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  • Hard Words

    Further reading for Hard Words

    Sources for the documentary Hard Words.

    September 10, 2018

    Listen:
    Hard Words: Why Aren't Our Kids Being Taught to Read?
    0:00 | 00:52:45

    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)

     

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