RESEARCH & RESOURCES

DECODING

Archer, A., Gleason, M., & Vachon, V. (2000).  REWARDS Reading excellence: Word attack and rate development strategies. Longmont, CO: Sopris West.

 

Archer, A., Gleason, M., & Vachon, V. (Spring, 2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.

 

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way: Word study for phonics, vocabulary, and spelling instruction. (7th ed.) Upper Saddle River, NJ: Pearson.

 

Henry, M. K. (2010). Unlocking Literacy: Effective decoding & spelling instruction (2nd ed.) Baltimore: Paul H. Brookes. 

 

Moats, L. (2010). Speech to print: Language essentials for teachers. (2nd ed.). Baltimore: Paul H. Brookes. 

 

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138.

 

VOCABULARY

Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.

Hennessy, N., & Apel, K. (Spring 2017). Morphological awareness: How the pieces add up. Perspectives on Language and Literacy, 43(7). International Dyslexia Association.

 

Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159-1194. 

 

Templeton, S., Bear, D., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D., Helman, L., & Hayes, L. (2015). Words their way: Vocabulary for middle and secondary students.. (2th ed.) Upper Saddle River, NJ: Pearson.


Townsend, D., Bear, D., Templeton, & Burton, A. (2016). The implications of adolescents’ academic word knowledge for achievement and instruction. Reading Psychology, 37(8), 1119-1148.

MORPHOLOGY

Goodwin, A. P., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support Literacy. The Reading Teacher, 65(7), 461-470. 

 

Hennessy, N., & Apel, K. (Spring 2017). Morphological awareness: How the pieces add up. Perspectives on Language and Literacy, 43(7). International Dyslexia Association.

 

Rasinski, T. V., Padak, N., Newton, R., & Newton, E. (2008). Greek and Latin roots: Keys to building vocabulary. Huntington Beach, CA: Shell Educational Publishing.

 

Henry, M. K. (2010). Unlocking Literacy: Effective decoding & spelling instruction (2nd ed.) Baltimore: Paul H. Brookes. 

COMPREHENSION STRATEGY INSTRUCTION

 

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (00-4754). Washington, DC: U.S. Government Printing Office.

 

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Tovani, C. (2000). I read it, but I don’t get it. Portland, ME: Stenhouse. 

 

Vaughn, S., Roberts, G., Schnakenberg, J. B., Fall, A., Vaughn, M. G., & Wexler, J. (2015). Improving reading comprehension for high school students with disabilities: Effects for comprehension and school retention. Exceptional Children, 82(1), 117-131.

ADOLESCENT READING INSTRUCTION 

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

 

Cirino, P. T., Romain, M. A., Barth, A. E., Tolar, T. D., Fletcher, J. M., & Vaughn, S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing, 26, 1059-1086.

 

Edmunds, M. S., Vaughn, S., Wexler, J., Reutebuch, C. K., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262-300.

 

Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M. D., & Donovan, S. (2016). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52, 357-382.

 

Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2, 149-175.

 

O'Connor, R.E., & Goodwin, V. (2011). Teaching older students to read. In R.E. O'Connor & P.F. Vadasy (Eds.), Handbook of Reading Interventions. Guilford: New York.

SIMPLE VIEW OF READING

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.

 

Vaughn, S. (2018).  Introduction to the special issue on the Simple View of Reading from pre-K to grade 12. Remedial and Special Education, 39(5), 259.

 

RECIPROCAL TEACHING

Gorlewski, J., & Moon, S. S. (2011). Research for the classroom: Trying on reciprocal teaching: A novice's struggle becomes a veteran's success. The English Journal, 97-100.

 

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.

FOR MORE INFORMATION

EMAIL: vanessa.goodwin@csun.edu

ADDRESS

 

California State University, Northridge

18111 Nordhoff Blvd.

Department of Special Education

Northridge, CA 91330-8265

818-677-2596

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