Balmuth, Miriam. (1992).
The Roots
of Phonics: A Historical Introduction. Timonium,
MD: York Press.
This text provides information regarding the history
of English phonics traced through its four major strands:
writing systems in general, English writing, spoken
English, and English spelling patterns. Five different
perceptions of English phonics are then examined one
at a time and linked to the teaching of reading.
Beers, G. Kylene, & Samuels, Barbara G. (Eds.).
(1996). Into Focus: Understanding and Creating
Middle School Readers. Needham, MA: Christopher-Gordon.
This book focuses on ways to create or sustain an
enjoyment and appreciation of reading in all middle-school
students. The contributors suggest classroom strategies
for motivating students to read, promoting comprehension
and response, and teaching vocabulary and decoding
skills.
Biemiller, Andrew, & Menyuk, Paula. (1999). In Jeanne
S. Chall (Series Ed.),
From Reading Research to
Practice: Vol. 5. Language and Reading Success.
Cambridge, MA: Brookline Books.
Reviews research on language development and presents
research-based practices for home and classroom use.
Birsh, Judith R. (Ed.). (1999).
Multisensory Teaching
of Basic Language Skills. Baltimore, MD: Paul H.
Brookes.
This practical resource offers strategies for multisensory
instruction in language skills, including phonological
awareness, alphabetic skills, spelling and grammar,
reading accuracy and fluency, reading comprehension,
handwriting and composition, and study skills. Includes
field-tested instructional materials and activities.
Block, Cathy Collins, & Pressley, Michael. (Eds.).
(2002).
Comprehension Instruction: Research-Based
Best Practices. New York: The Guilford Press.
This text presents best practices in reading comprehension
divided into four parts: new directions in teaching
comprehension, research that is expanding current
understanding of reading comprehension, current nature
and potential for comprehension instruction K–12,
and summaries of common themes and recommendations.
Included are bibliographical references and an index.
Brody, Sara. (2001). Teaching Reading: Language,
Letters & Thought (2nd ed.). Milford, NH:
LARC Publishing.
This text presents an update of the first edition
which articulated the basic components of reading
specifying effective elements of reading instruction,
whatever the approach, in favor of materials available.
This edition includes the recent findings of the National
Reading Panel’s analysis of hundreds of methodologically
sound research studies drawn from across the field
of reading.
California Department of Education. (2001).
Taking
Center Stage: A Commitment to Standards-Based Education
for California’s Middle Grades Students. Sacramento,
CA: CDE Press.
This publication contains helpful information for
school personnel about what they need to know and
do to make standards-based education a success. It
examines school culture, classroom organization, differentiated
instruction, accelerated learning opportunities, an
emotionally and physically safe school environment,
and specific knowledge and skills teachers and principals
need to work effectively in a standards-based middle
school.
California Department of Education. (1999). Reading/Language
Arts Framework for California Public Schools: Kindergarten
Through Grade Twelve. Sacramento, CA: Author.
Provides content standards and instructional practices
in the language arts for students from kindergarten
through grade 12. Includes curricular and instructional
profiles and information on objective design, delivery,
assessment, and universal access and materials.
California State Board of Education. (1999).
Learning
to Read (Rev. ed.) and
Read All About It! Readings
to Inform the Profession. Sacramento, CA: Author
and Sacramento County Office of Education.
These two works provide a comprehensive set of research
articles on reading instruction and a set of professional
development modules reflecting the content of the
California Reading Initiative.
Carnine, Douglas W., Silbert, Jerry, & Kameenui,
Edward J. (1997).
Direct Instruction Reading (3rd
ed.).
Upper Saddle River, NJ: Prentice-Hall.
Emphasizes the importance of direct, explicit instruction
in reading. Includes sections on beginning reading,
decoding, and comprehension that cover specific skills,
discuss how to teach them, relate research findings,
and provide sample applied exercises.
Chall, Jeanne S., & Popp, Helen M. (1996).
Teaching
and Assessing Phonics: Why, What, When, How. Cambridge,
MA: Educators Publishing Service.
A practical resource featuring research-based information
about how to implement effective phonics instruction
in a balanced reading program.
Clark, Diana Brewster, & Uhry, Joanna Kellogg.
(1995). Dyslexia: Theory & Practice of Remedial
Instruction. Timonium, MD: York Press.
This book describes various methods of instruction
for students who have dyslexia and the potential value
of each approach. Drs. Clark and Uhry provide a background
for these decisions and then discuss each method thoughtfully.
Cunningham, Patricia M., & Allington, Richard L.
(1999).
Classrooms That Work: They Can All Read
and Write (2nd ed.). New York: Addison-Wesley Longman.
This work offers principles for organizing successful
literacy programs that integrate phonics and literature-based
process writing and reading instruction. Emphasizes
instruction for at-risk and culturally diverse students.
Considers issues such as time use, grouping, curriculum,
and quality of instruction.
Curtis, Mary E., & Longo, Ann Marie. (1999).
In Jeanne S. Chall (Series Ed.), From Reading
Research to Practice: Vol. 1. When Adolescents Can’t
Read: Methods and Materials That Work. Cambridge,
MA: Brookline Books.
