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Educator Knowledge & Practice
Selected Research
Binks-Cantrell, E., Washburn, E., Joshi, R. M., & Hougen, M. (2012).
Peter effect in the preparation of reading teachers.
Scientific Studies of Reading
, 16, 526–536.
Cohen, R., Mather, N. Schneider, D. A., & White, J. (2017).
A comparison of schools: Teacher knowledge of explicit code-based reading instruction
.
Reading & Writing:
An Interdisciplinary Journal
, 30
(4), 653–690.
Cunningham, A. E., Perry, K. E., Stanovich, K. E. & Stanovich, P. E. (2004).
Disciplinary knowledge of K–3 teachers and their knowledge calibration in the domain of early literacy
. Annals of Dyslexia
,
54
(1), 139–167.
Greenberg, J., McKee, A., & Walsh, K. (2013).
NCTQ Teacher Prep Review: A review of the nation’s teacher preparation programs.
Washington, DC: National Council for Teacher Quality.
Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E, & Smith, D. (2009).
Why elementary teachers might be inadequately prepared to teach reading.
Journal of Learning Disabilities,42
(5), 392–402.
Interventions & Instruction
Selected Research
Boyer, N., & Ehri, L. C. (2011).
Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners
.
Scientific Studies of Reading, 15
(5), 440–470.
Brady, S. (2011).
Efficacy of phonics teaching for reading outcomes: Implications from Post-NRP research
. In S. Brady, D. Braze, & C. Fowler (Eds.),
Explaining individual differences in reading
(pp. 69–96). London: Psychology Press.
Castles, A., Rastle, K., & Nation, K. (2018).
Ending the Reading Wars: Reading Acquisition From Novice to Expert
.
Psychological Science in the Public Interest
,
19
(1), 5–51.
Catts, H. W., Adlof, S. M. & Weismer, E. (2006).
Language deficits in poor comprehenders: a case for the simple view of reading.
Journal of Speech, Language and Hearing Research
, Apr; 49 (2), 278-293.
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Ferguson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S.(2016).
Foundational skills to support reading for understanding in kindergarten through 3rd grade
(NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website:
http://whatworks.ed.gov
Institute of Education Sciences. (2017).
A guide to the implementing evidence-based literacy practices roadmap
International Dyslexia Association. (2018).
Knowledge and practice standards for teachers of reading, Second Edition
.
Moats, L. C., Dakin, K., & Joshi, M. (Eds.) (2012).
Expert perspectives on interventions for reading
.
Baltimore, MD: International Dyslexia Association.
Regional Educational Laboratory Southeast. (2017).
Implementing evidence-based literacy practices roadmap.
Tallahassee, FL: Florida State University, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.
Spear-Swerling, L. (in press).
Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities
.
Teaching Exceptional Children
.
Stanley, C.T., Petscher, Y. & Catts, H. (2018)
.
A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade
. Read Writ, 31: 133.