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.

August, D., and K. Hakuta, eds. Educating Language-Minority Children. Washington, DC: National Academy Press, 1998.

Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman, 2000.

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.

Delpit, L. D. Other People's Children: Cultural Conflict in the Classroom. New York: New Press, 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.

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

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.

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., 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.

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.

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, OR: National Center to Improve the Tools of Educators, University of Oregon, 1995.

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, 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.

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.

Juel, C. "Learning to Read and 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, 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, 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: 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.

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, eds., 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.

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.

Websites

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

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

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

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

http://www.nbpts.org
The National Board for Professional Teaching Standards (NBPTS)

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

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

http://www.nichd.nih.gov
The National Institute of Child Health and Development

http://www.nifl.gov
The National Institute for Literacy

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

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

http://www.tesol.edu
Teachers of English to Speakers of Other Languages, Inc. (TESOL)