Research To Practice Effective Reading Instruction
Anderson, W., and Burns, R. B. (1987). “Values, Evidence, and Mastery Learning,” Review of Educational Research 57, no. 2: 215–223.
Archer, A. L., and Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching, The Guilford Press, New York, NY.
Armbruster, B. B., and Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read (K–3). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan. Distributed by National Institute for Literacy (NIL), National Institute for Child Health and Human Development (NICHD), and the U.S. Department of Education.
Ball, E. W., and Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 25, 49-66.
Beck, L. L., and McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction, The Elementary School Journal, 107, pp. 251–271,
Bowers, P. N., and Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition, Reading and Writing: An Interdisciplinary Journal, 23, pp. 515–537,
Brown, I. S., and Felton, R. H. (1990). Effects of instruction on beginning reading skills in children at risk for reading disability, Reading & Writing: An Interdisciplinary Journal, 2, 223-241.
Buckingham J., Beaman, R., and Wheldall, K. (2014). Why poor children are more likely to become poor readers: the early years, Educational Review, 66, 428-466, doi:10.1080/00131911.2013.795129.
Byrne, B., and Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle, Journal of Educational Psychology, 81, 313-321.
Carnine, D., Silbert, J., Kame’enui, E.J., Tarver, S.G., and Jungjohann, K. (2006). Teaching Reading to Struggling and At-Risk Readers, Pearson Prentice Hall, New Jersey.
Chall, J., and Jacobs, V. A. (2003). The classic study on poor children’s fourth grade reading slump, American Educator, Spring. http://www.aft.org/periodical/american-educator/spring-2003/classic- study-poor-childrens-fourth-grade-slump.
Compton, D. L., Miller A. C., Elleman, A. M., and Steacy, L. M. (2014). Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability?
Cornett, J. & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.
Costa, A. L. & Garmston, R.J. (2015). Cognitive coaching: Developing self-direction leaders and learners. Rowman & Littlefield.
Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Center for the Study of Teaching and Policy, University of Washington.
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. Kutztown, PA: National Commission on Teaching and America’s Future.
Dunkin, M. J. (1978). “Student Characteristics, Classroom Processes, and Student Achievement,” Journal of Educational Psychology 70, no. 6 (1978): 998–1009.
Ehri, L. C. Nunes, S. R., Willows, D. M., Schuster, B. V., 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., Satlow, E., & Gaskins, I. (2009). Grapho- phonemic enrichment strengthens keyword analogy instruction for struggling young readers, Reading & Writing Quarterly, 25(2), 162–191.
Felton, R. H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems, Journal of Learning Disabilities, 26, 583-589.
Fisher, D., and Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom (Alexandria, VA: Association for Supervision and Curriculum Development).
Frederiksen, N. (1984). “Implications of Cognitive Theory for Instruction in Problem Solving,” Review of Educational Research 54, no. 3 (1984): 363–407.
Gersten, R., Chard, D., and Baker, S. (2000). “Factors enhancing sustained use of research-based instructional practices.” Journal of Learning Disabilities, 33 (5), 445–457.
Goldhaber, D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics, Education Next, 2(1), 50–55.
Griffiths, Y., and Stuart, M. (2013). Reviewing evidence- based practice for pupils with dyslexia and literacy difficulties, Journal of Research in Reading, 36(1), pp. 96-116.
Groff, P. (1990). An analysis of the debate: Teaching reading without conveying phonics information, Interchange, 21(4), pp. 1-14.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
Hasbrouck, J. (2017). Student-focused coaching. Theory Into Practice 56(1), 21-28.
Hattie, J, (2009). Visible Learning; a synthesis of over 800 meta-analyses relating to achievement, Routledge, London.
Hiebart, E. H., Samuels, S. J., Rasinski, T. (2012). Comprehension-based silent reading rates: what do we know? What do we need to know? Literacy Research and Instruction, 51(2), pp. 110-124.
Hurford, D. P., Schauf, J. D., Bunce, L., Blaich, T., & Moore, K. (1994). Early identification of children at risk for reading disabilities, Journal of Learning Disabilities, 27, 371-382.
Joyce, B., and Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Kendeou, P., Van den Broek, P., Helder, A., and Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties, Learning Disabilities Research & Practice, 29(1), pp. 10–16.
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). “Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching,” Educational Psychologist 41, no. 2 (2006): 75–86.
Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-22.
Landi, N., Frost, S. J., Menci, W. E., Sandak, R., and Pugh, K. R. (2013). Neurobiological bases of reading comprehension: Insights From neuroimaging studies of word-level and text-level processing in skilled and impaired readers, Reading & Writing Quarterly: Overcoming Learning Difficulties, 29(2), pp. 145-167.
Learning First Alliance. (2000). Every child reading: A professional development guide. Alexandria, VA: Association for Supervision and Curriculum Development.
Lyon, G. R. (2003). Why do some children have difficulty learning to read? What can be done about it? Perspectives, 29(2).
Lyon, G. R. (2000). Why reading is not a natural process, LDA Newsbriefs, http://www.ldonline. org/article/6396.
