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.

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, 1967.

Honig, B. Teaching Our Children to Read. Thousand Oaks, CA: Corwin Press, 1996.

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

Juel, C. Learning to Read and Write in One Elementary School. New York: Springer-Verlag, 1994.

Moats, L. C. Spelling Development, Disability, and Instruction. Timonium, MD: York Press, 1997.

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: Guilford Press, 1998.

Shefelbine, J. Learning and Using Phonics in Beginning Reading. New York: Scholastic, 1995.

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.

Adams, M.J., R. Treiman, and M. Pressley. "Reading, Writing, and Literacy." In Handbook of Child Psychology, edited by I. E. Sigel and K. A. Renninger, 275-355. New York: Wiley, 1998.

Bond, G. L., and R. Dykstra. "The Cooperative Research Program in First-Grade Reading Instruction." Reading Research Quarterly 2 (1967): 5-142.

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.

Bruck, M. "Word Recognition Skills of Adults with Childhood Diagnoses of Dyslexia." Developmental Psychology 26 (1990): 439-454.

Calfee, R. C., P. E. Lindamood, and C. H. Lindamood. "Acoustic-Phonetic Skills and Reading-Kindergarten through 12th Grade." Journal of Educational Psychology 64 (1973): 293-298.

Cunningham, A. E. "Explicit Versus Implicit Instruction in Phonological Awareness." Journal of Experimental Child Psychology 50 (1990): 429-444.

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

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.

Foorman, B. R., D. J. Francis, D. M. Novy, and D. Liberman. "How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling." Journal of Educational Psychology 83 (1991): 456-469.

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.

Juel, C. Learning to Read ad Write: A Longitudinal Study of 54 Children from First through Fourth Grades. Journal of Educational Psychology 80 (1988): 437-447.

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

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

Lundberg, I., J. Frost, and O.P. Petersen. "Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children." Reading Research Quarterly 23 (1988): 264-284.

Moats, L. C. "Teaching Decoding." American Educator: The Unique Power of Reading and How to Unleash It 22 (1998): 42-49, 95-96.

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.

Partnership for Reading, The. "Phonemic Awareness Instruction." In Put Reading First: The Building Blocks for Teaching Children to Read. Washington, DC: U.S. Department of Education, 2001a.

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

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

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

Stanovich, K. E. "Romance and Reality." The Reading Teacher 47 (1994): 280-291.

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., and A. R. Nesdale. "Phonemic Segmentation Skill and Beginning Reading." Journal of Educational Psychology 77 (1985): 417-427.

Yopp, H. K. "Developing Phonemic Awareness in Young Children." The Reading Teacher 45 (1992): 696-703.