Research to Support Implementation

Reading Screening Frameworks

• Bridges, M., and Catts, H.W. (2011). The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children. Journal of Learning Disabilities, 44(4): 330–338. doi:10.1177/0022219411407863
• Catts, H.W., Nielsen, D., Bridges, M., Bontempo, D., and Liu, Y. (2015). Early Identification of Reading Disabilities Within an RTI Framework. Journal of Learning Disabilities, 48(3): 281–297. doi:10.1177/0022219413498115
• Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at–risk first–grade readers for early intervention: Eliminating false positives and exploring the promise of a two–stage gated screening process. Journal of Educational Psychology, 102(2), 327–340.
• Farrall, M. L. (2012). Reading Assessment. Linking Language, Literacy and Cognition. Hoboken, NJ: John Wiley & Sons
• Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next–generation approach to multilevel prevention. Exceptional Children, 78, 263–279.
• Shinn, M. R. (2008). Best practices in using curriculum–based measurement in a problem–solving model. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology (pp. 671−697). Bethesda, MD: National Association of School Psychologists
• Torgesen, J. K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28(3), 6–9, 12–13, 17–19, 45–47. 

Educator Knowledge and Practice

• Binks–Cantrell, E., Washburn, E., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific Studies of Reading, 16, 526–536.
• Cohen, R., Mather, N. Schneider, D. A., & White, J. (2017). A comparison of schools: Teacher knowledge of explicit code–based reading instruction. Reading & Writing: An Interdisciplinary Journal, 30(4), 653–690.
• Cunningham, A. E., Perry, K. E., Stanovich, K. E. & Stanovich, P. E. (2004). Disciplinary knowledge of K–3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139–167.
• Greenberg, J., McKee, A., & Walsh, K. (2013). NCTQ Teacher Prep Review: A review of the nation’s teacher preparation programs.Washington, DC: National Council for Teacher Quality.
• Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker–Dean, E, & Smith, D. (2009). Why elementary teachers might be inadequately prepared to teach reading.Journal of Learning Disabilities,42(5), 392–402.

Instruction and Intervention

• Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440–470.
• Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Implications from Post–NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.),Explaining individual differences in reading (pp. 69–96). London: Psychology Press.
• Catts, H. W., Adlof, S. M. & Weismer, E. (2006). Language deficits in poor comprehenders: a case for the simple view of reading. Journal of Speech, Language and Hearing Research, Apr; 49 (2), 278-293.
• Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Ferguson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S.(2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov
• Institute of Education Sciences. (2017). A guide to the implementing evidence–based literacy practices roadmap
• International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading, Second Edition.
• Moats, L. C., Dakin, K., & Joshi, M. (Eds.) (2012). Expert perspectives on interventions for reading. Baltimore, MD: International Dyslexia Association.
• Regional Educational Laboratory Southeast. (2017). Implementing evidence–based literacy practices roadmap. Tallahassee, FL: Florida State University, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.
• Spear-Swerling, L. (in press). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children.

Accommodations

• Fletcher, J., Francis, D., , Boudousquie, A., Copeland, K., Young, V., Kalinowski, S., and Vaughn, S. (2005).  Effects of Accommodations on High–Stakes Testing for Students with Reading Disabilities, Exceptional Children, Vol 72, Issue 2, pp. 136 – 150.
• Fuchs, Lynn S.; Fuchs, Douglas; Capizzi, Andrea M. (2005). Identifying Appropriate Test Accommodations for Students with Learning Disabilities. Focus on Exceptional Children, v37 n6 p1-8
• Mercer, C. (2002). Accommodating Students with Dyslexia in all Classroom Settings. Fact Sheet # 51. International Dyslexia Association. Retrieved from http://www.interdys.org/ewebeditpro5/upload/Accomodating_Students_with_Dyslexia_In_All_Classroom_Settings.pdf