Bibliography for K-12 Education in America

[Bibliography for "A Look Ahead — Part II"]

Source: 2000 1Q Commentary

Education-Related Reference Materials

The TIFF Commentary dated March 31, 2000 contains an essay entitled A Look Ahead — Part II that discusses (among other topics) the troubled state of K-12 education in America at the dawn of the new millennium. To help readers assess for themselves whether the essay's author is off-base in arguing that "America's elementary and secondary schools (private as well as public) are manifestly failing to prepare students to compete effectively in a truly globalized economy," we are providing the following bibliography of selected books and articles on K-12 education in America. Lest anyone think that this bibliography is consciously stacked against the status quo in the nation's schools, we hereby pledge to add to it any germane books or articles (pro- or anti-status quo) suggested by readers. Submissions should be sent to TIFF's president at dsalem@tiff.org.

Adams, G., and S. Engelmann. 1996. Research on Direct Instruction: 20 Years beyond DISTAR. Seattle, WA: Educational Achievement Systems.

Adams, M. J. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge, Mass.: MIT Press.

Adams, M. J., and M. Bruck, M. 1995. Resolving the "Great Debate." American Educator 19, no. 7:1 0-20.

Adams, M. J., R. Treiman, and M. Pressley. In press. Reading, writing, and literacy. In I. Sigel and A. Renninger, eds., Handbook of child psychology. Volume 4: Child psychology in practice. New York: Wiley.

Allington, R. L. 1991. Children who find learning to read difficult: School responses to diversity. In E. H. Hiebert, ed., Literacy for a diverse society. New York: Teachers College Press.

Anderson, R. C. 1992. Research foundations for wide reading. Commissioned by the World Bank. Urbana, Ill.: Center for the Study of Reading.

Anderson, R. C., and W. E. Nagy. 1992. The vocabulary conundrum. American Educator 17: 14.

Bailet, L. 1990. "Spelling Rule Usage among Students with Learning Disabilities and Normally Achieving Students." Journal of Learning Disabilities 23: 121-28.

Ball, A., and B. Blachman. 1991. "Does Phoneme Segmentation Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?" Reading Research Quarterly 26: 49-66.

Balmuth, M. 1992. The Roots of Phonics: A Historical Introduction. Baltimore, Md.: York Press.

Bear, D. R., M. Invernizzi, S. Templeton, and R. Johnston. 1996. Words their way: Word study for phonics, vocabulary, and spelling. Englewood Cliffs, N.J.: Prentice Hall.

Beck, I., and C. Juel. 1995. The role of decoding in learning to read. American Educator 19, no. 8: 21.

Benton, A. L., and D. Pearl. 1978. Dyslexia. New York: Oxford University Press.

Bereiter, C. 1986a. "Does Direct Instruction Cause Delinquency?" Early Childhood Research Quarterly 1: 289-92.

Bereiter, C. 1986b. "'Mountains of Evidence,' Said to Contradict Study on Effects of Preschool." Education Week 5, no. 57:19.

Bereiter, C., and M. Kurland 1981. "A Constructive Look at Follow Through Results." Interchange 12:1-22.

Blachman, B. 1996. Preventing early reading failure. In S. C. Cramer and W. Ellis, eds., Learning disability: Lifelong issues. Baltimore: Paul C. Brookes.

Blachman, B. 1997. Early intervention and phonological awareness: A cautionary tale. In Blachman, ed., Founcations of reading acquisition and dyslexia: Implications for early intervention. Mahwah, N.J.: Lawrence Erlbaum.

Bock, G.,L. Stebbins, and E. Proper 1977. Education as Experimentation: A Planned Variation Model. Volume IV-B. Cambridge, Mass.: Abt Associates.

Bradley, L., and P.E. Bryant. 1983. Categorizing sounds and learning to read — a casual connection. Nature 301:419-421.

Brady, S. A., and D.P. Shankweiler, eds. 1991. Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, N.J.: Lawrence Erlbaum.

Brandt, R. 1986. "On Long-Term Effects of Early Education: A Conversation with Lawrence Schweinhart." Educational Leadership 44:14-18.

