2 minute read
Works Cited
by General
Adams, Marilyn Jager. “Decodable Text: Why, When, and How?” Finding the Right Texts: What Works for Beginning and Struggling Readers, edited by Elfrieda H. Hiebert and Misty Sailors, The Guilford Press, 2009, pp. 23–46.
Beck, Isabel L., et al. Bringing Words to Life: Robust Vocabulary Instruction. The Guilford Press, 2002.
Biemiller, Andrew. “Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed.” Vocabulary
Instruction Research to Practice, edited by James Baumann and Edward Kame’enui, The Guilford Press, 2004, pp. 28–40.
Castles, Anne, et al. “Ending the Reading Wars.” Psychological Science in the Public Interest, vol. 9, no. 1, 2018, pp. 5–51.
Cervetti, Gina N., and Elfrieda H. Hiebert. “Knowledge at the Center of English Language Arts Instruction.” The
Reading Teacher, vol. 72, no. 4, 2019, pp. 499–507.
Claessens, Amy, et al. “Academic Content, Student Learning, and the Persistence of Preschool Effects.”American
Educational Research Journal, vol. 51, no. 2, 2014, pp. 403–434.
Coleman, David, and Susan Pimentel. “Publishers’ Criteria for the Common Core State Standards in English
Language Arts and Literacy, Grades K–2.” https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/25/
Publishers_Criteria_for_Literacy_for_Grades_K-2.pdf. Accessed 11 Nov. 2019.
“Definition of Dyslexia.” International Dyslexia Association, www.dyslexiaida.org/definition-of-dyslexia/. Accessed 14 Aug. 2018.
Grossen, Bonita. “30 years of research: What we now know about how children learn to read: A synthesis of research on reading from the National Institute of Child Health and Human Development.” The Center for the Future of
Teaching and Learning, 1997.
Johnston, Francine. “Word Learning in Predictable Text.” Journal of Educational Psychology, vol. 92, no. 2, 2000, pp. 248–255.
Juel, Connie, and Diane Roper/Schneider. “The Influence of Basal Readers on First Grade Reading.” Reading
Research Quarterly, vol. 20, no. 2, 1985, pp. 134–152.
Kilpatrick, David. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, John Wiley & Sons, 2015.
Liben, David, and Meredith Liben. “‘Both and’ Literacy Instruction K–5: A Proposed Paradigm Shift for the Common
Core State Standards ELA Classroom,” Achieve the Core, 9 September 2013, www.achievethecore.org/content/ upload/Both%20And%20Literacy%20Instruction%20K-5%20%20A%20Proposed%20Paradigm%20Shift%20 for%20CCSS%20ELA%20and%20Literacy.pdf.
Liberman, Isabelle Y., and Alvin M. Liberman. “Whole Language vs. Code Emphasis: Understanding Assumptions and Their Implications for Reading Instruction.” Annals of Dyslexia, vol. 40, no. 1, 1990, pp. 51–76.
Paris, Scott G. “Reinterpreting the Development of Reading Skills.” Reading Research Quarterly, vol. 40, no. 2, 2005, pp. 184–202.
Selecting and Using Decodable Text: Guidance for Teachers. Wilson Language Training, 2017.
Snow, Catherine E., and Timothy J. Matthews. “Reading and Language in the Early Grades.” The Future of Children, vol. 26, no. 2, 2016, pp. 57–74.
Strickland, Dorothy S., and Lesley M. Morrow. “Emerging Readers & Writers: Oral Language Development: Children as Storytellers.” The Reading Teacher, vol. 43, no. 3, 1989, pp. 260–261.
Student Achievement Partners. “Foundational Skills Guidance Documents: Grades K–2.” Achieve the Core,
December 2017, www.achievethecore.org/content/upload/Foundational%20Skills%20Guidance%20
Document%20Dec.%202017.pdf.
Wagner, Richard K. and Joseph K. Torgesen. “The Nature of Phonological Processing and its Causal Role in the
Acquisition of Reading Skills.” Psychological Bulletin, vol. 101, no. 2, 1987, pp. 192–212.
Willingham, Daniel T. “How to Get Your Mind to Read.” New York Times, 25 November 2017, https://www.nytimes. com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html.
Wilson, Barbara A. Fundations® Level K. 2nd ed., Wilson Language Training, 2012.
