Science of Reading Bibliography(This list is in progress)

Aftunion. (2020, September 02). Teaching Reading Is Rocket Science. Retrieved from https://www.aft.org/ae/summer2020/moats

Blachman, B., Tangel, D., Ball, E., & Black, R. Combining Phonological Awareness and word recognition instruction. Perspectives on Language Spring 2019. http://digitaleditions.sheridan.com/publication/?i=583204.

Brady, S. A 2020 Perspective on Research Findings on Alphabetics (Phoneme Awareness and Phonics): Implications for Instruction (Expanded Version).

Buckingham, J. Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. The Educational and Developmental Psychologist, 1-9.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Clarke, A., & Alison. (2020, June 30). Phonics and morphology go together. Spelfabet. https://www.spelfabet.com.au/2020/07/phonics-and-morphology-go-together/.

Conant, L. L., Liebenthal, E., Desai, A., Seidenberg, M. S., & Binder, J. R. (2020). Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia. Neuropsychologia, 146, 107543.

Duke, N. K., & Martin, N. M. (2011). 10 things every literacy educator should know about research. The Reading Teacher, 65(1), 9-22.

Ehri, L. C. (2015). 20 How Children Learn to Read Words. The Oxford handbook of reading, 293.

Eng, C. M., Godwin, K. E., & Fisher, A. V. (2020). Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers. NPJ science of learning, 5(1), 1-10.

Every Child Is Unique... and Every Child Has to Learn the Same Skills. Reading Rockets. (2020, May 29). https://www.readingrockets.org/blogs/right-read/every-child-unique-and-every-child-has-learn-same-skills.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Keating, B. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008. What Works Clearinghouse.

Hall, S. (2020, June 7). Leveled Reading Groups Don't Work. Why Aren't We Talking About It? eduvaites. https://eduvaites.org/2019/11/02/leveled-reading-groups-dont-work-why-arent-we-talking-about-it/.

Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science, 29(4), 372-377.

Hurford, D. (2020, February 28). The Science of Reading (A Response to the New York Times). International Dyslexia Association. https://dyslexiaida.org/the-science-of-reading-a-response-to-the-new-york-times/.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.

Stewart, L. SCIENCE READING.

Michel, L. (1970, January 1). The Problem with, "Show Me the Research" Thinking. https://www.dyslexiafriend.com/2020/06/the-problem-with-show-me-research.html.

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do.

Murray, M. (2020). The Reading League: Prioritizing Educator Knowledge through Grassroots Activism. American Educator, 44(2), 10.

Nowers, M. (2020, June 24). Sight Words. How to Teach Reading. https://howtoteachreading.org.uk/sight-words/.

Petscher, Y., Cabell, S., Catts, H., Compton, D., Foorman, B., Hart, S., ... & Terry, N. P. (2020). How the Science of Reading Informs 21st Century Education.

Pugh, K. (2019, October 18). The Neuroscience of Orthographic Processions and Spelling. The Dyslexia Foundation. https://dyslexiafoundation.org/tdfc-harvard-2019-dr-ken-pugh-the-neuroscience-of-orthographic- processions-and-spelling/.

Raschle, N. M., Borbás, R., King, C., & Gaab, N. THE MAGICAL ART OF MAGNETIC RESONANCE IMAGING TO STUDY THE READING BRAIN.

Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80(1), 16.

Riley, B. (2020). Drawing on Reading Science without Starting a War. Educational Leadership, 77(5), 16-22.

Seidenberg, M. (2020, August 7). Connecting the Science of Reading and Educational Practices. https://seidenbergreading.net/science-of-reading/.

Shanahan, T. (2020, May 27). What Is the Science of Reading? Reading Rockets. https://www.readingrockets.org/blogs/shanahan-literacy/what-science-reading.

Siegelman, N., Rueckl, J. G., Steacy, L. M., Frost, S. J., van den Bunt, M., Zevin, J. D., ... & Morris, R. D. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language, 114, 104145.

