26 August 2020

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.


1. R. H. Good, D. C. Simmons, and E. Kame’enui, “The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes,” Scientific Studies of Reading 5 (2001): 257–288; and National Assessment of Educational Progress, “Nation’s Report Card: How Did U.S. Students Perform on the Most Recent Assessments?,” U.S. Department of Education, National Center for Education Statistics, www.nationsreportcard.gov(link is external).

2. National Assessment of Educational Progress, “Nation’s Report Card.”

3. D. A. Kilpatrick, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Hoboken, NJ: Wiley, 2015); L. Lim et al., “Using the MULTILIT Literacy Instruction Program with Children Who Have Down Syndrome,” Reading and Writing 32 (2019): 2179–2200; P. G. Mathes et al., “The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers,” Reading Research Quarterly 40 (2005): 148–182; and J. K. Torgesen, “Avoiding the Devastating Downward Spiral: The Evidence That Early Intervention Prevents Reading Failure,” American Educator 28, no. 3 (2004): 6–9, 12–13, 17–19, 45–47.

4. B. Foorman et al., Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade (Washington, DC: National Center for Educational Evaluation and Regional Assistance, 2016), https://whatworks.ed.gov;(link is external) and B. Foorman et al., “The Impact of Instructional Practices in Grades 1 and 2 on Reading and Spelling Achievement in High Poverty Schools,” Contemporary Educational Psychology 31 (2006): 1–29.

5. H. W. Catts, S. M. Adlof, and S. E. Weismer, “Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading,” Journal of Speech, Language, and Hearing Research 49, no. 2 (2006): 278–293; and P. Gough and W. E. Tunmer, “Decoding, Reading, and Reading Disability,” Remedial and Special Education 7, no. 1 (1986): 6–10.

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.

7. L. Ehri et al., “Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis,” Review of Educational Research 71 (2001): 393–447.

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).

9. F. R. Vellutino et al., “Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development,” Scientific Studies of Reading 11, no. 1 (2007): 3–32.

10. R. Allington, “What Really Matters When Working with Struggling Readers,” The Reading Teacher 66, no. 7 (2013): 520–530; and F. Smith, Unspeakable Acts, Unnatural Practices: Flaws and Fallacies in “Scientific” Reading Instruction (Portsmouth, NH: Heinemann, 2003).

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).

14. D. T. Willingham, “The Usefulness of Brief Instruction in Reading Comprehension Strategies,” American Educator 30, no. 4 (Winter 2006–2007): 39–50.

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.”

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