Johnson, D. W., & Johnson, R. T. (1989). Cooperative learning: What special educators need to know. The Pointer, 33, 5–10.
Joseph, L. M. (2007). Best practices on interventions for students with reading problems. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1163–1180). Bethesda, MD: National Association of School Psychologists.
Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42(5), 392–402.
Just, M. A., Newman, S. D., Keller, T. A., McEleney, A., & Carpenter, P. A. (2004, January). Imagery in sentence comprehension: An fMRI study. NeuroImage, 21(1), 112–124.
Kaminen, N., Hannula-Jouppi, K., Kestila, M., Lahermo, P., Muller, K., Kaaranen, M., Myllylouma, B., Voutilainen, A., Lyytinen, H., Nopola-Hemmi, J., & Kere, J. (2003, May). A genome scan for developmental dyslexia confirms linkage to chromosome 2pll and suggests a new locus on 7q32. Journal of Medical Genetics, 40, 340–345.
Kemp, N., & Bushnell, C. (2011, February). Children’s text messaging: Abbreviations, input methods and links with literacy. Journal of Computer Assisted Learning, 27(1), 18–27.
Kibby, M. Y., Pavawalla, S. P., Fancher, J. B., Naillon, A. J., & Hynd, G. W. (2009, April). The relationship between cerebral hemisphere volume and receptive language functioning in dyslexia and attention-deficit hyperactivity disorder (ADHD). Journal of Child Neurology, 24(4), 438–448.
Kirby, J. R., Silvestri, R., Allingham, B. H., Parrila, R., & La Fave, C. B. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41(1), 85–96.
Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth grade classrooms. Elementary School Journal, 99, 3–22.
Kortteinen, H., Närhi, V., & Ahonen, T. (2009). Does IQ matter in adolescent’s reading disability? Learning and Individual Differences, 19(2), 257–261.
Kraebel, K. S., West, R. N., & Gerhardstein, P. (2007). The influence of training views on infants’ long-term memory for simple 3D shapes. Developmental Psychobiology, 49(4), 406–420.
Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. Journal of Special Education, 44(4), 234–246.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–843.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3–21.
Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, 38, 128–131.
Lai, C. S., Fisher, S. E., Hurst, J. A., Vargha-Khadem, F., & Monaco, A. P. (2001). A forkhead-domain gene is mutated in a severe speech and language disorder. Nature, 413, 519–523.
Larson, K. (2004). The science of word recognition. Retrieved from http://www.microsoft.com/typography/ctfonts/WordRecognition.aspx
Laycock, R., Crewther, D. P., & Crewther, S. G. (2012, July). Abrupt and ramped flicker-defined form shows evidence for a large magnocellular impairment in dyslexia. Neuropsychologia, 50(8), 2107–2113.
Leppänen, P. H. T., Hämäläinen, J. A., Salminen, H. K., Eklund, K. M., Guttorm, T. K., Lohvansuu, K., Puolakanaho, A., & Lyytinen, H. (2010, November–December). Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia. Cortex, 46(10), 1362–1376.
Lesaux, N., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.
Lesnick, J., Goerge, R., Smithgall, C., & Gwynne J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment? Chicago, IL: Chapin Hall at the University of Chicago.
Mahony, D., Singson, M., & Mann, V. A. (2000). Reading ability and sensitivity to morphophonological situations. Reading and Writing: An Interdisciplinary Journal, 12(3/4), 191–218.
Mann, V. A. (2000). Introduction to special issue on morphology and the acquisition of alphabetic writing systems. Reading and Writing: An Interdisciplinary Journal, 12(3/4), 143–147.
Marupaka, N., Iyer, L. R., & Minai, A. A. (2012, August). Connectivity and thought: The influence of semantic network structure in a neurodynamical model of thinking. Neural Networks, 32, 147–158.
Maurer, U., Brem, S., Bucher, K., & Brandeis, D. (2005). Emerging neuropsychological specialization for letter strings. Journal of Cognitive Neuroscience, 17(10), 1532–1552.
Maurer, U., Brem, S., Kranz, F., Bucher, K., Benz, R., Halder, P., Steinhausen, H. C., & Brandeis, D. (2006). Coarse neural tuning for print peaks when children learn to read. NeuroImage, 33(2), 749–758.
McCandliss, B. D., Cohen, L., & Dehaene, S. (2003, July). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7, 293–299.
McCrory, E. J., Mechelli, A., Frith, U., & Price, C. J. (2005). More than words: A common neural basis for reading and naming deficits in developmental dyslexia? Brain, 128, 261–267.
McGee, L., & Ukrainetz, T. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. The Reading Teacher, 62, 599–603.
Mehler, J., Jusczyk, P., Lambertz, G., Halsted, N. M., Bertoncini, J., & Amiel-Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29, 143–178.