This book explores causes and consequences of reading
problems in adolescents and suggests methods for promoting
word identification skills, vocabulary, comprehension,
and study skills. Offers strategies for evaluating
progress and managing classrooms.
Farr, Roger, & Tone, Bruce. (1998).
Portfolio
and Performance Assessment: Helping Students Evaluate
Their Progress as Readers and Writers (2nd ed.).
Orlando, FL: Harcourt Brace.
Practical guide to developing student portfolios and
performance assessments for evaluating student work.
Provides step-by-step instructions on how to construct
and keep portfolios, guide student self-assessment,
and develop performance assessments of reading and
writing.
Fisher, Douglas, Flood, Diane, & Flood, James. (Eds.).
Sound Practices in Teaching Reading: The National
Reading Panel Recommendations Come Alive in the Classroom.
Costa Mesa, CA: California Reading Association.
This book is a compilation of articles previously
published in the California Reader, which addresses
issues raised in the National Panel Report. They are
organized into these categories: alphabetics, fluency,
comprehension, and technology.
Hiebert, Elfrieda H., & Taylor, Barbara M. (1994).
Getting Reading Right from the Start. Needham
Heights, MA: Allyn & Bacon.
Describes literacy intervention programs used to prevent
early reading failure in kindergarten and grade 1,
including one-to-one tutoring, small-group supplemental instruction,
Success for All, Reading Recovery, bilingual interventions,
interactive writing, and compensatory and special
education.
Johns, Jerry L., & Lenski Davis, Susan. (1999).
Improving Reading: A Handbook of Strategies. Dubuque,
IA: Kendall/Hunt.
This practical, well-organized resource book describes
ideas and strategies for responding to a variety of
reading problems that students might have. Emphasizes
attitude, emergent literacy, oral reading, word recognition,
comprehension, studying and test taking, and parent
involvement.
Keene, Ellin Oliver, & Zimmermann, Susan. (1997).
Mosaic
of Thought: Teaching Comprehension in a Reader’s Workshop.
Portsmouth, NH: Heinemann.
Explores the cognitive processes of proficient readers
and methods for providing explicit instruction in
literature-based classrooms in the strategies used
by proficient readers to construct meaning and comprehend
text at a deep level.
King, Diana Hanbury. (1995).
English Isn’t Crazy:
The Elements of Our Language and How to Teach Them.
Timonium, MD: York Press.
This booklet traces the English language from its
origins to the complex and extensive vocabulary we
use today. It includes exercises and methodologies
for integrating the teaching of word origins into
a program of reading instruction.
Learning Disabilities/Learning Abilities: A Video
Series Dedicated To The Idea That All Children Can Learn.
Produced by Vineyard Video Productions. Baltimore, MD:
Paul H. Brookes.
This series of videotapes provides the
latest methods for teaching students with learning
disabilities. Taped in various public, private, and
parochial schools across the country, these tapes
present proven teaching strategies and show how they
work in the classrooms.
Maria, Katherine. (1990).
Reading Comprehension
Instruction: Issues & Strategies. Timonium,
MD: York Press.
This text suggests strategies for organizing and implementing
reading instruction for students with reading difficulties
and for those with no learning problems. Focuses on
how to teach comprehension in light of current thought
about the learning process.
Menyuk, Paula. (1999). In Jeanne S. Chall (Series Ed.),
From Reading Research to Practice: Vol. 4. Reading
and Linguistic Development. Cambridge, MA: Brookline
Books.
This accessible book reviews research on language
development, including that of children from varying
cultural and linguistic backgrounds. Explores the
connection between oral language and reading and offers
educational activities to support and enrich students’
language development.
Moats, Louisa Cook. (1999).
Teaching Reading
Is Rocket Science: What Expert Teachers of Reading
Should Know and Be Able to Do (Item #372). Washington,
DC: American Federation of Teachers.
This book describes the difficulties of teaching reading
and addresses the need for improved teacher preparation
and professional development in reading. Explores
the foundations of reading and reading development
and practical skills of instruction in a comprehensive
reading program.
Morgan, Charlotte G. (2001).
When They Can’t
Write . . . Timonium, MD: York Press.
This text details strategies for teachers who work
with secondary students who have not yet mastered
the basics of composition. The multisensory, structured,
interactive strategies described in this reference
have enabled learning disabled students to succeed
with writing in high school.
Nagy, William E. (1988).
Teaching Vocabulary
to Improve Reading Comprehension. Urbana, IL,
and Newark, DE: National Council of Teachers of English
and International Reading Association.
This booklet describes the characteristics of effective
vocabulary teaching and recommends many instructional
activities for teaching word meanings.
National Research Council. (1999).
Starting Out Right:
A Guide to Promoting Children’s Reading Success. Washington,
DC: National Academy Press.
This work highlights key aspects of language and literacy
development from birth through grade three. Provides
information on activities and practices for promoting
reading success and on reading difficulties and how
to prevent them.
Peregoy, Suzanne, & Boyle, Owen. (2000).
