Further reading for Hard Words

Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.→ Read the whole story

• Another Blast in the Reading Wars (Washington Post, September 2013)

• Can Prevailing Approaches to Reading Instruction Accomplish the Goals of RTI (Perspectives on Language, Summer 2017)

• Cognitive profiles of difficult-to-remediate and readily remediated poor readers (Journal of Educational Psychology, December 1996)

• Continuing the Discussion / Preventing and Remediating Reading Failure (Educational Leadership, March 2004)

• Differentiating Between Difficult-to-remediate and Readily Remediated Poor Readers (Journal of Learning Disabilities, May-June 2000)

• Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel? (Journal of Learning Disabilities, July 2009)

• Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation (Annie E. Casey Foundation, January 2012)

• The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education (Journal of Childhood and Developmental Disorders, August 2016)

• Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (The MIT Press, 2004)

• The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research (Review of Educational Research, January 2018)

• Ending the Reading Wars: Reading Acquisition From Novice to Expert (Psychological Science in the Public Interest, June 2018)

• Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015)

• Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (Institute of Education Sciences, April 2017)

• How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking (American Educator, 2006)

• How Spelling Supports Reading (American Educator, Winter 2005/06)

• Landscapes in Teacher Prep: Undergraduate Elementary Ed (National Council on Teacher Quality, December 2016)

• Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It (Basic Books, 2017)

• Language at the Speed of Sight - On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning (Shanahan on Literacy, July 2017)

• Language Essentials for Teachers of Reading and Spelling (LETRS) (Sopris West)

• Learning to Read: An Unnatural Act (Bulletin of the Orton Society, 1980)

• Learning to Read: The Great Debate (McGraw-Hill, 1967)

• Letter from 40 linguists in response to a draft of the Curriculum Framework for English Language Arts, to be used in the public schools of Massachusetts (July 1995)

• Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation (American Educator, Summer 2013)

• The National Reading Panel Report: Practical Advice for Teachers (Learning Point Associates, 2006)

• An Open Letter to a Defender of Whole Language Reading Instruction (International Foundation for Effective Reading Instruction, 1999)

• Prevalence of Dyslexia Among Texas Prison Inmates (Tex Med, June 2000)

• The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction - And What We Can Do about It (Rowman and Littlefield Education, 2006)

• The Reading Wars (The Atlantic, November 1997)

• Reducing the Incidence of Early Reading Difficulties (Learn Individ Differ., March 2008)

• Report on Reading First and Early Reading First, Committee Views, Title 1 Part B (U.S. House of Representatives, May 2001)

• Research and the Reading Wars (book chapter in When Research Matters: How Scholarship Influences Education Policy, Harvard Education Press, 2008)

• The Science of Reading Research (Educational Leadership, March 2004)

• The Simple View of Reading (The Center for Development and Learning, February 2010)

• Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers (National Council on Teacher Quality, August 2018)

• Study of Mississippi Teacher Preparation for Early Literacy Instruction (The Barksdale Reading Institute and The Institutions of Higher Learning, December 2015)

• Study of Teacher Preparation in Early Reading Instruction (Institute of Education Sciences, September 2010)

• Summary of the (U.S.) National Reading Panel Report (International Reading Association, 2002)

• Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Report of the National Reading Panel) (National Institutes of Health, April 2000)

• Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do (American Federation of Teachers, June 1999)

• The Three-Cueing System (Literacy For All Issues In Teaching And Learning, 1998)

• Unbalanced Comments on Balanced Literacy (Shanahan on Literacy, October 2014)

• What's Whole in Whole Language in the 21st Century? (Garn Press, 2014)

• Who Is in Charge of Teacher Preparation? (Center for American Progress, June 2013)

• Whole Language: Beliefs and Practices (National Education Association, July 1989)

• Whole-Language High Jinks (Thomas B. Fordham Institute, January 2007)

• Whole Language Lives On: The Illusion of Balanced Reading Instruction (Thomas B. Fordham Foundation, October 2000)

• Why Johnny Still Can't Read — And What to Do About It (Forbes, May 2018)

• Why Not Phonics and Whole Language? (Bolt Beranek and Newman, Inc., 2004)

• Why Reading is Not a Natural Process (Committee on Education and the Workforce, U.S. House of Representatives, Washington, D.C., July 1997)