Books

Adams, M. J. Beginning to Read: Thinking and Learning about Print. Cambridge, MA: M.I.T. Press, 1990.

Anderson, R. C., E. H. Hiebert, J. A. Scott, and I. A. G. Wilkinson. Becoming a Nation of Readers: The Report of the Commission on Reading. Champaign, IL: Center for the Study of Reading; Washington, DC: National Institute of Education, 1985.

Bear, D. R., M. Invernizzi, S. Templeton, and F. Johnston. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Merrill, 2000.

Blevins, W. Phonics from A to Z: A Practical Guide. New York: Scholastic, 1998.

Burns, M. S., P. Griffin, and C. Snow, eds. Starting Out Right: A Guide to Promoting Children's Reading Success. Washington, DC: National Academy Press, 1999.

Chall, J. S. Learning to Read: The Great Debate (rev.). New York: McGraw-Hill, 1996.

Graves, M. F., C. Juel, and B. B. Graves. Teaching Reading in the 21st Century. Boston, MA: Allyn and Bacon, 2000.

Honig, B., L. Diamond, and L. Gutlohn. Teaching Reading Sourcebook for Kindergarten through Eighth Grade. Novato, CA: Arena Press, 2000.

International Reading Association and the National Association for the Education of Young Children. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Newark, DE: International Reading Association, 1998.

Moats, L. C. Speech to Print. Baltimore, MD: Paul H. Brookes Publishing Co., 2000.

Moats, L. C., and S. B. Hall. Straight Talk about Reading. Baltimore, MD: Paul H. Brookes Publishing Co., 2000.

National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington DC: National Institute of Child Health and Human Development, 2000.

Partnership for Reading, The. Put Reading First: The Building Blocks for Teaching Children to Read. Washington, DC: U.S. Department of Education, 2001.

Pressley, M. Reading Instruction That Works: The Case for Balanced Teaching. New York: Guildford Press, 1998.

Snow, C. E., M. S. Burns, and P. Griffin, eds. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press, 1998.

Articles and Chapters

Adams, M. J., and M. Bruck. "Resolving the 'Great Debate.'" American Educator 19 (1995): 7, 10-20.

Beck, I. L. "Understanding Beginning Reading: A Journey through Teaching and Research." In Literacy for All: Issues in Teaching and Learning, edited by J. Osborn and F. Lehr, 23-26.
New York: The Guilford Press, 1998.

Beck, I. L., and C. Juel. "The Role of Decoding in Learning to Read." American Educator 19 (1995): 8, 21-25, 39-42.

Breznitz, Z. "Effects of Accelerated Reading Rate on Memory for Text among Dyslexic Readers." Journal of Educational Psychology 89 (1997a): 289-297.

Breznitz, Z. "Enhancing the Reading of Dyslexic Children by Reading Acceleration and Auditory Masking." Journal of Educational Psychology 89 (1997b): 103-113.

Chard, D. J., D. C. Simmons, and E. J. Kame'enui. Understanding the Primary Role of Word Recognition in the Reading Process: Synthesis of Research on Beginning Reading (Technical Report No. 15). Eugene: National Center to Improve the Tools of Educators, University of Oregon, 1995.

Ehri, L. C. "Learning to Read and Spell Words." Journal of Reading Behavior 19 (1987): 5-31.

Ehri, L. C. "Phases of Development in Learning to Read Words by Sight." Journal of Research in Reading 18 (1995): 116-125.

Foorman, B. R., D. J. Francis, J. M. Fletcher, C. Schatschneider, and P. Mehta. "The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children." Journal of Educational Psychology 90 (1998): 37-55.

Fuchs, L. S., D. Fuchs, and C. L. Hamlett. "Formative Evaluation of Academic Progress: How Much Growth Can We Expect?" School Psychology Review 22 (1993): 27-48.

Goldfield, B. A., and C. E. Snow. "Reading Books with Children: The Mechanics of Potential Influence on Children's Reading Achievement." In Promoting Reading Comprehension, edited by J. Flood, 204-215. Newark, DE: International Reading Association, 1984.

Juel, C. "Beginning Reading." In Handbook of Reading Research, Volume 2, edited by R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson, 759-788. New York: Longman, 1991.

Juel, C., and C. Minden-Cupp. Learning to Read Words: Linguistic Units and Strategies. CIERA Report #1-008. Ann Arbor: Center for the Improvement of Early Reading Achievement, University of Michigan, 1998.

Juel, C., and D. Roper/Schneider. "The Influence of Basal Readers on First Grade Reading." Reading Research Quarterly 20 (1985): 134-152.

National Institute for Literacy. "Phonics Instruction." In Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: The Partnership for Reading, U.S. Department of Education, 2001.

Samuels, S. J., N. Schermer, and D. Reinking. "Reading Fluency: Techniques for Making Decoding Automatic." In What Research Says about Reading Instruction, Second Edition, edited by S. J. Samuels and A. J. Farstrup, 124-144. Newark, DE: International Reading Association, 1992.

Share, D. L., A. F. Jorm, R. Maclean, and R. Matthews. "Sources of Individual Differences in Reading Acquisition." Journal of Educational Psychology 76 (1984): 1309-1324.

Sindelar, P. T., L. Monda, and L. O'Shea. "Effects of Repeated Readings on Instructional- and Mastery-Level Readers." Journal of Educational Research 83 (1990): 220-226.

Stahl, S. A., A. M Duffy-Hester, and K. A. D. Stahl. "Everything You Wanted to Know about Phonics (But Were Afraid to Ask)." Reading Research Quarterly 33 (1998): 338-355.

Stanovich, K. E. "Word Recognition: Changing Perspectives." In Handbook of Reading Research, Volume 2, edited by R. Barr, M. L. Kamil, P. B. Mosenthal, and P. D. Pearson, 418-452. New York: Longman, 1991.

Stanovich, K. E. "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy." Reading Research Quarterly 21 (1986): 360-407.

Sulzby, E. "A Commentary on Ehri's Critique of Five Studies Related to Letter-Name Knowledge and Learning to Read: Broadening the Question." In Reading Research Revisited, edited by L. M. Gentile, M. L. Kamil, and J. S. Blanchard. Columbus, OH: Charles E. Merrill, 1983.

Tan, A., and T. Nicholson. "Flashcards Revisited: Training Poor Readers to Read Words Faster Improves Their Comprehension of Text." Journal of Educational Psychology 89 (1997): 276-288.

Tunmer, W. E., M. L. Herriman, and A. R. Nesdale. "Metalinguistic Abilities and Beginning Reading." Reading Research Quarterly 23 (1988): 134-158.

Williams, J. P. "Teaching Decoding with a Special Emphasis on Phoneme Analysis and Phoneme Blending." Journal of Educational Psychology 72 (1980): 1-15.

Web Sites

http://www.aft.org
American Federation of Teachers

http://www.ciera.org
Center for the Improvement of Early Reading Achievement

http://www.ed.gov
United States Department of Education

http://www.ed.gov/NLE
National Library of Education

http://ncee.org
National Center on Education and the Economy

http://www.nea.org
National Education Association

http://www.nrconline.org
National Reading Conference

http://www.reading.org
International Reading Association