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Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.Lesson 2 - Conquering Multisyllabic Words
Carnine, D., Silbert, J., & Kameenui, E. J. (1997). Direct instruction reading (3rd ed). Upper Saddle River, NJ: Prentice-Hall.
Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 383-417). New York, NY: Longman.
Ehri, L. C. (1994). Development of the ability to read words: Update. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 323-358). Newark, DE: International Reading Association.
Ehri, L. C. (1998). Grapheme-phonemes knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Gaskins, I.W. (1996). Word detectives: Benchmark extended word identification program for beginning readers. Media, PA: Benchmark School.
Lenz, B. K., Ellis, E. S., & Scanlon, D. (1996). Teaching learning strategies to adolescents and adults with learning disabilities. Austin, TX: Pro-Ed.
Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.
National Reading Council (Panel). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child and Human Development.
Oregon Department of Education (2000-2001). Oregon content standards and benchmarks in reading level 1. Salem, OR: Oregon Department of Education.
Adams, M. J., Foorman, B. R., Lundberg, I. L., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.Lesson 3 - Developing Reading Fluency
Archer, A. L., & Gleason, M. (1989, April). Design and delivery of lessons. Paper presented at the annual convention of the Council for Exceptional Children, San Francisco, CA.
Archer, A. L. (2000). Beginning reading instruction. Paper presented at the annual conference of the International Council for Exceptional Children. Vancouver, BC.
Archer, A. L., Adams, A., Ellis, E. S., Isaacson, S., Morehead, M. K., & Schiller, E. P. (1987). Working with mildly handicapped students: Design and delivery of academic instruction. Academy for Effective Instruction. Reston, VA: The Council for Exceptional Children.
Archer, A. L., Gleason, M. M., Vachon, V. (2000). Reading excellence: Word attack and rate development strategies (REWARDS). Longmont, CO: Sopris West.
Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26 (1), 49-66.
Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30 (1), 49-66.
Bryson, B. (1990). The mother tongue: English and how it got that way. New York, NY: William Morrow and Company, Inc.
Carnine, D., Silbert, J., & Kameenui, E. (1998). Direct instruction reading. Columbus, OH: Charles E. Merrill Publishers.
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.
Ehri, L., & Wilce, L. (1987). Does learning to spell help beginners to read words? Reading Research Quarterly, 22, 48-65.
Ellis, E. D., Lenz, B. K., & Sabornie, E. J. (1987). Generalization and adaptation of learning strategies to natural environments, Part 1: Critical agents. Remedial and Special Education, 8(1), 45-74.
Gaskins, I. W. (1996). Word detectives: Benchmark extended work identification program for beginning readers. Media, PA: Benchmark School.
Herzog, P., & Winter, R. (1998). Phonics Q. Seattle, WA: Author.
Lebo, J. D. (1999). Breaking the code. Columbus, OH: SRA McGraw-Hill.
Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-33). Ann Arbor, MI: University of Michigan Press.
Moats, L. C. (1995). Spelling: Development, disability, and instruction. Timonium, MD: York Press.
National Reading Council (Panel). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Schumaker, J. (1989). The heart of strategy instruction. Strategram, 1(4). Lawrence, KS: The University of Kansas Center for Research on Learning.
Smith, S. B., Simmons, D., & Kameenui, E. (1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition. Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.
Snow, C. E., Burns, M. S., & Griffith, P. (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
Archer, A. L. (2000). Beginning reading instruction. Paper presented at the annual conference of the International Council for Exceptional Children: Vancouver, BC.Lesson 4 - Developing School-wide Reading Fluency Programs
Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school-students with serious reading problems. Remedial and Special Education, 20(5) 309-318.
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
Greenwood, C. R., Delquadri, J., & Carta, J. J. (1997). Class-wide peer tutoring (CWPT) for teachers. Longmont, CO: Sopris West.
Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 126-137.
McCoy, K. M., & Pany, D. (1986). Summary and analysis of oral reading corrective feedback research. Reading Teacher, 39, 548-54.
National Reading Council (Panel). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Rashotte, C., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180-188.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
Simmons, D., Fuchs, L., & Fuchs, D. (1995). Effects of explicit teaching and peer-mediated instruction on the reading achievement of learning disabled and low-performing students. Elementary School Journal, 95, 387-407.
Simmons, D. C., Fuchs, D. Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research & Practice, 9(4), 203-212.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (1999). Using curriculum-based measurements for assessing reading progress and for making instruction decisions (Module O, Lesson 3). In B. K. Lenz & P. G. Gildroy (Eds.), Overview of learning disabilities and reading instruction. Lawrence, KS: University of Kansas, Center for Research on Learning.
Available: Onlineacademy.org
Joint Committee on Teacher Planning for Students with Disabilities (1995). Planning for academic diversity in America's classrooms: Windows on reality, research, change, and practice. Lawrence, KS: University of Kansas, Center for Research on Learning.
Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, March, 14-18.
Zigmond, N., Jenkins, J., Fuchs, L., Deno, S., Fuchs, D., Baker, J., Jenkins, L., & Couthino, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76(7), 531-540.
Zigmond, N., & Baker, J. (1995). Concluding comments: Current and future practices in inclusive schooling. Journal of Special Education, 29(2), 245-250.