Brederkamp, S., and C. Copple (eds.) 1997). Developmentally Appropriate Practice in Early Childhood Programs. Revised edition. Washington, D.C.:National Association for the Education of Young Children.

Brown, I.S., and R.H. Felton. 1990. Effects of instruction on beginning reading skills in children at risk for reading disability. Reading and Writing: An Interdisciplinary Journal 2: 223-41.

Brown, R., M. Pressley, P. van Meter, and T. Schuder. 1996. A quasiexperimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology 88: 18-37.

Bryson, B. 1990. The Mother Tongue: English and How It Got That Way. New York: Avon Books.

Byrne, B., and R. Fielding-Barnsley. 1995. Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and new preschool trial. Journal of Educational Psychology 87:488-503.

Calfee, R. C. 1995. A behind-the scenes look at reading acquisition. Issues in Education 1: 77-82.

Cardon, L. R., S. D. Smith, D.W. Fulker, B.S. Kimberling, B.F. Pennington, and J.C. DeFries. 1994. Quantitative trait locus for reading disability on chromosome 6. Science 22: 276-79.

Carlisle, J. F. 1987. "The Use of Morphological Knowledge in Spelling Derived Forms by Learning Disabled and Normal Students." Annals of Dyslexia 37: 90-108.

Center for the Future of Teaching and Learning. 1996. Thirty years of NICHD research: What is known about how children learn to read. Effective School Practices 15: 33-46.

Center, Y.,K. Wheldall, L. Freeman, L. Outhred, and M. McNaught 1995. "An Experimental Evaluation of Reading Recovery." Reading Research Quarterly 30:240-63.

Chall, J. S. 1983. Learning to read: The Great Debate.1967. Reprint, N.Y.: McGraw-Hill.

Damon, W. 1995. Greater Expectations: Overcoming the Culture of Indulgence in America's Homes and Schools. New York: The Free Press.

Darch, C., R. Gersten, and R. Taylor 1987. "Evaluation of Williamsburg County Direct Instruction Program: Factors Leading to Success in Rural Elementary Programs." Research in Rural Education 4:111-18.

DeFord, D.E., R. Estice, M. Fried, C.E. Lyons, and G.S. Pinnell 1993. The Reading Recovery Program: Executive Summary 1984-92. Columbus: Ohio State University.

Department of Education and Science London 1992. Curriculum Organization and Classroom Practice in Primary Schools: A Discussion Paper. London: Department of Education and Science.

Ehri, L. 1987. "Learning to Read and Spell Words." Journal of Reading Behavior 19: 5-31.

Ehri, L. C. 1994. Development of the ability to read word. In R. Ruddell and H. Singer, eds., Theoretical models and processes of reading. 4th ed. Newark, Del.: International Reading Association, pp. 323-58.

Ellis, A., and J. Fouts 1993. Research on Educational Innovations. Princeton, N.J.: Eye on Education.

Ellis, A., and J. Fouts 1994. Research on School Restructuring. Princeton, N.J.: Eye on Education.

Felton, R. H. 1993. Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities 26: 583-89.

Foorman, B. R., D. J. Francis, J. M. Fletcher, C. Schatschneider, and P. Mehta. 1998. The role of instruction in learning to read: Preventing reading failure in at-risk-children. Journal of Educational Psychology 90: 37-58.

Foorman, B. R., D. J. Francis, T. Beeler, D. Winikates, and J. M. Fletcher. 1997a. Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multi-Disciplinary Journal 8: 63-71.

Foorman, B. R., D. J. Francis, D. Winikates, P. Mehta, C. Schatschneider, and J. M. Fletcher. 1997b. Early intervention for children with reading disabilities. Scientific Studies of Reading 1: 255-76.

Foorman, B., D. V. Navoy, D. J. Francis, and D. Liberman. 1991. "How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling." Journal of Educational Psychology 83: 455-59.

Francis, D. J., S. E. Shaywitz, K. K. Stuebing, B. A. Shaywitz, and J. M. Fletcher. 1996. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology 88: 3-17.

Fromkin, V., and R. Rodman. 1993. An Introduction to Language. Fort Worth, Tex.: Harcourt Brace Jovanovich.

