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R.I.S.E Arkansas Science of Reading Resources
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    • Ehri's Phases of Word-Reading Development
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R.I.S.E Arkansas Science of Reading Resources
  • Another Blast in the Reading Wars (Washington Post, September 2013

  • A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention Spear-Swerling (2004) -

  • Becoming a Nation of Readers

  • Cognitive Load Theory: Research that Teachers Really Need to Understand Center for Education Statistics and Evaluation (September, 2017)

  • Dear Lucy: An Open Letter to Lucy Caulkins

  • Demystifying the Science of Reading

  • The Efficacy of Orthographic Rime,Grapheme–Phoneme Correspondence,and Implicit Phonics Approaches to Teaching Decoding Skills (Christensen and Bowey, 2005)

  • Efficacy of Phonics Teaching for Reading Outcomes: Indications from Post NRP Research (Brady, 2010)

  • Ending the Reading Wars: Reading Acquisition From Novice to Expert. (Anne Castles, Kathleen Rastle, Kate Nation (June, 2018)

  • Evidence for Systematic Synthetic Phonics from Five from Five

  • Fluency - A Review of Developmental and Remedial Practices (Kuhn & Stahl, 2001)

  • Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (Institute of Education Sciences, April 2017)

  • Further Reading for Harder Words

  • Goodman’s Pyscholinguistic Guessing Game

  • How Do Kids Learn to Read? What the Science Says

  • How Psychology Science Informs the Teaching of Reading

  • How Should Reading Be Taught Rayner, Foorman,Perfetti, Pesetsky and Seidenberg (2002)

  • How Spelling Supports Reading - Moats

  • How the Reading Brain Resolves the Reading Wars (Maryanne Wolf, 2013)

  • IFERI Inform No.1 The Synthetic Phonics Teaching Principles

  • IFERI Inform No.2 READING RECOVERY: Is it efficacious and effective?

  • IFERI Inform No.3 How Children Learn to Read

  • IFERI Inform No.4 Research Findings in Reading Instruction are Settled Science

  • The Impact of Scientifically-based Reading Instruction on Different Groups and Different Levels of Performance, Dykstra, S. (2013)

  • Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

  • Information and Tips from How The Brain Learns to Read - David Sousa (2012)

  • Kilpatrick - Essentials of Assessing, Preventing and Overcoming Reading Difficulties (2015)

  • Learning to Read Part 1

  • Learning to Read Part 2

  • Learning to Read - The Great Debate

  • The Massive Impact of Literacy on the Brain and its Consequences for Education- Dehaene

  • Narrowing the Third-Grade Reading Gap

  • National Early Literacy Panel (2008)

  • National Reading Panel

  • Orthographic Mapping : How we learn to read so fast

  • Read About It: Scientific Evidence for Effective Teaching of Reading (2016)

  • Reading and the Three Cueing Systems Wren, (2003)

  • The Reading Wars and Reading Recovery: What Educators, Families and Taxpayers Should Know (Cook, Rodes, Lipsitz, 2017)

  • Research Supporting Foundational Skills in Reading

  • The Science of Reading | Zaner-Bloser

  • The Science of Reading and Its Educational Implications (Seidenberg, 2013)

  • Short-changed: Preparation to teach reading in initial teacher education - Buckingham and Meeks

  • Stanford University Brain and Language Journal (McCandliss, 2015)

  • Steps To Success Crossing the Bridge Between Literacy Research and Practice (Munger, 2016)

  • Tailoring Interventions in Reading Based on Emerging Research on the Development of Word Recognition Skills (Kilpatrick, 2014)

  • Teaching Reading is Rocket Science, 2020

  • Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do

  • That Hypocrite Shanahan — Cueing Systems vs. Context Analysis

  • The Three-Cueing Model: Down for the Count? (Hempenstall, 2006)

  • Want to Improve Children's Handwriting

  • When Older Kids Can't Read (Louisa Moats, 2001)

  • Whole Language High Jinks (Moats, 2007)

  • Whole Language Lives On: The Illusion of "Balanced" Reading Instruction

  • Why are We Still Teaching Reading the Wrong Way - Emily Hanford

  • Why Phoneme Proficiency Is Necessary For All Readers- Kilpatrick

  • 10 Reasons the Three-Cueing system (MSV) Is Ineffective

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