Articles

Put Reading First: The Research Building Blocks for Teaching Children to Read

This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education.

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Essential Components of Reading

Comprehension

• The quiet crisis of upper-level illiteracy by Kerry Hempenstall. The Education Age, June 6, 2005,
• Decoding and word automaticity are important in improving reading comprehension by Michael Pressley. Excerpted from “Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon”, Reading Online, 5(2).
• Enhancing Main Idea Comprehension for Students with Learning Problems: The Role of a Summarization Strategy and Self-Monitoring Instruction by Asha K. Jitendra, Mary Kay Hoppes, Yan Ping Xin. Journal of Special Education, Fall, 2000

Fluency and Automaticity

• What Is Reading Fluency?

Phonics

• Fah-Niks – Phonics by Martha Miller.
• Why Teach Spelling? [Excerpt] by Arlene W. Sonday. Full Article
• School Success Begins with Building Language Skills by Arlene W. Sonday.
• Whole Language Lives On: The Illusion of “Balanced” Reading Instruction by Louisa Cook Moats

Phonological & Phonemic Awareness

• An educator’s guide to phonological awareness: Assessment measures and intervention activities for children by Troia, Gary A, Roth, Froma P, Graham, Steve

Vocabulary

• Vocabulary Development

Response to Intervention & Best Practices

• Blackboard Bungle: Why California Kids Can’t Read, by Jill Stewart. LA Weekly, Mar 1996.
• A Fight Over Reading Instruction in a District Weary of Change by Samuel G. Freedman. The New York Times, February 2, 2005.
• The New Science of Dyslexia by Christine Gorman. Time Magazine, July 20, 2003.
• Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It? by G. Reid Lyon, Ph.D. Perspectives Volume 29, No. 2, Spring 2003.
• The role of neuroscience in the remediation of students with dyslexia [Excerpt], by Guinevere F. Eden & Louisa Moats. Nature Neuroscience Volume 5 Supplement pp 1080 – 1084, November 2002. Full Article
• Three-Tier Intervention Research Studies: Descriptions of Two Related Projects by Sharon Vaughn, Ph.D. and David Chard, Ph.D. Perspectives Volume 32, No. 1, Winter 2006.
• When Older Kids Can’t Read by Louisa C.Moats. Educational Leadership, March, 2001.

Teacher Development

• Asking Eliciting Questions Encourages Self-Correction by Arlene W. Sonday. Academy News, October 2002.
• Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach by Carol Tolman. Perspectives Volume 24, Number 5, October 2005.

Articles by Arlene Sonday

• Why Teach Spelling? [Excerpt] by Arlene W. Sonday. Full Article
• School Success Begins with Building Language Skills by Arlene W. Sonday.
• Asking Eliciting Questions Encourages Self-Correction by Arlene W. Sonday. Academy News, October 2002.