Foundational Reading Skills

Another Blast in the Reading Wars (Washington Post, September 2013)

Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs (Woods and Graham, 2020)

Are We Teaching Children to Read too Early? (Teachers College Press, August 2019)

Can Prevailing Approaches to Reading Instruction Accomplish the Goals of RTI (Perspectives on Language, Summer 2017)

Differentiating Between Difficult-to-remediate and Readily Remediated Poor Readers (Journal of Learning Disabilities, May-June 2000)

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (Shifrer, Muller, and Callahan, 2010)

Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel? (Journal of Learning Disabilities, July 2009)

Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation (Annie E. Casey Foundation, January 2012)

The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education (Journal of Childhood and Developmental Disorders, August 2016)

Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (The MIT Press, 2004)

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research (Review of Educational Research, January 2018)

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

Ending the Reading Wars: Reading Acquisition From Novice to Expert (Psychological Science in the Public Interest, June 2018)

Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015)

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

Hard Words: Why aren’t kids being taught to read? (APM Reports, 2018)

How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking (American Educator, 2006)

How Spelling Supports Reading (American Educator, Winter 2005/06)

How Young is Too Young to Teach Reading? - (Waterford, February 2019)

Landscapes in Teacher Prep: Undergraduate Elementary Ed (National Council on Teacher Quality, December 2016)

Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It (Basic Books, 2017)

Language at the Speed of Sight - On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning (Shanahan on Literacy, July 2017)

Language Essentials for Teachers of Reading and Spelling (LETRS) (Sopris West)

Learning to Read: The Great Debate (McGraw-Hill, 1967)

Letter from 40 linguists in response to a draft of the Curriculum Framework for English Language Arts, to be used in the public schools of Massachusetts (July 1995)

Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation (American Educator, Summer 2013)

The Literacy Performance of ex-Reading Recovery Students Between Two and Four Years Following Participation on the Program: Is this Intervention Effective for Students with Early Reading Difficulties? (Chapman and Tunmer, 2015)

Literacy Today: Research on Reading Instruction (International Literacy Association, 2020)

Meeting the Challenges of Early Literacy Phonics Instruction (International Literacy Association, 2019)

The National Reading Panel Report: Practical Advice for Teachers (Learning Point Associates, 2006)

The Need to Change the Way Children Are Taught to Read (Brady and Moats, 1997)

An Open Letter to a Defender of Whole Language Reading Instruction (International Foundation for Effective Reading Instruction, 1999)

Preventing Reading Difficulties in Young Children: Executive Summary (Snow, Burns, and Griffin, 1998)

The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction - And What We Can Do about It (Rowman and Littlefield Education, 2006)

The Reading Wars (The Atlantic, November 1997)

Reducing the Incidence of Early Reading Difficulties (Learn Individ Differ., March 2008)

Science of Reading (International Dyslexia Association Ontario)

Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers (National Council on Teacher Quality, August 2018)

Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties (International Dyslexia Association)

Study of Mississippi Teacher Preparation for Early Literacy Instruction (The Barksdale Reading Institute and The Institutions of Higher Learning, December 2015)

Study of Teacher Preparation in Early Reading Instruction (Institute of Education Sciences, September 2010)

Summary of the (U.S.) National Reading Panel Report (International Reading Association, 2002)

Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Report of the National Reading Panel) (National Institutes of Health, April 2000)

Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do (American Federation of Teachers, June 1999)

The Science of Reading (SCORE, 2020)

The Simple View of Reading (The Center for Development and Learning, February 2010)

The Simple View of Reading (Reading Rockets, 2019)

Unbalanced Comments on Balanced Literacy (Shanahan on Literacy, October 2014)

What is Structured Literacy? (International Dyslexia Association, 2016)

What parents need to know about the research on how kids learn to read (Hechinger Report. March 2020)

What Teachers Need to Know for Informed Reading Instruction (Brady and Moats, 1997)

Who Is in Charge of Teacher Preparation? (Center for American Progress, June 2013)

Whole Language: Beliefs and Practices (National Education Association, July 1989)

Whole-Language High Jinks (Thomas B. Fordham Institute, January 2007)

Whole Language Lives On: The Illusion of Balanced Reading Instruction (Thomas B. Fordham Foundation, October 2000)

Why Johnny Still Can't Read — And What to Do About It (Forbes, May 2018)

Why Not Phonics and Whole Language? (Bolt Beranek and Newman, Inc., 2004)