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.

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.

National Institute for Literacy. (2001). Phonics instruction. In Put reading first: The research building blocks for teaching children to read. Washington, DC: The Partnership for Reading.

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.

Ball, E. W., and B. A. Blachman. "Does Phoneme Segmentation Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?" Reading Research Quarterly 26 (1991): 49-66.

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

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. "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 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, 2001.

Partnership for Reading, The. "Phonemic Awareness Instruction." In Put Reading First: The Building Blocks for Teaching Children to Read. Washington, DC: The Partnership for Reading, 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: The Partnership for Reading, 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, 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. "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.

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

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

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://nrconline.org
National Reading Conference

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