Snow, P. C. (2020). SOLAR: The Science of Language and Reading. Child Language Teaching and Therapy, 0265659020947817.

Solari, E., Terry, N. P., Gaab, N., Hogan, T. P., Nelson, N., Pentimonti, J., ... & Sayko, S. (2020). Translational Science: A Roadmap for the Science of Reading.

The 7 Deadly Errors of Teaching Reading. (2020, May 10). https://thelearningspark.blogspot.com/2020/05/the-7- deadly-errors-of-teaching-reading.html.

Thespeechieteach. (2020, June 18). Change Management: The Science of Reading. The Speechie Teach. https://thespeechieteach.com/2020/06/17/change-management-the-science-of-reading/.

Vaughn, S. The Science of Reading: Clarifying Misconceptions - Fresh Ideas for Teaching. Buzzsprout. https://www.buzzsprout.com/1071172/3744842-the-science-of-reading-clarifying-misconceptions.

Wolf, M. (2013). How the reading brain resolves the reading wars. A Literate Nation.

Print Concepts and Letter Sound Recognition

Adams, M. J. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press.

Kim, Y.-S., Petscher, Y., Foorman, B. R., & Zhou, C. (2010). The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition—A Cross-Classified Multilevel Model Approach. Journal of Educational Psychology, 102(2), 313-326.

Piasta, S., & Wagner, R. (2010). Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill. Journal of Experimental Child Psychology, 105(4), 324-344.

Stanley, C., Petscher, Y., & Catts, H. (2017). A Longitudinal Investigation of Direct and Indirect Links Between Reading Skills in Kindergarten and Reading Comprehension in Tenth Grade. Reading and Writing, 31(1), 133-153.

Phonological Awareness

Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Children: A Classroom Curriculum. 13th Edition.

Baker, S. K., Santiago, R. T., Masser, J., Nelson, N. J., & Turtura, J. (2018). The Alphabetic Principle: From Phonological Awareness to Reading Words. Improving Literacy Brief. National Center on Improving Literacy.

Brown, K.J., Patrick, K.C., Fields, M.K., & Craig, G.T. (2021). Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading. Read Res Q, 00(00), 000– 000. https://doi.org/10.1002/rrq.386

Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies. Journal of Educational Psychology, 91(3), 403.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest, 19 (1), 5-51.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.

Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching Reading in an Inner City School Through a Multisensory Teaching Approach. Annals of Dyslexia, 52(1), 229-242.

Kim, Y.-S., Petscher, Y., Foorman, B. R., & Zhou, C. (2010). The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition—A Cross-Classified Multilevel Model Approach. Journal of Educational Psychology, 102(2), 313-326.

Macmillan, B. M. (2002). Rhyme and reading: A critical review of the research methodology. Journal of Research in Reading, 25(1), 4-42.

Moats, L., & Tolman, C. (2009). The development of phonological skills. ReadingrocNets: http://204.184, 201.

Parker, S. (2020, August 2). The Alphabetic Code Made Easy. ParkerPhonics. https://www.parkerphonics.com/post/the-alphabetic-code-made-easy.

Peltier, T. (2019, December 16). The Foundational Importance of Phonemic Awareness. Understanding the Science of Reading. https://understandingreading.home.blog/2019/12/16/the-foundational-importance-of-phonemic- awareness/.

Piasta, S., & Wagner, R. (2010). Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill. Journal of Experimental Child Psychology, 105(4), 324-344.

Read, C. (1971). Pre-School Children's Knowledge of English Phonology. Harvard Educational Review, 41(1), 1-34.

Vellutino, F. R., Scanlon, D. M., & Reid Lyon, G. (2000). Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence Against the IQ-Achievement Discrepancy Definition of Reading Disability. Journal of Learning Disabilities, 33(3), 223-238.

Phonics and Word Recognition

Adams, M. J. (2011). The Relation Between Alphabetic Basics, Word Recognition, and Reading. In What Research Has to Say About Reading Instruction, 4-24.