Mendelsohn, A. L., Berkule, S. B., Tomopoulos, S., Tamis-LeMonda, C. S., Huberman, H. S., Alvir, J., & Dreyer, B. P. (2008). Infant television and video exposure associated with limited parent-child verbal interactions in low socioeconomic status households. Archives in Pediatric and Adolescent Medicine, 162(5), 411–417.
Meng, H., Smith, S. D., Hager, K., Held, M., Liu, J., Olson, R., . . . & Gruen, J. R. (2005). DCDC2 is associated with reading disability and modulates neuronal development in the brain. Proceedings of the National Academy of Sciences USA, 102(47), 17053–17058.
Menzies, H. M., Mahdavi, J. N., & Lewis, J. L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29(2), 67–77.
Mesmer, H. E. (2006). Beginning reading materials: A national survey of primary teachers’ reported uses and beliefs. Journal of Literacy Research, 38(4), 389–425.
Moats, L. C. (2005, Winter). How spelling supports reading: And why it is more regular and predictable than you think. American Educator, 29(4), 12–22, 42–43.
Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phonemes arise spontaneously? Cognition, 7, 323–331.
Morris, D., Bloodgood, J. W., Lomax, R. G., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38, 302–328.
Morris, J., & Stockall, L. (2012). Early, equivalent ERP masked priming effects for regular and irregular morphology. Brain and Language, 123(2), 81–93.
Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447–473.
Munro, J., & Dalheim, B. (2008). Checklist for identifying reading difficulties at each of the levels of text. Studies in Exceptional Learning and Gifted Education. University of Melbourne Graduate School of Education.
National Assessment of Educational Progress (NAEP). (2011). The nation’s report card: Reading 2011–2012. Washington, DC: Author.
National Assessment of Educational Progress (NAEP). (2012). Long-term trend reading assessments. Washington, DC: Author.
National Association for the Education of Young Children (NAEYC). (1998, July). Learning to read and write: Developmentally appropriate practices fo
r young children. Young Children, 53(4), 30–46.
National Association of Elementary School Principals (NAESP). (2013). Common Core implementation checklist. Alexandria, VA: Author.
National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
National Governors Association (NGA) Center for Best Practices & the Council of Chief State School Officers (CCSSO). (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/ELA-Literacy
National Institute for Literacy (NIFL). (2001). Put reading first: The research building block for teaching children to read. Jessup, MD: Author.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Nesbit, J. C., & Adesope, O. O. (2006, Fall). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448.
Ness, M. K. (2009). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes towards reading comprehension instruction. Reading Horizons, 49(2), 143–166.
Nicolson, R. I., Fawcett, A. J., & Dean, P. (2001, September). Developmental dyslexia: The cerebellar deficit hypothesis. Trends in Neuroscience, 24, 508–511.
O’Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010, February). Responsiveness of students with language difficulties to early intervention in reading. Journal of Special Education, 43(4), 220–235.
Olson, J., Larsen, L., Bolton, L., & Verhelst, S. (2007). Guided reading strategies to improve students’ critical thinking skills in grades three, four and five. Saskatoon, SK: Dr. Stirling McDowell Foundation for Research into Teaching.
Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79(4), 899–913.
Palincsar, A. S., & Brown, A. L. (1984). The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
Paloyelis, Y., Rijsdijk, F., Wood, A. C., Asherson, P., & Kuntsil, J. (2010). The genetic association between ADHD symptoms and reading difficulties: The role of inattentiveness and IQ. Journal of Abnormal Child Psychology, 38(8), 1083–1095.
Paracchini, S., Thomas, A., Castro, S., Lai, C., Paramasivam, M., Wang, Y., . . . & Monaco, A. P. (2006). The chromosome 6p22 haplotype associated with dyslexia reduces the expression of KIAA0319, a novel gene involved in neuronal migration. Human Molecular Genetics, 15(10), 1659–1666.
Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2004). Spurious and genuine correlates of children’s reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 131–160). Mahwah, NJ: Erlbaum.
Parker, R., Hasbrouck, J. E., & Denton, C. (2002a). How to tutor students with reading problems. Preventing School Failure, 47, 42–44.
Parker, R., Hasbrouck, J. E., & Denton, C. (2002b). How to tutor students with comprehension problems. Preventing School Failure, 47, 45–47.
Parrott, C. A. (1986). Visual imagery training: Stimulating utilization of imaginal processes. Journal of Mental Imagery, 10, 47–64.
Parviainen, T., Helenius, P., Poskiparta, E., Niemi, P., & Salmelin, R. (2006). Cortical sequence of word perception in beginning readers. Journal of Neuroscience, 26(22), 6052–6061.
Pascalis, O., Scott, L. S., Kelly, D. J., Shannon, R. W., Nicholson, E., Coleman, M., & Nelson, C. A. (2005). Plasticity of face processing in infancy. Proceedings of the National Academy of Sciences, 102(14), 5297–5300.
