FOR-PD Course Syllabus: Bibliography

The following is a partial bibliography used for the development of this course. For more information, see the references section in each lesson in the course and the FOR-PD resources database.

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M. J. (1997). The great debate: Then and now. Annals of Dyslexia, 47, 265-276.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1997). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: P. H. Books.

Adams, M., Foorman, B., Lundberg, I., & Beeler, T (1998). Phonemic awareness in young children. Baltimore, MD: Brookes.

American Federation of Teachers (1999). Teaching IS rocket science: What expert teachers of reading should know and be able to do. Washington, DC.

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research blocks for teaching children to read. Washington, DC: The U.S. Department of Education.

Bean, T. (2000). Reading in the content areas: Social constructivist dimensions. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3). Mahwah, NJ: Lawrence Erlbaum Associates.

Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, and P. D. Pearson (Eds.), Handbook of Reading Research, Vol. II (pp. 789-814). White Plains, NY: Longman.

Beers, G. K. (2003). When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann.

Blair-Larsen, S. M., & Williams, K.A. (Eds.). (1999). The balanced reading program. Newark, DE: International Reading Association.

Braunger, J., & Lewis, J. (1997). Building a knowledge base in reading. Portland, OR: Northwest Regional Educational Laboratory.

Chall, J. S. (1983). Learning to read: The great debate (2nd ed.). New York: McGraw-Hill.

Chall, J. S. (1996). Stages of reading development (2nd ed.). New York: Harcourt Brace.

Chi, M. T. H., Glaser, R., & Farr, M. J. (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.

Ehri, L. C. (1984). How orthography alters spoken language competencies in children. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 118-147). New York: Springer-Verlag.

Ehri, L. C. (1985). Effects of printed language acquisition on speech. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning (pp. 333-367). Cambridge: Cambridge University Press.

Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2): 116-125.

Ehri, L. C. (1998). Research on learning to read and spell: A personal historical perspective. Scientific Studies of Reading, 2(1), 97-114.

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). Mahwah, NJ: Erlbaum.

Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson (Eds.). Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.

Erickson, K. A., & Smith, J. (Eds.). (1991). Toward a theory of expertise. Cambridge, England: Cambridge Press.

Fisher, C., & Adler, M. A. (1999). Early reading programs in high-poverty schools: Emerald elementary beats the odds. (CIERA Report #3-009). Ann Arbor: CIERA/University of Michigan.

Freppon, P., & Dahl (1998). Theory and research into practice: Balanced instruction: Insights and considerations. Reading Research Quarterly, 33(2), 240-251.

Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79-129.

Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary. Newark, DE: International Reading Association.

Heilman, A. W., Blair, T. R., & Rupley, W. H. (2002). Principles and practices of teaching reading. Upper Saddle River, NJ: Prentice-Hall.

Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V., & Paris, S. G. (1998). Every child a reader: Applying reading research in the classroom. Ann Arbor: CIERA/University of Michigan.

Hiebert, E. H., & Taylor, B. M. (Eds.). (1994). Getting reading right from the start: Effective early literacy intervention. Boston: Allyn & Bacon.

Hoffman, R. R. (1992). The psychology of expertise: Cognitive research and empirical. Albany, New York: Springer-Verlag.

Honig, B. (2001). Teaching our children to read: The components of an effective, comprehensive reading program. Thousand Oaks, CA: Corwin Press.

Jacobson, J. M. (1998). Content area reading: Integration with the language arts. Albany, NY: Delmar Publishers.

Juel, C. (1994). Learning to read and write in one elementary school. New York: Springer-Verlag.

Learning First Alliance. (1998). Every child reading: An action plan. Washington, D.C.: Learning First Alliance.

Learning First Alliance. (2000), Every child reading: A professional development guide. Washington, D.C.: Learning First Alliance.

Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55(6), 14-18.

Moats L. C. (2001). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes Publishing Co.

Morrow, L. M., Tracey, D. H., Woo, D., & Pressley, M. (1999). Characteristics of exemplary first-grade literacy instruction. The Reading Teacher, 52(5), 462-476.

National Assessment of Educational Progress (NAEP). (1999). The Nation's Report Card. Washington DC: National Center for Educational Statistics.

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.

National Research Council (1998). Preventing reading difficulties in young children. National Academy Press: Washington, D.C.

Newman, S. B., & Roskos, K. A. (Eds.). (1998). Children achieving: Best practices in early literacy. Newark, DE: International Reading Association.

Rudell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 22-42). Newark, DE: International Reading Association.

Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of the instructional practices of outstanding primary-level literacy teachers. Elementary School Journal, 96, 363-384.

Readance, J. E., Bean, T. W., & Baldwin, R. S. (2000). Content area literacy: An integrated approach. Dubuque, IA: Kendall Hunt Publishing Company.

Readance, J. E., Kile, R. S., & Mallette, M. H. (1998). Secondary teachers' beliefs about literacy: Emerging voices. In D. E. Alverman, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives (pp. 129-148). Mahwah, NJ: Erlbaum.

Report of the National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: US Department of Health and Human Services. Accessed on 06/20/03.
Available: http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

Richgels, D. J., Poremba, K., & McGee, L. (1996). Kindergarteners talk about print: Phonemic awareness in meaningful contexts. The Reading Teacher, 49(8), 632-645.

Roe, B. D., Stoodt, B. D., & Burns, P. C. (2001). Secondary literacy instruction: The content areas. Boston, MA: Houghton Mifflin.

Rumelhart, D. E. (1985). Toward an interactive model of reading. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and purposes of reading (3rd ed.). Newark, DE: International Reading Association.

Snow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council. National Academy Press.

Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Beating the odds in teaching all children to read. (CIERA Report #2-006). Ann Arbor: CIERA/University of Michigan.

Torgesen, J. K. (1993). Variations on theory in learning disability. In G. R. Lyon, D. B. Gray, J. F. Kavanagh, & N. A. Krasnegor (Eds.), Better understanding of learning disabilities: New views from research and their implications for education and public policies (pp. 153-170). Baltimore, MD: Paul H. Brookes.

Torgesen, J. K. (1998). Instructional interventions for children with reading disabilities. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability (pp. 197-220). Timonium, MD: York Press.

Torgesen, J. K. (1999). Considering NICHD sponsored research in reading within the proper context. Issues in Education: Contributions from Educational Psychology, 5, 139-146.

Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64.

Torgesen, J. K. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.

Torgesen, J. K. (2003). Setting new goals for intervention with older children: Lessons from research. Invited keynote address at meetings of the International Dyslexia Association: Texas Branch. Austin, Texas: January, 2002 at 12:28pm.

Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J. Metsala & L. Ehri (Eds.). Word Recognition in Beginning Reading. Hillsdale, NJ: Lawrence Erlbaum Associates.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27(5), 276-286.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Approaches to the prevention and remediation of phonologically based reading disabilities. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia. Hillsdale, NJ: Lawrence Erlbaum Associates.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1(2), 161-185.