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Educator Knowledge & Practice
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
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
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
Interventions & Instruction
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
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
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:
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.
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