Gaskins, I. W., L. C. Ehri, C. Cress, C. O'Hara, and K. Donnelly. 1997. Procedures for word learning: Making discoveries about words. The reading Teacher 50, no. 4:312-327.

Gaskins, I. W., L. C. Ehri, C. Cress, C. O'Hara, and K. Donnelly. 1997. Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts 74 (March): 172-83.

Gersten, R. 1986. "Response to 'Consequences of Three Preschool Curriculum Models through Age 15.'" Early Childhood Research Quarterly 1: 293-302.

Gersten, R., and T. Keating 1987. "Long-term Benefits from Direct Instruction." Educational Leadership: 28-31.

Gersten, R., and W.A.T. White 1986. "Castles in the Sand: Response to Schweinhart and Weikart." Educational Leadership 44:19-20.

Glass, G.V., and G. Camilli 1981. "FT" Evaluation. Washington, D.C.: National Institute of Education.

Glynn, T., T. Crooks, N. Bethune, K. Ballard, and J. Smith 1989. "Reading Recovery in Context: Implementation and Outcome." Educational Psychology 12, nos. 3-4:249-61.

Goodman, K. S. 1986. What's whole in whole language? Portsmouth, N. H.: Heinemann.

Gough, P. B., and M. L. Hillinger. 1980. Learning to read: An unnatural act. Bulletin of the Orton Society 30: 179-96.

Gough, P. B., and W. E. Tumner. 1986. Decoding, reading, and reading disability. Remedial and Special Education 7: 6-10.

Graham, S. 1984. "Teacher Feelings and Student Thought: An Attributional Approach to Affect in the Classroom." Elementary School Journal 85:91-104.

Grigorenko, E. L., F. B. Wood, M. S. Meyer, L. A. Hart, W. C. Speed, A. Shuster, and D. L. Pauls. 1997. Susceptibility loci for distinct components of developmental dyslexia on chromosomes 6 and 15. American Journal of Human Genetics 60: 27-39.

Grossen, B. 1997. Thirty years of research: What we now know about how children learn to read. Santa Cruz, Calif.: Center for the Future of Teaching and Learning.

Gutierrez, R., and R. Slavin 1992. "Achievement Effects of the Non-graded Elementary School: Summary of a Best Evidence Synthesis." Review of Educational Research 62, no. 4: 333-76.

Hanna, P. R., J. S. Hanna, R. E. Hodges, and E. H. Rudorf. 1966. Phoneme-Grapheme Correspondences as Cues to Spelling Improvement. Washington, D. C.: U.S. Government Printing Office.

Heibert, E. H., and B.M. Taylor, eds. 1994. Getting reading right from the start: Effective early literacy intervention. Boston: Allyn and Bacon.

Henry, M. 1988. "Beyond Phonics: Integrated Decoding and Spelling Instruction Based on Word Origin and Structure." Annals of Dyslexia 38: 258-75.

Henry, M. 1990. Words: Integrated decoding and spelling instruction based on word origin and word structure. Austin, Tex.: Pro-Ed.

Hiebert, E. 1994. "Reading Recovery in the United States: What Difference Does It Make to an Age Cohort?" Educational Researcher 23, no.9: 15-25.

Hinshelwood, J. 1902. Congenital word blindness, with reports of 10 cases. Opthalmology Review 21: 91-99.

Hirsch, E. D. 1996. The Schools We Need and Why We Don't Have Them. New York: Doubleday.

Honig, B. 1996. Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, Calif.: Corwin Press.

Hoover, W. A., and P. B. Gough. 1990. The simple view of reading. Reading and Writing 2: 127-60.

House, E., G. Glass, L. McLean, and D. Walker 1978. "No Simple Answer: Critique of FT Evaluation." Harvard Educational Review 48, no.2: 128-60.

Hymowitz, K.S. 1999. Ready or Not: Why Treating Children as Small Adults Endangers Their Future - and Ours. New York, NH: The Free Press.

Iverson, S., and W. E. Tunmer 1993. "Phonological Processing Skills and the Reading Recovery Program." Journal of Educational Psychology 85, no.1: 112-26.

Johnson, J., and K. McChesney Johnson 1992. "Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell." Topics in Early Childhood Special Education 12, no. 4: 439-57.