Adams, M. J., & Bolt Beranek and Newman, Inc. (2004). Why Not Phonics and Whole Language? Literacy: Major Themes in Education, 2, 193-220.

Brady, S. A. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP research.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51.

Chard, D. J., & Osborn, J. (1999). Phonics and word recognition instruction in early reading programs: Guidelines for accessibility. Learning Disabilities Research & Practice, 14(2), 107-117.

Cheatham, J., & Allor, J. (2012). The Influence of Decodability in Early Reading Text on Reading Achievement: A Review of the Evidence. Reading and Writing: An Interdisciplinary Journal, 25(9), 2223- 2246.

Cunningham, A. E., & Stanovich, K. E. (1998). The Impact of Print Exposure on Word Recognition. In Word Recognition in Beginning Literacy. Metsala, J., & Ehri, L. (Eds.). Mahwah, N.J.: L. Erlbaum Associates.

Cunningham, A. E., & Stanovich, K. E. (1998). What Reading Does for the Mind. American Educator, 22, 8- 17.

D'Angiulli, A., Siegel, L., & Maggi, S. (2004). Literacy Instruction, SES, and Word-Reading Achievement in English- Language Learners and Children with English as a First Language: A Longitudinal Study. Learning Disabilities Research & Practice, 19(4), 202-213.

EducationHQ News Team. (2020, February 21). Poor phonics instruction fuelling decline in children's reading skills: study. EducationHQ. https://educationhq.com/news/poor-phonics-instruction-fuelling-decline-in-childrens- reading-skills-study-73926/.

Ehri, L. C., & Flugman, B. (2018). Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-long Program for Kindergarten Through 3rd Grade Teachers and Their Students. Reading and Writing, 31(2), 425-456.

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.

History of Reading Instruction - The Phonics Page. http://www.thephonicspage.org/On Phonics/historyofreading.html.

Johnston, R., & Watson, J. (2007). Teaching synthetic phonics. Learning Matters.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching Children to Read. Report of the Subgroups. Washington, DC: U.S. Government Printing Office.

Nowers, M. (2020, July 27). Is phonics a 'method' for teaching reading? How to Teach Reading. https://howtoteachreading.org.uk/is-phonics-a-method-for-teaching-reading/.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.

Hurford, D., & Hurford, J. (2016). The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education. Journal of Childhood & Developmental Disorders, 2(3).

Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching Reading in an Inner City School Through a Multisensory Teaching Approach. Annals of Dyslexia, 52(1), 229-242.

Juel, C. (1988). Learning to Read and Write: A Longitudinal Study of 54 Children From First Through Fourth Grades. Journal of Educational Psychology, 80(4), 437-47.

Vaites, K. (2020, August 9). School Yourself: Phonics Edition. eduvaites. https://eduvaites.org/2019/07/11/school- yourself-phonics-edition/.

Word Recognition

Adams, M. J. (2011). The Relation Between Alphabetic Basics, Word Recognition, and Reading. In What Research Has to Say About Reading Instruction, 4-24.

Cunningham, A. E., & Stanovich, K. E. (1998). The Impact of Print Exposure on Word Recognition. In Word Recognition in Beginning Literacy. Metsala, J., & Ehri, L. (Eds.). Mahwah, N.J.: L. Erlbaum Associates.

D’Angiulli, A., Siegel, L., & Maggi, S. (2004). Literacy Instruction, SES, and Word-Reading Achievement in English- Language Learners and Children with English as a First Language: A Longitudinal Study. Learning Disabilities Research & Practice, 19(4), 202-213.

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.

Liben, D. & Paige, D. D. (2017). Why a Structured Phonics Program is Effective. Student Achievement Partners. Retrieved from https://achievethecore.org/aligned/wp-content/uploads/2017/03/Why-aStructured-Phonics- Program-is-Effective.pdf

Mesmer, H., & Griffith, P. (2005). Everybody's Selling It -- But Just What is Explicit, Systematic Phonics Instruction? The Reading Teacher, 59(4), 366.

