Schunk, D. H., Zimmeran, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7-25.

Linnenbrink, E. A., Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.

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