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Reading List - For Teachers

The live links, where provided, will direct you to either an archived document or a link to purchase the article/book.

• “ Learning to read and write: a longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4): 437-447.” - Juel, C. (1988).
• “Another chance: Help for older students with limited literacy. American Educator, 22 (1 & 2): 74-79” - Greene, J.F. (Spring/Summer 1998)
• “Beginning to Read: Thinking and Learning about Print. Cambridge MA: The MIT Press.” - Adams, M.J.
• “Catch them before they fall. American Educator, 22(1 & 2): 32-39.” - Torgesen, J.K. (Spring/Summer 1998)
• “Curriculum Development and Supplemental Materials Commission (1999). Reading/Language Arts Framework for California Public Schools: kindergarten through grade twelve. Sacramento, CA: California Department of Education” - CA Dept. of Ed
• “Different strokes for different folks. A Critique of learning styles. American Educator, 23(3)l 27-31.” - Stahl, S.A. (Fall 1999).
• “Dyslexia. Scientific American. 275(5): 98-104” - Shaywitz, S.E. (November 1996)
• “How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2): 31-74.” - Rayner, K, Foorman, B.R., Perfetti, C.A., Pesetsky, D. & Seidenberg, M.S. (November 2001)
• “How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12-24.” - Moats, L.C. (2006)
• “Learning to read and write: a longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4): 437-447.” - Juel, C. (1988)
• “Measuring teacher’s content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.” - Moats, L.C. & Foorman, B.R. (2003)
• “Morphology in word identification: A word experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219-237.” - Reichle, E.D. & Perfetti, C.A. (2003).
• “Preventing Reading Difficulties in Young Children. Washington D.C.: National Academy Press” - Burns, M.S., Griffin, P. & Snow, C.W. (1998)
• “Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.” - Snow, C.E., Burns, M.S. & Griffin, P. (Eds.) (1998)
• “Scientific Research in Education. Washington, DC: National Academy Press.” - Shavelson, R.J. & Towne, L. (Eds.) (2002)
• “Summary Report of Preventing Reading Difficulties in Young Children, prepared for U.S. Department of Education Summit, Washington D.C., Sept. 1998. ” - Various
• “The alphabetic principle and learning to read. In Shankweiler and Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle, University of Michigan Press” - Liberman, I.Y., Shankweiler, D. & Liberman, A.M. (1989).
• “The alphabetic principle and learning to read. In Shankweiler and Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle, University of Michigan Press.” - Liberman, I.Y., Shankweiler, D. & Liberman, A.M. (1989)
• “The role of decoding in Learning to read. American Educator, 19: 8-12.” - Beck, I. & Juel, C. (1995)
• “The role of instruction in learning to read: preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1):1-15” - Foorman, B.R., Francis, D.G., Fletcher, J.N., Schatschneider, C. & Mehta, P.
• “Why reading is not a natural process. Educational Leadership, 55(6): 14-18” - Lyon, G.R. (1998)
• “Why reading is not a natural process. Educational Leadership, 55(6): 14-18.” - Lyon, G.R. (1998)