References For Julie Lindsey Ed Week Post

References For Julie Lindsey Ed Week Post

<strong>References:</strong> Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Seidlová-Málková, G., &amp; Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. <em>Scientific Studies of Reading</em>, <em>23</em>(5), 386-402. Cheatham, J. P., &amp; Allor, J. H. (2012). The influence of decodability in early reading text on reading achievement: A review of the evidence. <em>Reading and Writing,</em> 25(9), 2223-2246. Chu, M. C., &amp; Chen, S. H. (2014). Comparison of the effects of two phonics training programs on L2 word reading. <em>Psychological reports</em>, <em>114</em>(1), 272-291. Clayton, F. J., West, G., Sears, C., Hulme, C., &amp; 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. <em>Scientific Studies of Reading</em>, <em>24</em>(2), 91-107. Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. <em>Scientific Studies of Reading</em>, <em>18</em>(1), 5-21. Juel, C., &amp; Roper-Schneider, D. (1985). The influence of basal readers on first grade reading. <em>Reading Research Quarterly</em>, 134-152. Kilpatrick, D. A. (2015). <em>Essentials of assessing, preventing, and overcoming reading difficulties</em>. John Wiley &amp; Sons. Mesmer, H. A. E. (2005). Text decodability and the first-grade reader. <em>Reading and Writing Quarterly, 21</em>, 61-86. Miles, K. P., &amp; Ehri, L. C. (2019). Orthographic mapping facilitates sight word memory and vocabulary learning. In <em>Reading Development and Difficulties</em> (pp. 63-82). Springer, Cham. Moats, L. (2000). <em>Speech to print: Language essentials for teachers</em>. Baltimore: Paul H. Brookes Pub. National Reading Panel (2000). <em>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</em>. 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. <em>Journal of learning disabilities</em>, <em>49</em>(1), 77-96. &nbsp;