Schatschneider, C., Buck, J., Torgesen, J., Wagner, R., Hassler, L., Hecht, S., & Powell-Smith, K. (2004). A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report. Florida Center for Reading Research.

Scheffel, D., Shaw, J., & Shaw, R. (2008). The Efficacy of a Supplementary Multisensory Reading Program for First- Grade Students. Journal of Reading Improvement, 45(3), 139-152.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability. Journal of Educational Psychology, 88(4), 601.

Fluency

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51.

Dowhower, S. L. (1987). Effects of Repeated Reading on Second-Grade Transitional Readers' Fluency and Comprehension. Reading Research Quarterly, 22(4), 389-406.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.

Macgrath, L. (2020, August 30). Orthographic Mapping: how we learn to read so fast! Do You Read Me? https://44to26.wordpress.com/2020/08/03/orthographic-mapping-how-we-learn-to-read-so-fast/.

Paige, D., & Magpuri-Lavell, T. (2014). Reading Fluency in the Middle and Secondary Grades. International Electronic Journal of Elementary Education, 7(1), 83-96.

Paige, D. D., Smith, G. S., Rasinski, T. V., Rupley, W. H., Magpuri-Lavell, T., & Nichols, W. D. (2019). A Path Analytic Model Linking Foundational Skills to Grade 3 State Reading Achievement. The Journal of Educational Research, 112(1), 110-120.

Paige, D., Smith, G., & Magpuri-Lavell, T. (2019). Learning to Improve: Report of a Three-Year CapacityBuilding Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes. Advances in Literary Study, 07(4), 193-223.

Paige, D. D., Rupley, W. H., Smith, G. S., Rasinski, T. V., Nichols, W., & Magpuri-Lavell, T. (2017). Is Prosodic Reading a Strategy for Comprehension? Journal for Educational Research Online/Journal für Bildungsforschung Online, 9(2), 245-275.

Rasinski, T. (2004). Creating Fluent Readers. Educational Leadership, 61(6), 46-51.

Schatschneider, C., Buck, J., Torgesen, J., Wagner, R., Hassler, L., Hecht, S., & Powell-Smith, K. (2004). A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report. Florida Center for Reading Research.

Schwanenflugel, P., Hamilton, A. M., Kuhn, M., Wisenbaker, J., & Stahl, A. (2004). Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers. Journal of Educational Psychology, 96(1), 9-129.

The Survival List: How to Input Structured, Memorable Words and Patterns to Long-term Memory. https://zoom.us/rec/play/u5N7I-76-zs3HoaSswSDV_8tW426LqOs0CVKrvpexEe2UnYKO1KiZrpBa-IZJ- 8XvCcfNWtjzph5kYU8?startTime=1584661805000.

Comprehension

Currie, N. K., Francey, G., Davies, R., Gray, S., Bridges, M. S., Restrepo, M. A., ... & Cain, K. (2020). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Scientific Studies of Reading, 1-18.

Douglas, K. M., & Albro, E. R. (2014). The progress and promise of the reading for understanding research initiative.

Eng, C. M., Godwin, K. E., & Fisher, A. V. (2020). Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers. NPJ science of learning, 5(1), 1-10.

James, E., Currie, N. K., Tong, S. X., & Cain, K. (2020). The relations between morphological awareness and reading comprehension in beginner readers to young adolescents. Journal of Research in Reading.

MacGrath, L. (2019, November 30). Background Knowledge: The Compass Pointing to Reading Comprehension. Blue Moose Literacy. https://bluemooseliteracy.com/2019/11/29/background-knowledge-the-compass-pointing- to-reading-comprehension/.

Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80(1), 16.

Stevens, E. A., Vaughn, S., House, L., & Stillman-Spisak, S. (2019). The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5. Scientific Studies of Reading, 1-15.