Translating Science Into Pedagogical Practice

We would like to thank the scholars working in this field, especially the authors listed in the bibliography below.

Research

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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
  6. 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.
  7. Brady, S. (2012). Taking the Common Core foundational standards in reading far enough. Perspectives on Language and Literacy 38(4):31-35.
  8. 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.
  9. Chall, J.S. (1996). Stages of reading development. Texas: Harcourt Brace College Publishers.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. Gunning, T. (2014). Assessing & Correcting Reading and Writing Difficulties: A Student Centered Classroom. Boston: Pearson.
  17. 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.
  18. 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.
  19. Herrera, S.G., Perez, D. R., & Escamilla, K. (2010). Teaching reading to English language learners: Differentiated literacies. Boston, MA: Pearson Education.
  20. 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.
  21. Liss-Bronstein, L. (2012). RTI for language: Explicit and systematic intervention for narrative discourse skills in kindergarten.
  22. 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.
  23. 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
  24. 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.
  25. 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.
  26. Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80 (6). Proquest, p. 453.
  27. 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.
  28. 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.
  29. 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.
  30. United States Agency for International Development (2013). Books that children can read: Decodable books and book leveling. Washington, D.C.
  31. 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.