Teaching reading series references
References for the series
Teaching Reading: Mastering the Fundamentals
by Douglas Fisher & Nancy Frey
Carnine, D. W., Silbert, J., Kame’enui, E. J., Slocum, T. A., & Travers, P. (2016). Direct instruction reading (6th ed.). Pearson
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51..
Gehsmann, K. M., & Mesmer, H. A. (2023). The alphabetic principle and concept of word in text: Two priorities for learners in the emergent stage of literacy
development. Reading Teacher, 77(2), 156–166.
Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338–358.
Jones, C. D., & Reutzel, D. R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency, focus, and distributed cycles of review. Reading Psychology, 33(5), 448–464.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Piasta, S. B., Logan, J. A. R., Farley, K. S., Strang, T. M., & Justice, L. M. (2022). Profiles and predictors of children’s growth in alphabet knowledge. Journal of Education for Students Placed at Risk, 27(1), 1–26.
Reutzel, D. R. (2015). Early literacy research: Findings primary-grade teachers will want to know. The Reading Teacher, 69(1), 14-24.
Rice, M., Erbeli, F., Thompson, C. G., Sallese, M. R., & Fogarty, M. (2022). Phonemic awareness: A meta‐analysis for planning effective instruction. Reading Research
Quarterly, 57(4), 1259–1289.
Shanahan, T. (November 29, 2009). On sequences of instruction. Shanahan on Literacy.
https://www.shanahanonliteracy.com/blog/on-sequences-of-instruction
Brown, L. T., Mohr, K. A. J., Wilcox, B. R., & Barrett, T. S. (2018). The effects of dyad reading and text difficulty on third-graders’ reading achievement. The Journal of Educational Research 111(5), 541-553.
Endo, A. (2021). Optimizing literacy instruction with oral reading fluency assessments. Houghton Mifflin Harcourt. https://www.hmhco.com/blog/oral-reading-fluency-assessment
Fry, E. (2004). Phonics: A large phoneme-grapheme frequency count revised. Journal of Literacy Research, 36(1), 85-98.
Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR, Behavioral Research and Teaching, University of Oregon.
Rasinski, T. V., Reutzel, D. R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M. L. Kamil, P. D. Pearson, E. B., Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 286–319). Erlbaum.
Reschly A. L., Busch T. W., Betts J., Deno S. L., & Long, J. D. (2009). Curriculum-based measurement of oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427–469.
Solity, J., & Vousden, J. (2009). Real books versus reading schemes: A new perspective for instructional psychology. Educational Psychology, 29(4), 469-511.
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of
elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50, 576–590.
Wolters, A.P., Grace Kim, Y-S., & Szura, J. W. (2022). Is reading prosody related to reading comprehension? A meta-analysis. Scientific Studies of Reading, 26(1), 1–20.
Apel, K., Henbest, V. S., & Petscher, Y. (2023). Effects of affix type and base word transparency on students’ performance on different morphological awareness
measures. Journal of Speech, Language & Hearing Research, 66(1), 239–256.
Apel, K., Petscher, Y., & Henbest, V. S. (2021, February 3). Morphological Awareness Test for Reading and Spelling (MATRS): Technical report. psyarxiv.com/ty2pe.
Beck, I. L, McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Cain, K., Oakhill, J. V., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671–681.
Cunningham, A.E., & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22, 8-15.
Graves, M. F. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. Van Den Broek (Eds.), Reading for Meaning: Fostering Comprehension in the Middle Grades (pp. 116-135). Teachers College Press.
Manyak, P.C., Baumann, J.F., & Manyak, A. (2018). Morphological analysis instruction in the elementary grades: Which morphemes to teach and how to teach them. Reading Teacher, 72(3), 289-300.
Manyak, P. C., Gunten, H. V., Autenrieth, D., Gillis, C., Mastre-O’Farrell, J., Irvine-McDermott, E., Baumann, J. F., & Blachowicz, C. L. Z. (2014). Four practical principles for enhancing vocabulary instruction. Reading Teacher, 68(1), 13–23.
Nagy, W.E., & Anderson, R.C. (1984). How many words are in printed school English? Reading Research Quarterly, 19(3), 304-330.
Stahl, S.A. (2005). Four problems with teaching word meanings and what to do to make vocabulary an integral part of instruction. In E.H. Hiebert and M.L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
Tighe, E. L., & Schatschneider, C. (2016). Examining the relationships of component reading skills to reading comprehension in struggling adult readers: A meta-
analysis. Journal of learning disabilities, 49(4), 395-409.
Vacca, R., Vacca, J. L., & Mraz, M.E. (2020). Content area reading: Literacy and learning across the curriculum (13th ed.). Pearson
Alves, K. D., Kennedy, M. J., Brown, T. S., & Solis, M. (2015). Story grammar instruction with third and fifth grade students with learning disabilities and other struggling readers. Learning Disabilities - A Contemporary Journal, 13(1), 73–93.
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. Reading Teacher, 74(6), 663–672.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read alouds: Is there a common set of implementation practices? Reading Teacher, 58, 8-17.
Fisher, D., & Frey, N. (2015). Teacher modeling using complex informational texts. Reading Teacher, 69(1), 63-69.
Fisher, D., & Frey, N. (2014). Closely reading informational texts in the primary grades. The Reading Teacher, 68(3), 222-227.
Fisher, D., & Frey, N. (2012). Close reading in elementary school. The Reading Teacher, 66(3), 179-188.
Lupo, S. M., Berry, A., Thacker, E., Sawyer, A., & Merritt, J. (2020). Rethinking text sets to support knowledge building and interdisciplinary learning. Reading Teacher, 73(4),513–524.
McBreen, M., & Savage, R. (2021). The impact of motivational reading instruction on the reading achievement and motivation of students: A systematic review and meta-analysis. Educational Psychology Review, 33(3), 1125–1163.
Pyle, N., Vasquez, A. C., Lignugaris, K. B., Gillam, S. L., Reutzel, D. R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., & Pyle, D. (2017). Effects of expository text
structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(4), 469–501.
Spencer, M., & Wagner, R. K. (2018). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366–400.
Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing: An Interdisciplinary Journal, 27(1), 101–127.
Vaughn, M., Premo, J., Sotirovska, V. V., & Erickson, D. (2020). Evaluating agency in literacy using the student agency profile. Reading Teacher, 73(4), 427–441.