Juel, C. 1988. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology 80: 437-47.

Juel, C. 1994. Learning to read and write in one elementary school. New York: Springer-Verlag.

Kameenui, E. J. 1996. Shakespeare and beginning reading: "Readiness is all." Teaching Exceptional Children, winter.

Kameenui, E., and D. Carnine eds. in press. Educational Tools for Diverse Learners. Merrill.

Kennedy, M. 1978. "Findings from the Follow-Through Planned Variation Study." Educational Researcher June: 3-11.

Kilpatrick, W.K. 1992. Why Johnny Can't Tell Right from Wrong (and What We Can Do about It). New York: Simon & Schuster.

Kontos, S. 1989. Developmentally Appropriate Practice: What Does Research Tell Us? Indianapolis: Indiana Association for the Education of Young Children.

Lawton, M. 1996. "Support for Private School Vouchers Is on the Increase Gallup Poll Reports." Education Week 16, no. 1: 18-19.

Lee, S. Y., T. Graham, and H. W. Stevenson. 1996. "Teachers and Teaching: Elementary Schools in Japan and the United States." In T. Rohlen and G. LeTendre, eds., Teaching and Learning in Japan. New York: Cambridge University Press. Pp. 519-35.

Lerner, J. 1989. Educational intervention in learning disabilities. Journal of the American Academy of Child and Adolescent Psychiatry 28: 326-31.

Liberman, A. M. 1996. Speech: A special code. Cambridge, Mass.: MIT Press.

Liberman, A. M. 1997. How theories of speech effect research in reading and writing. In B. Blachman, ed., Foundations of reading acquisition and dyslexia: Implications for early intervention. Mahwah, N. J.: Lawrence Erlbaum.

Liberman, A. M., F. S. Cooper, D. Shankweiler, and M. Studdert-Kennedy. 1967. Perception of the speech code. Psychological Review 74: 731-61.

Liberman, A. M., F. S. Cooper, D. Shankweiler, and M. Studdert-Kennedy. 1973. Segmentation of the spoken word. Bulletin of the Orton Society 23: 65-77.

Liberman, I. Y., and A. Liberman. 1992. Whole language versus code emphasis: Underlying assumptions and their implications for reading instruction. In P. B. Gough, L. C. Ehri, and R. Treiman, eds., Reading acquisition. Hillsdale, N. J.: Erlbaum.

Liberman, I. Y., D. P. Shankweiler, and A. M. Liberman. 1989. The alphabetic principle and learning to read. In D. P. Shankweiler and I. Y.

Liberman, eds., Phonology and reading disability: Solving the reading puzzle. IARLD Monograph series. Ann Arbor: University of Michigan Press.

Liberman, I. Y., H. Rubin, S. Duques, and J. Carlisle. 1985. "Linguistic Abilities and Spelling Proficiency in Kindergarteners and Adult Poor Spellers." In D. B. Gray and J. F. Kavanagh, eds., Orthography, Reading, and Dyslexia. Parkton, Md.: York Press, pp. 137-53.

Lieberman, M. 1993. Public Education: An Autopsy. Cambridge, MA: Harvard University Press.

Lindamood, C., and P. Lindamood. 1975. Auditory discrimination in depth. Columbus, Ohio: Science Research Associates Division, Macmillan/McGraw Hill.

Lindsley, O. 1992. "Why Aren't Effective Teaching Tools Widely Adopted?" Journal of Applied Behavior Analysis 25, nos. 1-2.

Lundberg, I. J. Frost, and O. Peterson. 1988. Effects of an extensive program for stimulating phonological awareness in pre-school children. Reading Research Quarterly 23: 263-84.

Lyon, G. R. 1995. "Research Initiatives and Discoveries in Learning Disabilities." Journal of Child Neurology 10: 120-26.

Lyon, G. R., and J. Rumsey, eds. 1997. Neuroimaging: A window to the neurological foundations of learning and behavior in children. Baltimore: Paul C. Brookes.

Lyon, G. R., and L. Moats. 1997. Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities 30: 578-88.

Lyon, G. R., D. Alexander, and S. Yaffe. 1997. Progress and promise in research on learning disabilities. Learning Disabilities 8: 1-6.

