| Resource List Instruction for Older Students Struggling with Reading Teacher References Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. Alvermann, D.E., & Moore, D.W. (1996). Secondary school reading. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 951–983). New York: Longman. Barry, A.L. (1997). High school reading programs revisited. Journal of Adolescent and Adult Literacy, 40(7), 524–531. Carr, S.C., & Thompson, B. (1996). The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Learning Disabilities Quarterly, 19(1), 48–61. Cornoldi, C., Logie, R., Brandimonte, M., Kaufmann, G., & Reisberg, D. (1996). Stretching the imagination. New York: Oxford University Press. Cramer, E.E., & Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain in reading education. Newark, DE: International Reading Association. Ehri, L.C., & Wilce, L.S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75, 3–18. Finn, C.E., Rotherham, A.J., & Hokanson, C.R., Jr. (2001). Rethinking special education for a new century. Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute. Gaultney, J.F. (1995). The effect of prior knowledge and metacognition on the acquisition of a reading comprehension strategy. Journal of Experimental Child Psychology, 59(1), 142–163. Henry, M.K., & Brickley, S.G. (Eds.). (1999). Dyslexia & Samuel T. Orton and his legacy. Baltimore: The International Dyslexia Association. Juel, C. (1996). Beginning reading. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 749–788). New York: Longman. Kos, R. (1991). Persistence of reading disabilities: The voices of four middle school students. American Educational Research Journal, 28(4), 875–895. Maria, K. (1990). Reading comprehension instruction issues and strategies. Timonium, MD: York Press. (Available from PRO-ED, 800-897-3202) Meyer, M.S., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new direction. Annals of Dyslexia, 49, 283–306. Noble, A.J., Hackett, G., & Chen, E.G. (1992, April). Relations of career and academic self-efficacy to the career aspirations and academic achievement of ninth and tenth grade at risk students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Orton, J.L. (1964). A guide to teaching phonics. Winston-Salem, NC: Orton Reading Center and Salem College Book Store. Orton, J. (1966). The Orton Gillingham approach in the disabled reader. Baltimore: The John Hopkins University Press. Panagos, R., & DuBois, D. (1999). Career self-efficacy development and students with learning disabilities. Learning Disabilities Research & Practice, 14(1), 25–34. Samuels, S.J. (2002). Reading fluency: Its development and assessment. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166–183). Newark, DE: International Reading Association. Samuels, S.J., Miller, N., & Eisenberg, P. (1979). Practice effects on the unit of word recognition. Journal of Educational Psychology, 71, 514–520. Sanacore, J. (1997). Promoting lifetime literacy through authentic self-expression and intrinsic motivation. Journal of Adolescent and Adult Literacy, 40(7), 568–571. Scarborough, H.S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 68, 115–136. Schupack, H., & Wilson, B.A. (1997). Reading, writing and spelling: The multisensory structured language approach. Baltimore: The International Dyslexia Association. Shaywitz, B.A., Fletcher, J.M., Holahan, J.M., & Shaywitz, S.E. (1992). Discrepancy compared to low achievement definitions of reading disability: Result from the Connecticut longitudinal study. Journal of Learning Disabilities, 25(10), 639–648. Stanovich, K.E., & Cunningham, A.E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85(2), 211–229. Wagoner, S.A. (1983). Comprehension monitoring: What it is and what we know about it. Reading Research Quarterly, 18(3), 328–346. Worthy, J. (1996). A matter of interest: Literature that hooks reluctant readers and keeps them reading. The Reading Teacher, 50(2), 2–10. Curricula for Students Beyond Elementary Grades Greene, J.F. (1995). LANGUAGE! A reading, writing, and spelling curriculum for at-risk and ESL students (Grades 4–12). Longmont, CO: Sopris West. Kleiber, M.H. (1990–2004). Specific language training: An Orton-Gillingham curriculum for adolescents. Yonkers, NY: Decatur Enterprises. (Available from the publisher, 26 Birch Road, Yonkers, NY 10705) Knight, J.R. (1986). Starting over: A combined teaching manual and student textbook for reading, writing, spelling, vocabulary, and handwriting. Cambridge, MA: Educators Publishing Service. Tuley, A.C. (1998). Never too late to read: Language skills for the adolescent dyslexic (based on the work of Alice Ansara). Timonium, MD: York Press. (Available from PRO-ED, 800-897-3202) Wilson, B.A. (1988). Wilson reading