Mason, L. H. (2013). Teaching students who struggle with learning to think before, while, and after reading: Effects of self-regulated strategy development instruction, Reading & Writing Quarterly: Overcoming Learning Difficulties, 29(2), pp. 124-144.
McMaster, K. L., Espin, C. A., Van Den Broek, P. (2014). Making connections: Linking Cognitive Psychology and intervention research to improve comprehension of struggling readers, Learning Disabilities Research & Practice, 29(1), pp. 17–24.
McNamara, J. K., Scissons, M., & Gutknecth, N. (2011). A longitudinal study of kindergarten children at risk for reading disabilities: The poor really are getting poorer, Journal of Learning Disabilities, 44(4), 21-430.
Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S. (2014). Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18(1), 38-54.
Ouellette, G., and Haley, A. (2013). One complicated extended family: The influence of alphabetic knowledge and vocabulary on phonemic awareness, Journal of Research in Reading, 36(1), 29-41.
Pressley, M., and Woloshyn, V. (1995). Cognitive Strategy Instruction that Really Improves Children’s Academic Performance, 2nd ed. (Cambridge, MA: Brookline Books, 1995).
Rasinski, T, Homan, S., and Biggs, M. (2009). Teaching reading fluency to struggling readers: Method, materials, and evidence, Reading & Writing Quarterly, 25(2), pp. 192 – 204.
Rosenshine, B. (2012). Principles of Instruction: Research based principles that all teachers should know. American Educator, Spring 2012. http:// www.aft.org/pdfs/americaneducator/spring2012/ Rosenshine.pdf
Rosenshine, B. (2009). “The Empirical Support for Direct Instruction,” in Constructivist Instruction: Success or Failure? ed. Sigmund Tobias and Thomas M. Duffy (New York: Routledge, 2009), 201–220.
Rosenshine, B., and Meister, C. (1992). “The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies,” Educational Leadership 49, no. 7 (April 1992): 26–33.
Rupley, W. H., Blair, T. R., and Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching, Reading & Writing Quarterly, 25(2), pp. 125-126. http://www.tandfonline.com/doi/ pdf/10.1080/10573560802683523
Savage, R. S., and Frederickson, N. (2006). Beyond phonology: What else is needed to describe the problems of below-average readers and spellers?, Journal of Learning Disabilities, 39(5), pp. 399– 413.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C. K., and Torgesen, J. K., (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice, RMC Research Corporation, Centre on Instructions, Portsmouth, NH, http://www.centeroninstruction. org/interventions-for-adolescent-struggling- readers-a-meta-analysis-with-implications-for- practice.
Sinatra, R., Zygouris, C., and Dasinger, S. (2011). Preventing a vocabulary lag: What lessons are learned from research, Reading & Writing Quarterly, 28(4), pp. 333-357.
Slavin, R. E., (1996). Education for All, Exton, PA: Swets and Zeitlinger.
Smith, S. B., Simmons, D. C., & Kameenui, E. J. (1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition. National Center To Improve the Tools of Educators, Eugene, OR. http://eric. ed.gov/?id=ED386868.
Snow, C. E., Burns, S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Report of the National Research Council. http://www.nap.edu/readingroom/books/ reading/
Sonnenschein, S., Stapleton, L. M., and Benson, A. (2010). The relation between the type and amount of instruction and growth in children’s reading competencies, American Educational Research Journal, 47(2), pp. 358-389.
Sparks, G. M. (1983). “Synthesis of research on staff development for effective teaching.” Educational Leadership, 41 (3), 65–72.
Spencer, M., Quinn, J. M. and Wagner, R. K. (2014). Specific reading comprehension disability: Major problem, myth, or misnomer?, Learning Disabilities Research & Practice, 29(1), pp. 3-8.
Stahl, S. A., and Miller, P.D. (1989). Whole language & language experience approaches for beginning reading: A quantitative research synthesis, Review of Educational Research, 59, pp. 87-116.
Stanovich, K. E. (1993). Does reading make you smarter?, Literacy and the development of verbal intelligence, Advances in Child Development and Behaviour, 24, pp. 133-180.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
The Education Trust (2004). The real value of teachers: If good teachers matter, why don’t we act like it? Thinking K-16. www.cgp.upenn.edu/ pdf/Ed%20Trust.pdf.
Torgesen, J. K., Wagner, R., Rashotte, C., Alexander, A., & Conway, T. (1997). Preventative and remedial interventions for children with severe reading disabilities, Learning Disabilities: A Multidisciplinary Journal, 8, 51- 61.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., and Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities, Journal of Learning Disabilities, 34, 33-58.
Vaughn, S., Denton, C. A., and Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties, Psychology in the Schools, 47(5), pp. 432–444.
Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., Francis, D., Fletcher, J., and Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities, Exceptional Children, 77(4), pp.391-407.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., and Denckla, M. B. (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.
Walpole, S. & McKenna, M. (2013). The literacy coach’s handbook. New York, NY: The Guilford Press.
Willingham, D. (2012). When can you trust the experts? How to tell good science from bad in education. Jossey-Bass, San Francisco, CA.
Willingham, D. T. (2006). The usefulness of brief instruction in reading comprehension strategies. American Educator, pp. 39-50, http://www.aft. org/sites/default/files/periodicals/CogSci.pdf.