McCrum, R., W. Cran, and R. McNeil. 1986. The Story of English. New York: Viking.

McDaniels, G. 1975. "Evaluation of Follow-Through." Educational Researcher 4: 7-11.

McKinight, C. C., F. J. Crosswhite, J.A. Dossey, E. Kifer, N. O. Swafford, K. J. Travers, and T. J. Cooney. 1987. The Underachieving Curriculum: Assessing U.S. School Mathematics from an International Perspective. Champaign, Ill.: Stipes.

McPike, E. 1995. Learning to read: Schooling's first mission. American Educator 19 (spring): 12-15.

Meyer, L., R. Gersten, and J. Gutkin 1983. "Direct Instruciton: A Project Follow Through Success Story in an Inner-City School." Elementary School Journal 84: 241-52.

Moats, L. C. 1994. "Knowledge of the Structure of Spoken and Written Language: The Missing Foundation in Teacher Education." Annals of Dyslexia 44: 81-102.

Moats, L. C. 1995. Spelling: Development, Disability, and Instruction. Baltimore, Md.: York Press.

Moats, L. C. 1996. "Phonological Spelling Errors in the Writing of Dyslexic Adolescents." Reading and Writing: An Interdisciplinary Journal 8: 105-19.

Moats, L. C., and G. R. Lyon. 1996. Wanted: Teachers with knowledge of language. Topics in Language Disorders 16:73-86.

Morgan, J. M., and D. Willows. 1997. Reducing the risk: An earlier literacy program for ESL students. Paper presented at the American Education Research Association annual meeting, Ontario Institute for studies in Education, University of Toronto.

Morris, D. 1993. The relationship between children's concept of word in text and phoneme awareness in learning to read: A longitudinal study. Research in the Teaching of English 27, no. 2 (May).

Nagy, W. E. 1988. Teaching vocabulary to improve reading comprehension. Newark, Del.: International Reading Association.

Nagy, W. E. 1995. What do we know about vocabulary? Paper presented at American Education Research Association, San Francisco, April. Office of Special Education Programs. 1993. Implementation of the individuals with disabilities in education act: Fifteenth annual report to Congress. Washington, D. C.: U. S. Department of Education.

Olson, R. K., and B. W. Wise. 1992. Reading on the computer with orthographic and speech feedback: An overview of the Colorado Remedial Reading Project. Reading and Writing: An Interdisciplinary Journal 4: 107-44.

Olson, R. K., and B. W.Wise, J. Ring, and M. Johnson. 1997. Computer-based remedial training in phoneme awareness and phonological decoding" Effects on the post training development of word recognition. Scientific Studies of Reading 1: 235-53.

Peak, L. 1996. Pursuing Excellence: A study of U.S. Eight-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International Context. Washington, D. C.: U.S. Government Printing Office.

Peak, L. 1997. Pursuing Excellence: A Study of U. S. Fourth-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International Context. Washington, D. C.: U. S. Government Printing Office.

Pennington, B. 1995. "Genetics of Learning Disabilities." Journal of Child Neurology 10: S69-S77.

Perfetti, C. A. 1995. Cognitive research can inform reading. Education Journal of Research in Reading 18, no. 2: 106-15.

Pinnell, G. S., C. A. Lyons, D. E. DeFord, A. S. Bryk, and M. Seltzer 1994. "Comparing Instructional Models for the Literacy Education of High-Risk First Graders." Reading Research Quarterly 29, no. 1: 9-38.

Pressley, M., and J. Rankin. 1994. More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research and Practice 9: 157-68.

Rayner, K., S. C. Sereono, M. F. Lesch, and A. Pollatsek. 1995. Phonological codes are automatically activated during reading: Evidence from an eye movement priming paradigm. Psychological Science 6: 26-31.

Read, C. 1986. Children's Creative Spelling. Boston: Routledge and Kegan Paul. Research Advisory Council of the National Council of Teachers of Mathematics 1995. "Research and Practice." Journal for Research in Mathematics Education 26, no. 4: 300-303.

Rubin, H., and N. Eberhardt. 1996. "Facilitating Invented Spelling through Language Analysis Instruction: An Integrated Model." Reading and Writing: An Interdisciplinary Journal 8: 27-43.

