| Resource List Teaching Reading: Accurate Decoding and Fluency Teacher References Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. Adams, M.J. (1994). Phonics and beginning reading instruction. In F. Lehr & S. Osborn (Eds.), Reading, language, and literacy (pp. 3–23). Mahwah, NJ: Lawrence Erlbaum Associates. Adams, M.J. (1995, Summer). Resolving the "great debate." American Educator, 7–20. Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice Hall. Beck, I.L., & Juel, C. (1995, Summer). The role of decoding in learning to read. American Educator, 8–42. Blachman, B.A. (1991). Getting ready to read: Learning how to print maps to speech. In J.F. Kavanagh (Ed.), The language continuum: From infancy to literacy (pp. 41–62). Timonium, MD: York Press. (Available from PRO-ED, 800-897-3202) Bowers, P.G., Sunseth, K., & Golden, J. (1999). The route between rapid naming and reading progress. Scientific Studies in Reading, 3(1), 31–53. Butler, K.G., & Silliman, E.R. (2002). Speaking, reading and writing in children with learning disabilities. Mahwah, NJ: Lawrence Erlbaum Associates. Calfee, R. (1998). Phonics and phonemes: Learning to decode and spell in a literature-based program. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy. Mahwah, NJ: Lawrence Erlbaum Associates. Calfee, R.C., & Patrick, C.P. (1995). The portable Stanford book series: Teach our children well. Stanford, CA: Stanford Alumni Association. Chall, J.S. (1983). Stages of reading development. New York: McGraw-Hill. Chall, J.S. (1992). The new reading debates: Evidence from science, art, and ideology. Teachers College Record, 94, 315–328. Chall, J.S., & Popp, H.M. (1996). Teaching and assessing phonics. Cambridge, MA: Educators Publishing Service. Cox, A.R. (1992). Foundations for literacy: Structures and techniques for multisensory teaching of basic written English language skills. Cambridge, MA: Educators Publishing Service. Dickinson, D.K., & Tabors, P.O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes Publishing Co. Ehri, L. (1998). Research on learning to read and spell: A personal-historical perspective. Scientific Studies in Reading, 2(2), 97–114. Ehri, L. (1996). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 383–417). New York: Longman. Felton, R.H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26(9), 583–589. Fry, E.B., Polk, J.K., & Fountoukidis, D.L. (1996). The reading teacher's new book of lists (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Henry, M.K. (1989). Children's word structure knowledge: Implications for decoding and spelling instruction. Reading and Writing: An Interdisciplinary Journal, 2, 135–152. Honig, B. (1996). Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, CA: Corwin Press. Honig, B., Diamond, L., & Nathan, R. (1998). Reading research anthology. Novato, CA: Academic Therapy Publications. Honig, B., Diamond, L., & Nathan, R. (1998). Teaching reading sourcebook. Novato, CA: Academic Therapy Publications. Liberman, I.Y., & Liberman, A.M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51–76. Liberman, I.Y., Rubin, H., Duques, S.L., & Carlisle, J. (1985). Linguistic skills and spelling proficiency in kindergartners and adult poor spellers. In D.B. Gray & J. Kavanagh (Eds.), Biobehavioral measures of dyslexia (pp. 163–176). Timonium, MD: York Press. (Available from PRO-ED, 800-897-3202) Mather, N. (1992). Whole language reading instruction for students with learning disabilities: Caught in the crossfire. Learning Disabilities Research and Practice, 7, 87–95. Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brookes Publishing Co. National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. 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 (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Also available on-line: http://www.nichd.nih.gov/publicatons/nrp/report.htm Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: The Guilford Press. Richardson, S. (1991). The alphabetic principle: Roots of literacy. In W. Ellis (Ed.), All language and the creation of literacy (pp. 57–62). Baltimore: The International Dyslexia Association. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press. Vail, P.L. (1991). Common ground: Whole language and phonics working together. Rosemont, NJ: Modern Learning Press. Williams, J. (1991). The meaning of a phonics base for reading instruction. In W. Ellis (Ed.), All language and the creation of literacy (pp. 9–19). Baltimore: The International Dyslexia Association. Wolf, M., & Katzer-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies in Reading, 5(3), 211–239. Multisensory Structured Curricula Bebko, A.R., Alexander, J., & Doucet, R. (2001). LANGUAGE! Roots (2nd ed.). Longmont, CO: Sopris West. Bertin, P., & Perlman, E. (1980). Preventing academic failure. Cambridge, MA: Educators Publishing Service. Bloom, F., & Traub, N. (2002). Recipe for reading (New century ed.). Cambridge, MA: Educators Publishing Service. Carreker, S. (1992). Language enrichment. Bellaire, TX: Neuhaus Education Center. Carreker, S. (1998). Basic language skills (Book 1–3). Bellaire, TX: Neuhaus Education Center. Clark-Edmunds, S. (2000). S.P.I.R.E. Cambridge, MA: Educators Publishing Service. Cox, A.R. (1992). Foundations for literacy: Structures and techniques for multisensory teaching of basic written English language skills. Cambridge, MA: Educators Publishing Service. Dillon, S. (1987). Sounds in syllables. Albuquerque, NM: S.I.S. Publishing Co. duBard, N.E., & Martin, M.K. (1994). Teaching language deficient children: Theory and application of the Association Method for multisensory teaching (Rev. ed.). Cambridge, MA: Educators Publishing Service. Enfield, M.L., & Greene, V. Project read. Bloomington, MN: Language Circle Enterprise. Gillingham, A., & Stillman, B.W. (1997). The Gillingham manual: Remedial training for students with specific disability in reading, spelling, and penmanship (8th ed.). Cambridge, MA: Educators Publishing Service. Greene, J.F. (1995). LANGUAGE! A reading, writing, and spelling curriculum for at-risk and ESL students (Grades 4–12). Longmont, CO: Sopris West. Henry, M.K., & Redding, N.C. (1996). Patterns for success in reading and spelling: A multisensory approach to teaching phonics and word analysis. Austin, TX: PRO-ED. Herman, R.D. (1993). The Herman Method for reversing reading failure. Sherman Oaks, CA: The Herman Method Institute. Jolly phonics. Chigwell, Essex, United Kingdom: Jolly Learning. (Available from the publisher, 50 Winter Sport Lane, Williston, VT 05495-0020; 800-488-2665; e-mail: jolly.orders@aidcvt.com) 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. LEAD Educational Resources. LEAD program: Logical encoding and decoding. Bridgewater, CT: Author. (Available from the author, 144 Main Street North, Bridgewater, CT 06752; 860-355-1516) Lindamood, P., & Lindamood, P. (1998). Lindamood phoneme sequencing program for reading, spelling, and speech (LiPS): Teacher's manual for the classroom and clinic (3rd ed.). Austin, TX: PRO-ED. Pickering, J.S. Sequential English education (SEE). Dallas, TX: The June Shelton School. Reading mastery. Blacklick, OH: SRA/McGraw-Hill. (Available from the publisher, http://www.sraonline.com) Redding, N.C., & Henry, M.K. (2004). Patterns for success in reading and spelling activity book. Austin, TX: PRO-ED. Rome, P.D., & Osman, J.S. (1993). Language tool kit. Cambridge, MA: Educators Publishing Service. Rome, P.D., & Osman, J.S. (2000). Advanced language tool kit. Cambridge, MA: Educators Publishing Service. Simmons, L. (1997). Saxon phonics. Norman, OK: Saxon Publishers. Slingerland, B.H., & Aho, M. (1994–1996). A multi-sensory approach to language arts for specific language disability children (Rev. ed., Vols. 1–3). Cambridge, MA: Educators Publishing Service. Smith, M.T. (1996). MTA reading and spelling program (Kits 1–7). Cambridge, MA: Educators Publishing Service. Smith, M.T. (1996). Multisensory teaching system for reading (MTS). Forney, TX: MTS Publications. Sonday, A. (1997). The Sonday system: Learning to read [Learning plan and word books]. Cambridge, MA: Educators Publishing Service. Spalding, R.B. (with Spalding, W.T.). (1990). The writing road to reading: The Spalding Method of phonics for teaching speech, writing, and reading (4th rev. ed.). New York: Quill. Wickerham, C.W., & Allen, K.A. (1993). Multisensory reading and spelling (Books 1–4). Bellaire, TX: Neuhaus Education Center. 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) Other Curricula, Guides, and Activities Biddle, M.L., & Raines, B.J. (1980). Situation learning: Teacher guides and student workbooks (Vols. 1–3). Cambridge, MA: Educators Publishing Service. Chall, J.S., & Popp, H.M. (1996). Teaching and assessing phonics. Cambridge, MA: Educators Publishing Service. Hall, N., & Price, R. (1993). Explode the code. Cambridge, MA: Educators Publishing Service. Henry, M.K. (1990). WORDS: Integrated decoding and spelling instruction based on word origin and structure. Austin, TX: PRO-ED. Henry, M.K. