Research

Screening & RTI/MTSS

Selected Research

Bridges, M., and Catts, H.W. (2011). The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children. Journal of Learning Disabilities, 44(4): 330–338. doi:10.1177/0022219411407863
Catts, H.W., Nielsen, D., Bridges, M., Bontempo, D., and Liu, Y. (2015). Early Identification of Reading Disabilities Within an RTI Framework. Journal of Learning Disabilities, 48(3): 281–297. doi:10.1177/0022219413498115
Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102(2), 327–340.
Farrall, M. L. (2012). Reading Assessment. Linking Language, Literacy and Cognition. Hoboken, NJ: John Wiley & Sons
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78, 263–279.
Shinn, M. R. (2008). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology (pp. 671−697). Bethesda, MD: National Association of School Psychologists.
Torgesen, J. K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28(3), 6–9, 12–13, 17–19, 45–47.

Educator Knowledge & Practice

Selected Research

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.