system: Teacher's guide and student material. Millbury, MA: Wilson Language Training. (Available from the publisher, http://www.wilsonlanguage.com) Instructional Materials for Controlled Text The following companies are sources of controlled text for older students. These contain passages with 95%–100% of the words following a specified word structuring. Academic Therapy Publications 20 Commercial Boulevard Novato, CA 94949 800-422-7249 High Noon: Sound Out Series Educators Publishing Service Post Office Box 9031 Cambridge, MA 02139-9031 800-435-7728 MTA Readers Sopris West Post Office Box 1809 Longmont, CO 80502 800-547-6747 J & J Language Readers Wilson Language Training 175 West Main Street Millbury, MA 01527 800-899-8454 (ordering materials) 800-899-5699 (training information) Student Readers: Steps 1-12 (by B. Wilson) Stories for Older Students (by J. Brown) Travels with Ted (by J. Brown) Instructional Materials for Noncontrolled Decodable Text The following sections list companies who offer text with passages written at easier levels, which may provide decodable text for students (depends upon individual students). Fiction The fiction stories listed here are written at varied levels and in varied subjects of interest. Don Johnston 26799 West Commerce Drive Volo, IL 60073 800-999-4660 Start to Finish Series (classic stories available at two levels and in three formats book, audiotape, and CD-ROM with text-to-speech features) 4Mation Educational Resources Castle Park Road Barnstaple, Devon EX32 8PA UNITED KINGDOM +44 (0)1271 325353 Spinout Stories (CD-ROMs designed to promote literacy for older students with reading difficulties. Each story has three levels the hardest has optional text links.) Jamestown Education Press A McGraw-Hill Company 800-USA-READ American Portraits (historical novels with reading levels 5–8) Best Series (diverse nonfiction including poetry, plays, short stories, and selections from novels) Five-Star Stories (high-interest anthologies with short stories from around the world) Wieser Educational 30281 Esperanza Rancho Santa Margarita, CA 92688-2130 800-880-4433 Cover to Cover Novels (written at Grades 2–4 reading levels with stories of interest for students in Grade 4 to adult) Passages Reading Program (high-interest reading books written at Grades 3–6 reading levels with stories of interest for students from Grade 5 to adult) Nonfiction These nonfiction passages can be used for comprehension and fluency. Jamestown Education Press A McGraw-Hill Company 800-USA-READ Contemporary Reader (diverse, nonfiction selections written at Grades 2–5 levels) Six-Way Paragraphs (a leveled series of high-interest nonfiction passages) Phoenix Learning Resources 2349 Chaffee Drive St. Louis, MO 63146 800-221-1274 New Practice Readers (Reading levels 2–6, interest 2 to adult) Reading for Concepts (Reading levels 1–6, interest 2 to adult) Reading About Science (Reading levels 2–6, interest 2 to adult) Building Reading Skills (Reading levels 2–7, interest 4 to adult. Six new vocabulary words are repeated several times in different contexts in each real-life story.) Recording for the Blind & Dyslexic (RFB&D) A variety of titles are available from RFB&D. Wilson Language Training 175 West Main Street Millbury, MA 01527 800-899-8454 (ordering materials) 800-899-5699 (training information) http://www.wilsonacademy.com (Resources on this subscription-based web site provide nonfiction passages with text for teachers to read to students at a higher level, matched with same content text written at an easier, more decodable level.) Achieve passages (Print version of passages from Wilson Academy.com written at two levels—one to be read to students, the other to be read by students) Spellcheckers Franklin Electronic Publishers Handheld electronic spellcheckers that speak (from Franklin Electronic Publishers and other companies) can be used to help students read words that they cannot decode. They also assist students with spelling if they understand basic sound–symbol correspondence and word structure. Text-to-Speech Supported Reading Software EzDaisy and Scholar Digital Talking Book Players Kurzweil 3000 Literacy Productivity Package Read & Write Gold WYNN E-text Sources Bookshare.org Technology Resources Audiobooks are available from a variety of stores and libraries, as well as from Recording for the Blind and Dyslexic (RFB&D). Web Sites Adolescent Literacy Alliance for Excellent Education Literacy Education and Reading Programs in the Secondary School National Institute on the Education of At-Risk Students Strategic Instruction Model Success of a Direct Instruction Model at a Secondary Level School with High-Risk Students (Click on "ask for a copy.") Wilson Academy |