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore: Paul H. Brookes Publishing Co. Henry, M.K., & Redding, N.C. (1996). Patterns for success in reading and spelling: A multisensory approach to teaching phonics and word analysis. Austin, TX: PRO-ED. Johnson, K., & Bayrd, P. (1988). Megawords: Multisyllabic words for reading, spelling and vocabulary. Cambridge, MA: Educators Publishing Service. Smith, M.T. (1996). Multisensory teaching system for reading. Forney, TX: MTS Publications. Steere, A., Peck, C.Z., & Kahn, L. (1971). Solving language difficulties. Cambridge, MA: Educators Publishing Service. Wilson, R.Q., & Rudolf, M.K. (1986). Merrill linguistic reading program (4th ed.). New York: Merrill. Wimer, D.B. (1994). Word studies: A classical perspective. Prefixes + roots + suffixes (Vol. 1). Richmond, VA: Author. (Available from the author, Post Office Box 5362, Richmond, VA 23220) Instructional Materials Carreker, S. (1999). Practices for developing accuracy and fluency. Bellaire, TX: Neuhaus Education Center. Erwin, P. (1992). Winston grammar cards. San Diego: Farnsworth Books. Gillingham, A., & Stillman, B.W. (1959). Phonetic word cards: Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge, MA: Educators Publishing Service. Greene, J.F., & Woods, J.F. (1992). J & J language readers for reading/language delayed and ESL/EFL students (Levels I–III). Longmont, CO: Sopris West. McCracken pocket charts. Seattle, WA: School Art Materials. (Available from the publisher, Post Office Box 94082, Seattle, WA 98124; 800-752-4359) Montgomery, D.B. (1975). Angling for words: The teacher's line. Novato, CA: Academic Therapy Publications. Neuhaus Education Center. Procedure charts: LLP, WOW, SOS, Dict, Demo, Copy. Bellaire, TX: Author. Sands, E.M. SANDS reading cards [Picture sound cards, letter sound cards, audiocassette]. New York: Davick House. (Available from the publisher, Post Office Box 150136, Kew Gardens, NY 11415) Smith, M.T. MTA reading and spelling program (Kits 1–7). Cambridge, MA: Educators Publishing Service. Smith, M.T. (1987–1993). MTA reader series. Cambridge, MA: Educators Publishing Service:
The following bookstore also carries instructional materials: BurnsBooks, 50 Joe's Hill Road, Danbury, CT, 08811; 203-744-0232. Videotapes Beckham, P.B., & Biddle, M.L. (1988). Dyslexia training program videotapes. Dallas: Texas Scottish Rite Hospital, Child Development Division. Birsh, J.R. (Consulting Ed.), & Potts, M., & Potts, R. (Producers). (1997). LD/LA: Learning disabilities/learning abilities: Videotape II. The teaching: What students need. West Tisbury, MA: Vineyard Video Productions. (Available from Paul H. Brookes Publishing Co., Post Office Box 10624, Baltimore, MD 21285-0624; 800-638-3775; 410-337-9580) Birsh, J.R. (Consulting Ed.), & Potts, M., & Potts, R. (Producers). (1997). LD/LA: Learning disabilities/learning abilities: Videotape III. Reading is not a natural skill: Teaching children the code to unlock language. West Tisbury, MA: Vineyard Video Productions. (Available from Paul H. Brookes Publishing Co., Post Office Box 10624, Baltimore, MD 21285-0624; 800-638-3775; 410-337-9580) Keagy, J., & Sanders, A. (1991). Literacy program videotapes. Dallas: Texas Scottish Rite Hospital, Child Development Division. Software Texthelp Systems Ltd. Enkalon Business Centre 25 Randalstown Road Antrim, NORTHERN IRELAND BT41 4LJ +44 (0)28 94 428105 Dyslexia training program supplement. Richardson, TX: SofDesign International. (Available from the publisher, http://www.sofdesign.com/dyslexia/dtps/default.html) Kurzweil 3000 [Provides visual and auditory feedback with printed material]. Waltham, MA: Kurzweil Educational Systems. (Available from the publisher, 411 Waverley Oaks Road, Waltham, MA 02452; 800-894-5374) Lexia Reading SOS (Strategies for Older Students). Lincoln, MA: Lexia Learning Systems. (Available from the publisher, 2 Lewis Street, Post Office Box 466, Lincoln, MA, 01773; 800-435-3942; http://www.lexialearning.com) Lexia Primary Phonics. Lincoln, MA: Lexia Learning Systems. (Available from the publisher, 2 Lewis Street, Post Office Box 466, Lincoln, MA, 01773; 800-435-3942; http://www.lexialearning.com) ULTimate reader [Speaks back electronic printed matter]. Wauconda, IL: Don Johnston (Available from the publisher, Post Office Box 639, Wauconda, IL 60084; 800-999-4660; e-mail: info@donjohnston.com; http://www.donjohnston.com) Web Sites Center for the Improvement of Early Reading Achievement Junior Great Books U.S. Department of Education Resources and Organizations for Parents and Teachers Hall, S.L., & Moats, L.C. (1999). Straight talk about reading: How parents can make a difference during the early years. Chicago: Contemporary Books. The International Dyslexia Association (IDA) 8600 LaSalle Road Chester Building Suite 382 Baltimore, MD 21286 800-ABC-D123 E-mail: info@interdys.org International Reading Association (IRA) Public Information Office 800 Barksdale Road Post Office Box 8139 Newark, DE 19714 302-731-1600 |