Reading,
Writing, and Learning in ESL: A Resource Book for K–12
Teachers (3rd ed.). New York: Addison-Wesley Longman.
This volume provides information to help teachers
understand how language and culture influence English
language learners’ school experiences. Topics include
second-language acquisition theories and practices,
sheltered instruction, emergent literacy, thematic
instruction, assessment, and content-area reading
and writing.
Pressley, Michael. (1998).
Reading Instruction
That Works: The Case for Balanced Teaching. New
York: Guilford Press.
This book proposes a balanced approach to literacy
instruction that integrates elements of both skill
and whole language approaches. Synthesizes a range
of literature on the teaching of reading and discusses
how a balanced approach is applied in real classrooms.
Readeance, John E., Bean, Thomas W., & Baldwin,
R. Scott. (1999).
Content Area Literacy: An Integrated
Approach (6th ed.).
Dubuque, IA: Kendall/Hunt.
This text presents theory and related teaching strategies
designed to assist middle and secondary students in
reading and learning from their textbooks. Included
is a CD-ROM that provides a collection of digitized
articles and activities for content literacy development.
Rudginsky, Laura Toby, & Haskell, Elizabeth C.
(1987).
How to Teach Spelling. Cambridge,
MA: Educators Publishing Service.
A good source of the logic and phonetic structure
of English. It has a clearly organized, user-friendly
index and covers such topics as vowel patterns/syllable
types, multiple spellings, syllabication generalizations,
accent generalizations, and reliable rules.
Simmons, Deborah C., & Kameenui, Edward J. (Eds.).
(1998).
What Reading Research Tells Us About Children
with Diverse Learning Needs: Bases and Basics (Special
Education and Disability Series). Hillsdale,
NJ: Lawrence Erlbaum.
Provides a synthesis of research on causes of reading
failure. Focuses on curricular and instructional guidelines
for improving children’s reading performance.
Snow, Catherine E., Burns, M. Susan, & Griffin,
Peg (Eds.). (1998).
Preventing Reading Difficulties
in Young Children. Committee on the Prevention
of Reading Difficulties in Young Children. Washington,
DC: National Academy Press.
Discusses processes involved in learning to read and
examines predictors of success and failure in reading.
Provides instructional and organizational strategies
for fostering literacy from birth through the primary
grades. Makes recommendations for practice and research.
Spangenberg-Urbschat, Karen, & Pritchard, Robert
(Eds.). (1994).
Kids Come in All Languages: Reading
Instruction for ESL Students. Newark, DE: International
Reading Association.
This book includes three sections on the instruction
of English language learners: issues, organizing for
instruction, and instructional practices. Chapters
address such topics as assessing literacy development,
providing content-area instruction, providing comprehension
instruction, and selecting reading materials.
Spear-Swerling, Louise, & Sternberg, Robert J.
(1997).
Off Track: When Poor Readers Become “Learning
Disabled” (Renewing American Schools). Boulder,
CO: Westview Press.
Addresses the dangers of labeling poor readers as
“learning disabled” and shows how reading disability
relates to normal reading acquisition. Describes five
types of reading disabilities and suggests methods
for assessing and correcting them.
Stahl, Steven A. (1999). In Jeanne S. Chall (Series
Ed.),
From Reading Research to Practice: Vol.
2. Vocabulary Development. Cambridge, MA: Brookline
Books.
This book presents various views on relationships
between vocabulary and reading comprehension and suggests
teaching practices for vocabulary development that
have been most effective in classrooms.
Tompkins, Gail E. (1996).
Literacy for the Twenty-First
Century: A Balanced Approach. Englewood Cliffs,
NJ: Prentice-Hall.
This accessible text presents a balanced approach
to literacy instruction based on constructivist, sociolinguistic,
interactive, and reader-response theories. Examines
how readers and writers construct meaning and discusses
teaching strategies, including ways to use technology
in reading instruction.
Tuley, Ann Cashwell. (1998).
Never Too Late to
Read: Language Skills for the Adolescent with Dyslexia.
Timonium, MD: York Press.
Provides practical tools for helping students with
dyslexia develop language skills. Includes guidelines
for using the multisensory approach, techniques for
improving students’ study skills, and more.
Vacca, Richard T., & Vacca, Joanne L. (1999).
Content Area Reading: Literacy and Learning Across
the Curriculum (6th ed.). New York: Addison-Wesley
Longman.
This text explores ways to teach students to use reading
to learn throughout the curriculum. Provides information
on the use of electronic texts and technology-related
issues. Addresses classroom diversity and suggests
strategies for teaching diverse learners. Includes
classroom examples and practice activities.
Yopp, Ruth Helen, & Yopp, Hallie Kay. (1996).
Literature-Based Reading Activities (2nd
ed.). Needham Heights, MA: Allyn & Bacon.
This book suggests guidelines and activities for developing
a literature-based reading program. Provides examples
of activities to use before, during, and after reading
that are appropriate for all grade levels and classroom
organizational programs.
Journal:
The International Dyslexia Association. Perspectives.
Baltimore, MD: Author.
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