References for article: Reading is Rocket Science
Publication: DSF Bulletin
Volume: 56 - Winter 2020
Electronic copies of the DSF Bulletin are available to DSF members. Please visit the resources page to download the publication and read the article for which these references apply.
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2. National Assessment of Educational Progress, “Nation’s Report Card.”
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6. L. Ehri, “Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning,” Scientific Studies of Reading 18 (2014): 5–21; and Kilpatrick, Essentials of Assessing.
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8. K. Cain and J. Oakhill, eds., Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective (New York: Guilford, 2007); K. Nation, “Children’s Reading Comprehension Difficulties,” in The Science of Reading: A Handbook, ed. M. J. Snowling and C. Hulme (Oxford, UK: Blackwell, 2005), 248–266; and J. Oakhill, K. Cain, and C. Elbro, Understanding and Teaching Reading Comprehension: A Handbook (New York: Routledge, 2015).
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11. C. Schatschneider et al., “Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis,” Journal of Educational Psychology 96 (2004): 265–282; and Vellutino et al., “Components of Reading Ability.”
12. S. Brady, “Efficacy of Phonics Teaching for Reading Outcomes: Implications from Post-NRP Research,” in Explaining Individual Differences in Reading, ed. S. Brady, D. Braze, and C. Fowlers (London: Psychology Press, 2011), 69–96; S. Brady, “The 2003 IDA Definition of Dyslexia: A Call for Changes,” Perspectives on Language and Literacy 45, no. 1 (2019): 15–21; A. Kjeldsen et al., “Gains from Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9,” Scientific Studies of Reading 18, no. 6 (2014): 452–468; I. Y. Liberman, D. Shankweiler, and A. M. Liberman, “The Alphabetic Principle and Learning to Read,” in Phonology and Reading Disability: Solving the Reading Puzzle, ed. D. Shankweiler and A. Liberman (Ann Arbor, MI: University of Michigan Press, 1989); and H. S. Scarborough and S. A. Brady, “Toward a Common Terminology for Talking about Speech and Reading: A Glossary of ‘Phon’ Words and Some Related Terms,” Journal of Literacy Research 34, no. 3 (2002): 299–336.
13. E. D. Hirsch, Why Knowledge Matters: Rescuing Our Children from Failed Educational Theories (Cambridge, MA: Harvard Education Press, 2016); and N. Wexler, The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (New York: Penguin Random House, 2019).
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15. S. Graham and M. Herbert, Writing to Read: Evidence for How Writing Can Improve Reading (Washington, DC: Alliance for Excellent Education, 2010).
16. L. C. Moats, Speech to Print: Language Essentials for Teachers (Baltimore, MD: Brookes Publishing, 2020); C. Snow, P. Griffin, and S. Burns, Knowledge to Support Teaching of Reading: Preparing Teachers for a Changing World (San Francisco: Jossey Bass, 2005); and E. K. Washburn, R. M. Joshi, and E. S. Binks-Cantrell, “Teacher Knowledge of Basic Language and Concepts and Dyslexia,” Dyslexia 17 (2011): 165–183.
17. Moats, Speech to Print; L. Spear-Swerling, “Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities,” Teaching Exceptional Children 51 (2019): 201–211; and G. P. Wallach, S. Charlton, and J. C. Bartholomew, “The Spoken-Written Comprehension Connection: Constructive Intervention Strategies,” in Handbook of Language and Literacy: Development and Disorders, ed. C. A. Stone et al. (New York: Guilford, 2014), 485–501.
18. A. L. Archer and C. A. Hughes, Explicit Instruction: Effective and Efficient Teaching (New York: Guilford, 2011); and Spear-Swerling, “Structured Literacy.”