Rubin, H., P. A. Patterson, and N. Kantor. 1991. "Morphological Development and Writing Ability in Children and Adults." Language, Speech, and Hearing Services in the Schools 22: 228-35.

Scanlon, D. M., and F. R. Vellutino. 1996. Prerequisite skills, early instruction and success in first-grade reading: Selected results from a longitudinal study. Mental Retardation and Developmental Research Reviews 2: 54-63.

Schlagal, R. 1992. "Patterns of Orthographic Development in the Middle Grades." In S. Templeton and D. Bear, eds., Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson. Hillsdale, N.J.: Lawrence Erlbaum, pp. 31-52.

Schweinhart, L., and D. Weikart 1986. "Schweinhart and Weikart Reply." Educational Leadership 44: 22.

Schweinhart, L., and D. Weikart 1988. "Education for Young Children Living in Poverty: Child-Initiated or Teacher-Directed Instruciton?" Elementary School Journal 89: 213-25.

Schweinhart, L., D. Weikhart, and M. Larner 1986. "Consequences of Three Preschool Curriculum Models through Age 15." Early Childhood Research Quarterly 1: 15-45. Selected Readings on School Reform. 1997. Washington, DC: The Thomas B. Fordham Foundation Fall 1997, Volume 1, No. 3.

Shaaywitz, S. E., M. D. Escobar, B. A. Shaywitz, J. M. Fletcher, and R. Makuch. 1992. Evidence that dyslexia may represent the lower tail of the normal distribution of reading ability. New England Journal of Medicine 326: 145-50.

Shanahan, T., and R. Barr 1995. "Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners." Reading Research Quarterly 30, no. 4: 958-96.

Shanker, A. May 12, 1996. "Where We Stand: Lots of Bull but No Beef." Http://www.aft.org/.

Shankweiler, D., E. Lundquist, L. G. Dreyer, and C. C. Dickinson. 1996. "Reading and Spelling Difficulties in High School Students: Causes and Consequences." Reading and Writing: An Interdisciplinary Journal 8: 267-94.

Share, D. L. 1995. Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition: International Journal of Cognitive Science 55: 151-218.

Share, D. L., and K. E. Stanovich. 1995. Cognitive processes in early reading development: Accommodating individual differences into a mode of acquisition. Issues in Education: Contributions from Educational Psychology 1: 1-57.

Share, D. L., and K. E. Stanovich. 1995. Accommodating individual differences in critiques: Replies to our commentators. Issues in Education: Contributions from Educational Psychology 1: 195-221.

Share, D. L., and K. E. Stanovich. 1995.Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions from Educational Psychology 1: 1-57.

Shaywitz, S. E. 1996. Dyslexia. Scientific American 275, no. 5: 98-104.

Shaywitz, S. E., B. A. Shaywitz, J. M. Fletcher, and M. D. Escobar. 1990. Prevalence of reading disability in Boys and girls: Results of the Connecticut Longitudinal Study. Journal of the American Medical Association 264: 998-1002.

Shefelbine, J. 1995. Learning and using phonics in beginning reading. In Scholastic literacy research papers. New York: Scholastic.

Snider, V. 1995. A primer on phonemic awareness: What it is, why it's important, and how to teach it. School Psychology Review 24, no. 3: 443-55.

Sowell, T. 1993. Inside American Education: The Decline, the Deception, and the Dogmas. New York: The Free Press.

Stahl, S. A. Saying the "P" word: Nine guidelines for exemplary phonic instruction. The Reading Teacher 45 (8 April).

Stanovich, K. 1994. "Romance versus Reality." Reading Teacher 47, no.4: 280-91.

Stanovich, K., and P. Stanovich. 1995. How research might inform the debate about early reading acquisition. Journal of Research in Reading 18, no. 2: 87-105.

Stebbins, L., R. St. Pierre, E. Proper, R. Anderson, and T. Cerva 1977. Education as Experimentation: A Planned Variation Model. Volume IV-A. Cambridge, Mass.: Abt Associates.