Paterson, K. B., & Jordan, T. R. (2010). Effects of increased letter spacing on word identification and eye guidance during reading. Memory & Cognition, 38, 502–512.
Pearson, P. D., & Duke, N. K. (2002). Comprehension instruction in the primary grades. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (chap. 16). New York, NY: Guilford.
Peereman, R., Content, A., & Bonin, P. (1998). Is perception a two-way street: The case of feedback consistency in visual word recognition. Journal of Memory and Language, 39, 151–174.
Pennington, B. F. (1990). The genetics of dyslexia. Journal of Child Psychology and Psychiatry, 31, 193–201.
Petscher, Y., Kim, Y.-S., & Foorman, B. R. (2011). The importance of predictive power in early screening assessments: Implications for placement in the response to intervention framework. Assessment for Effective Instruction, 36(3), 158–166.
Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children. Topics in Early Childhood Special Education, 28(1), 3–17.
Phillips, B., & Torgesen, J. (2006). Phonemic awareness and reading: Beyond the growth of initial reading accuracy. Handbook of early literacy research (Vol. 2, pp. 101–113). New York, NY: Guilford.
Pinker, S. (1994). The language instinct: How the mind creates language. New York, NY: William Morrow.
Pinker, S. (1999). Words and rules: The ingredients of language. New York, NY: Basic Books.
Podhajski, B., Mather, N., Nathan, J., & Sammons, J. (2009, September/October). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42(5), 403–417.
Porcaro, C., Zappasodi, F., Barbati, G., Salustri, G., Pizzella, V., Rossini, P. M., & Tecchio, F. (2006, July). Fetal auditory responses to external sounds and mother’s heart beat: Detection improved by Independent Component Analysis. Brain Research, 1101, 51–58.
Posner, M. I., Rothbart, M. K., & Sheese, B. E. (2007). Attention genes. Developmental Science, 10, 24–29.
Priebe, S. J., Keenan, J. M., & Miller, A. C. (2012, January). How prior knowledge affects word identification and comprehension. Reading and Writing, 25(1), 131–149.
Prior, S. M., Fenwick, K. D., Saunders, K. S., Ouellette, R., O’Quinn, C., & Harvey, S. (2011). Comprehension after oral and silent reading: Does grade level matter? Literacy Research and Instruction, 50, 183–194.
Puranik, C., & Apel, K. (2010). Effect of assessment task and letter writing ability on preschool children’s spelling performance. Assessment for Effective Intervention, 36(1), 46–56.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62(8), 1457–1506.
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001, November). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31–74.
Rayner, K., Slattery, T. J., & Bélanger, N. N. (2010). Eye movements, the perceptual span, and reading speed. Psychonomic Bulletin & Review, 17(6), 834–839.
Renvall, H., & Hari, R. (2002). Auditory cortical responses to speech-like stimuli in dyslexic adults. Journal of Cognitive Neuroscience, 14, 757–768.
Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. Journal of Educational Research, 102(1), 37–50.
Reyna, V. F., Estrada, S. M., DeMarinis, J. A., Myers, R. M., Stanisz, J. M., & Mills, B. A. (2011). Neurobiological and memory models of risky decision making in adolescents versus young adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1125–1142.
Richards, T. L., & Berninger, V. W. (2008, July). Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment. Journal of Neurolinguistics, 21(4), 294–304.
Rimrodt, S. L., Peterson, D. J., Denckla, M. B., Kaufmann, W. E., & Cutting,
L. E. (2010, June). White matter microstructural differences linked to left perisylvian language network in children with dyslexia. Cortex, 46(6), 739–749.
Ring, J. J., Barefoot, L. C., Avrit, K. J., Brown, S. A., & Black, J. L. (2013, March/April). Reading fluency instruction for students at risk for reading failure. Remedial and Special Education, 34(2), 102–112.
Robinson, A. J., & Pascalis, O. (2004). Development of flexible visual recognition memory in human infants. Developmental Science, 7(5), 527–533.
Rolstad, K., Mahoney, K., & Glass, G. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19, 572–594.
Rouse, C. E., & Krueger, A. B. (2004). Putting computerized instruction to the test: A randomized evaluation of a “scientifically based” reading program. Economics of Education Review, 23(4), 323–338.
Rumsey, J., Horwitz, B., Donohue, B. C., Nace, K. L., Maisog, J. M., & Andreason, P. (1999). A functional lesion in developmental dyslexia: Left angular gyral flow predicts severity. Brain and Language, 70, 187–204.
Sams, G. (2003). Dyslexia and exams. Retrieved from http://www.dyslexia-parent.com
Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396–408.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Schlagel, B. (2007). Best practices in spelling and handwriting. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 179–201). New York, NY: Guilford.
Schlaggar, B. L., & Church, J. A. (2009, February). Functional neuroimaging insights into the development of skilled reading. Current Directions in Psychological Science, 18(1), 21–26.
How the Brain Learns to Read Page 32