Suggested Readings
For more information about the concepts and topics in this book, take a look at the following resources.
(All links open in a new page.)
Bloom’s Taxonomy (n.a.). “Bloom’s Taxonomy questions”. http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Brooke, E. (n.a.). “The critical role of oral language in reading instruction and assessment”. Lexia Learning. https://www.lexialearning.com/resources/white-papers/oral-language
Butler, S., Urrutia, K., Buenger, A. et al. (2010). “A review of the current research on vocabulary instruction”. National Reading Technical Assistance Center. https://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf
Butler, S., Urrutia, K., Buenger, A.. & Hunt, M. (2010). “A review of the current research on comprehension instruction”. National Reading Technical Assistance Center. https://www2.ed.gov/programs/readingfirst/support/compfinal.pdf
Center on Teaching and Learning, (n.a.). “Big ideas in beginning reading: Phonemic awareness”. University of Oregon College of Education. http://reading.uoregon.edu/big_ideas/pa/pa_sequence.php
Commission on Reading of the National Council of Teachers of English. (2004). “On reading, learning to read, and effective reading instruction: An overview of what we know and how we know it”. Author. http://www2.ncte.org/statement/onreading/
Connecticut State Department of Education. (n.a.). “Instructional strategies that facilitate learning across content areas”.Author. http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
Dahlgren, M. (2008). “Oral language and vocabulary development: Kindergarten and first grade” (Presentation slides from the Reading First National Conference). https://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf
Dahlitz, M. (2016). “The triune brain”. The Neuroscience of Psychotherapy Magazine. http://www.neuropsychotherapist.com/the-triune-brain/
Francis, E. (n.a.). “What exactly is Depth of Knowledge? (Hint: It’s not a wheel!)” ASCD. http://edge.ascd.org/blogpost/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel
Gould Boardman, A., Roberts, G., Vaughn, S., et al. (2008). “Effective instruction for adolescent struggling readers”. Center on Education. https://wvde.state.wv.us/titlei/documents/AdolStrugglingReadersPracticeBrief.pdf
Herron, J. (2008). “Why phonics teaching must change”. Educational Leadership. ASCD. http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Why-Phonics-Teaching-Must-Change.aspx
Hess, K. (2004). “Applying Webb’s Depth-of-Knowledge (DOK) levels in reading”. National Center for Assessment. https://www.nciea.org/sites/default/files/publications/DOKreading_KH08.pdf
Hudson, F., Lane, H. & Pullen, P. (2005). “Reading fluency assessment and instruction: What, why, and how?” Florida Center for Reading Research. http://www.fcrr.org/publications/publicationspdffiles/hudson_lane_pullen_readingfluency_2005.pdf
Marzano, R. (2000). “Ten effective research-based instructional strategies” in R. Marzano What works in classroom instruction. ASCD. http://web.nmsu.edu/~susanbro/sc2/docs/research_based_strategies.pdf
McLeod, S. A. (2012). “Zone of proximal development”. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Moats, L., & Tolman, C. (2009). “The development of phonological skills” in Moats & Tolman Language essentials for teachers of reading and spelling (LETRS). Sopris West. http://www.readingrockets.org/article/development-phonological-skills
National Reading Panel. (2000). “Reports of the subgroups. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction”. U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf
National Reading Panel. (2000). “Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction”. U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/Pages/smallbook.aspx
NICHD Early Child Care Research Network. (2005). “Pathways to reading: The role of oral language development in the transition to reading”. American Psychological Association. http://psychology.cas2.lehigh.edu/sites/psychology.cas2.lehigh.edu/files/pathway_to_reading.pdf
Oregon Department of Education (n.a.). “Depth of Knowledge (DOK) overview chart”. Author. http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf
Rasinski, T. (2004). “Creating fluent readers”. Educational Leadership. ASCD. http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/Creating-Fluent-Readers.aspx
Rauth, J. & Stuart, R. (2008). “Sound instruction: Phonemic awareness in kindergarten and first grade” (Presentation slides from the 5th annual National Reading First Conference). http://reading.uoregon.edu/big_ideas/pa/pa_sequence.php
Reading First in Virginia. (n.a.). “Reading First: A guide to comprehension instruction”. University of Virginia. http://www.readingfirst.virginia.edu/prof_dev/comprehension/introduction.html
Rosenshine. B. (2012, spring). “Principles of instruction: Research-based strategies that all teachers should know”. American Educator. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Semrud-Clikeman, M. (n.a.) “Research in brain function and learning”. American Psychological Association. http://www.apa.org/education/k12/brain-function.aspx
Sweeny, S. & Mason, P. (2015). “Research-based practices in vocabulary instruction: An anlysis of what works in grades prek–12”. Massachusetts Reading Association. https://www.massreading.org/wp-content/uploads/2015/08/vocabulary-paper-newletterhead.pdf
Sweet, P. (2000). “Ten proven principles for teaching reading”. National Education Association. http://www.nea.org/assets/docs/HE/mf_10proven.pdf
Willis, J. (2014). “The neuroscience behind stress and learning”. Edutopia. https://www.edutopia.org/blog/neuroscience-behind-stress-and-learning-judy-willis