Wikis > References For Julie Lindsey Ed Week Post


Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Seidlová-Málková, G., & Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading23(5), 386-402.

Cheatham, J. P., & Allor, J. H. (2012). The influence of decodability in early reading text on reading achievement: A review of the evidence. Reading and Writing, 25(9), 2223-2246.

Chu, M. C., & Chen, S. H. (2014). Comparison of the effects of two phonics training programs on L2 word reading. Psychological reports114(1), 272-291.

Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2020). A longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading24(2), 91-107.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading18(1), 5-21.

Juel, C., & Roper-Schneider, D. (1985). The influence of basal readers on first grade reading. Reading Research Quarterly, 134-152.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.

Mesmer, H. A. E. (2005). Text decodability and the first-grade reader. Reading and Writing Quarterly, 21, 61-86.

Miles, K. P., & Ehri, L. C. (2019). Orthographic mapping facilitates sight word memory and vocabulary learning. In Reading Development and Difficulties (pp. 63-82). Springer, Cham.

Moats, L. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brookes Pub.

National Reading Panel (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Rockville, MD: NICHD Clearinghouse.

Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of learning disabilities, 49(1), 77-96.