Stevenson, H. W., J. W. Stigler, G. W. Lucker, S. Y. Lee, C. C. Hsu, and S. Kitamura. 1987. "Classroom Behavior and Achievement of Japanese, Chinese, and American Children." In R. Glaser, ed., Advances in Instructional Psychology. Hillsdale, N. J.: Erlbaum. pp. 153-204.

Stigler, J. W. 1996. "The TIMSS Videotape Study." Manuscript. University of California at Los Angeles.

Stigler, J.W., and H. Stevenson 1991. "How Asian Teachers Polish Each Lesson to Perfection." American Educator spring: 12-47.

Tangel, D. M., and B. A. Blachman. 1992. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24: 233-61.

Tangel, D. M., and B. A. Blachman. 1995. "Effect of Phoneme Awareness Instruction on the Invented Spelling of First Grade Children: A One Year Follow-Up." Journal of Reading Behavior 27: 153-85.

Taylor, B. 1996. Looking beyond ourselves to help all children learn to read. In M. F. Graves, P. Van den Broek, and B.M. Taylor, eds., The first R: Every child's right to read. New York: Teachers College Press, pp. 62-69.

Templeton, S., and D. B. Bear. 1992. Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson. Hillsdale, N. J.: Lawrence Erlbaum.

Torgense, J. K., R. K. Wagner, C. A. Rashotte, A. W. Alexander, and T. Conway. 1997. Preventative and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multi-Disciplinary Journal 8: 51-62.

Torgensen, J. K. 1997. The prevention and remediation of reading disabilities: Evaluating what we know from research. Journal of Academic Language Therapy 1: 11-47.

Torgensen, J. K., and Hecht, S. A. 1996. Preventing and remediating reading disabilities: Instructional variables that make a difference for special students. In M. F. Graves, P. Van den Broek, and B. M. Taylor, eds., The first R; Every child's right to read. New York; Teachers College Press, pp. 133-59.

Torgensen, J. K., R. Wagner, C. A. Rashotte, A. W. Alexander, and T. Conway. 1997. Preventative and remedial intervention for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal 8: 51-62.

Treiman, R. T. 1993. Beginning to Spell. New York: Oxford University Press.

Tunmer, W. E., and J. W. Chapman. 1996. Beginning readers' self-reports on strategies used for identifying unfamiliar words in text. Paper presented at the annual meeting of the New Zealand Association for Research in Education, Massey University.

Vellutino, F. R. 1991. Introduction to three studies on reading acquisition: Convergent findings on theoretic foundation of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology 83, no. 4: 437-43.

Vellutino, F. R., 1979. Dyslexia: Theory and research. Cambridge, Mass.: MIT Press.

Vellutino, F. R., D. M. Scanlon, and M. S. Tanzman. 1994. "Components of Reading Ability: Issues and Problems in Operationalizing Word Identification, Phonological Coding, and Orthographic Coding." In Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues, ed. G. R. Lyon. Baltimore, Md.: Paul Brookes, pp. 279-32.

Vellutino, F. R., D. M. Scanlon, E. Sipay, S. Small, A. Pratt, R. Chen, and M. Denckla. 1996. Cognitive profiles of difficult-to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic cases of specific reading disability. Journal of Educational Psychology 88: 601-38.

Venezky, R. L. 1970. The Structure of English Orthography. The Hague: Mouton. Watkins, C. 1996. "Follow Through:Why Didn't We?" Effective School Practices 15, no. 1: 57-66.

Weikart, D., A. Epstein, L. Schweinhart, and J. Bond 1978. The Ypsilanti Preschool Curriculum Demonstration Project: Preschool Years and Longitudinal Results. Ypsilanti, Mich.: High/Scope.

Williams, J. P. 1991. The meaning of a phonics base for reading instruction. In All language and the creation of literacy. Proceedings of the Orton Dyslexia Society Symposia "Whole Language and Phonics and Literacy and Language." Baltimore, Md.: Orton Dyslexia Society, pp. 9-19.

Wise, B. W., and R. K. Olson. 1992. Spelling exploration with a talking computer improves phonological coding. Reading and Writing 4: 145-56.

Wise, B. W., and R. K. Olson. 1995. Computer-based phonological awareness and reading instruction. Annals of Dyslexia 45: 99-122.

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