To ensure all children’s right to learn to read, by providing educators and families with the means to teach language & early reading.
Linda Liss-Bronstein, Ed.D.
Video Content & Illustration
Translate scientific research into pedagogical practice
In creating our resources, WordScientists.org is guided by the most cutting-edge research in the field of literacy development. Our goal is to translate scientific research into pedagogical practice to make learning effective for all readers. We would like to thank the scholars working in this field, especially the authors listed in the bibliography below:
- Adlof, S.M., Perfetti, C.A., & Catts, H. (2011). Developmental changes in reading comprehension: Implications for assessment and instruction. In S. J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading instruction (pp.186-214). Newark, DE: International Reading Association.
- Allen, M.M., Ukrainetz, T.A & Carswell, A.L. (2012). The narrative language performance of three types of at-risk first grade readers. Language, Speech, and Hearing Services in Schools, 43, 205-221.
- August, D., & Shanahan, T. (2006). Developing literacy in second-language learners:Report of the National Literacy Panel on language-minority children and youth. New Jersey: Lawrence Erlbaum Associates.
- Bear, D.R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Pearson Education.
- Blachman, B., Ball, E.W., Black, R. & Tangel, D.M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Paul H. Brookes Publishing
- Bowers, P.N. and G. Cooke (2012). Morphology and the Common Core: Building Students’ Understanding of the Written Word. Perspectives on Language and Literacy 38(4): 19-24.
- Brady, S. (2012). Taking the Common Core foundational standards in reading far enough. Perspectives on Language and Literacy 38(4):31-35.
- Catts, H., Adolf, S.M & Weismer, S.E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.
- Chall, J.S. (1996). Stages of reading development. Texas: Harcourt Brace College Publishers.
- Cunningham, A., Nathan, R., & Raher, K. (2011). Orthographic processing models of word recognition. In M. Kamil, P. Pearson, E. Moje, & P. Afflerback (Eds.), Handbook of reading research, Volume IV. (pp. 259-285). New York: Routledge.
- Denton, C. A., Taylor, W.P., Fletcher, J.M., Vaughn, S., Barth, A.E., & Francis, D.J. (2012). An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. Presented at the Society for the Scientific Study of Reading Conference, July, 2012.
- Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.) Word recognition in beginning literacy (pp. 3-40). New Jersey: Erlbaum.
- Ehri, L.C. (2005a). Development of sight word reading: Phases and finding. In M. Snowling & C. Hulme (Eds.) The science of reading: A handbook (pp. 135-154) . Malden, MA: Blackwell.
- Ehri, L.C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18 (1), 5-21.
- Gove, A. and P. Cvelich. (2011). Early Reading:Igniting Education for All. A report by the Early Grade Learning Community of Practice. Revised Edition. Research Triangle Park, NC: Research Triangle Institute.
- Gunning, T. (2014). Assessing & Correcting Reading and Writing Difficulties: A Student Centered Classroom. Boston: Pearson.
- Hadaway, N. & Young, T. (2006). Changing classrooms: Transforming instruction. In T. Young & N. Hadaway (eds.), Supporting the literacy development of English learners: Increasing success in all classrooms. Newark, DE: International Reading Association, Inc.
- Hadaway, N. & Young, T. (2006b). Negotiating meaning through writing. In T. Young & N. Hadaway (eds.), Supporting the literacy development of English learners: Increasing success in all classrooms. Newark, DE: International Reading Association, Inc.
- Herrera, S.G., Perez, D. R., & Escamilla, K. (2010). Teaching reading to English language learners: Differentiated literacies. Boston, MA: Pearson Education.
- Lepola, J., Lynch, J., Laakkonen, E., Silvén, & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year old children. Reading Research Quarterly, 47, 259-282.
- Liss-Bronstein, L. (2012). RTI for language: Explicit and systematic intervention for narrative discourse skills in kindergarten.
- Petersen, D.B. (2010). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly, XX (X), 1-14.
- Robinson, C. (2005). Languages and literacies. Background paper for the 2006 EFA Global Monitoring Report. Retrieved from http://unesdoc.unesco.org/images/0014/001461/146104e.pdf
- Roser, N., Battle, J., and Zoch, M. P. (2009). Children’s literature in linguistically and culturally diverse classrooms. In J. Coppola & E.V. Primas (eds.), One classroom, many learners: Best literacy practices for today’s multilingual classrooms. Newark, DE: International Reading Association, Inc.
- Schmidt, P.R., Gangemi, B., Kesley, G. O., LaBarbera, C., McKenzie, S., Melchior, C., Merrick, B., Sunser, R., & Williams, M. (2009). My language, my culture: Helpinig teachers connect home and school for English literacy learning. In J. Coppola & E.V. Primas (eds.), One classroom, many learners: Best literacy practices for today’s multilingual classrooms. Newark, DE: International Reading Association, Inc.
- Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80 (6). Proquest, p. 453.
- Share, D.L. (2011). On the role of phonology in reading acquisition: The self-teaching hypothesis. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading (pp. 45-68). New York: Psychology Press.
- Spencer, T.D., & Slocum, T.A. (2010). The effect of narrative intervention on story retelling and personal story generation of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32, 178-201.
- Tunmer, W.E., & Nicholson, T. (2011). The development and teaching of word recognition skill. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 405-427). New Jersey: Erlbaum.
- United States Agency for International Development (2013). Books that children can read: Decodable books and book leveling. Washington, D.C.
- Westby, C. (1999). Assessing and facilitating text comprehension problems. In H. Catts & A. Kamhi, (Eds.). Language and reading disabilities (pp.154-223). Massachusetts: Allyn & Bacon.