This section lists the bibliographic citations for articles useful in building an understanding of current research on reading. The articles are listed alphabetically by author and by category.
• Scientific Studies of Reading
• Principles of Effective Instruction and Intervention
• Development of Emergent Literacy
• General Information About Reading for Teachers and Parents
• Assessment
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Cunningham, A.E. & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(Spring/Summer), 8-15.
Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.
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, 31-74.
Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions from Educational Psychology, 1, 1-57.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K.E., & Stanovich, P.J. (1995) How research might inform the debate about early reading acquisition. Journal of research in reading, 18, 87-105.
Principles of Effective Instruction and Intervention
Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to academic diversity. American Educational Research Journal, 34, 174-206.
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, 37-55.
Gaskins, I.W., Ehri, L.C., Cress, C., O’Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making discoveries about words. The Reading Teacher. 50, 312-327. Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2002) How should reading be taught? Scientific American, March, 85-91.
Hiebert, E. H. (1999). Text matters in learning to read. The Reading Teacher, 52, (6) 552-566.
Moats, L.C. (1998) Teaching decoding. American Educator, Summer, 42-51.
Pressley, M., Wharton-Mc Donald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E., & Woo, D. (2001). A study of effective first-grade instruction. Scientific Study of Reading, 5, 35-58.
Vaughn, S.R., Moody, S.W., & Shuman, J.S. (1998). Broken Promises: Reading Instruction in the Resource Room. Exceptional Children, 64, 211-225
Development of Emergent Literacy
Whitehurst, G.J. & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 335-357
General Information About Reading for Teachers and Parents
Hall, S.L. & Moats, L.C. (1999) Straight Talk about Reading. Chicago, Ill. Contemporary Books
Moats, L.C. (1999). Teaching reading is rocket science. Washington, D.C.: American Federation of Teachers.
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme: Why phoneme awareness is so important and how children develop it. American Educator, 22, 18-29.
Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp.1-33). Ann Arbor: University of Michigan Press.
Yopp, H. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703.
Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.
Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
Stahl, S., Duffy-Hester, A., & Stahl, K. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.
Templeton, S., & Morris, D. (2001, October). Reconceptualizing spelling development and instruction. Reading Online, 5 (3).
Chard, D., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 36, 386-406.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge Between Decoding and Reading Comprehension. The Reading Teacher, 58, 510-519.
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.
Goerss, B. L, Beck, I. L., & McKeown, M. G. (1999). Increasing remedial students’ ability to derive word meaning from context. Reaing Psychology, 20(2), 151-175.
Hart, B., & Risley, T.R. (1995). Meaningful differences. Baltimore, MD: Brookes Publishing.
McKeown, M. G. (1993). Creating effective definitions for young word learners. Reading Research Quarterly, 28, 16-31.
Beck, I. Et al. (1998). Getting at the meaning. American Educator, Summer, 66-71.
Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.) What research has to say about reading instruction. Newark, DE: International Reading Association.