CALI Reads is proud to host the following presentation on behalf of the California Department of Education.
Citations and Additional Resources
Slide 3
Slide 4
- Liberman, AM. (1992). The relation of speech to reading and writing. In R. Frostand L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 167-178). Amsterdam: Elsevier
- Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: Harper Collins. (p. 32)
Slide 5
- Dehaene, S., & Cohen, L. (2007). Cultural recycling of cortical maps. Neuron, 56, 384–398.
https://doi.org/10.1016/j.neuron.2007.10.004 - How the Brain Learns to Read – Prof. Stanislas Dehaene (2013): https://youtu.be/25GI3-kiLdo
- Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: Harper Collins. (p. 11)
Slide 6, 7
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). National Institute of Child Health & Development.
https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Slide 8, 9, 10
- Phonological and Phonemic Awareness:http://www.readingrockets.org/helping/target/phonologicalphonemic
Slide 11
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Slide 15
- Lyon, R. G. (1998). Why Reading Is Not a Natural Process. Educational Leadership, 55(6), 14-18.
http://educationalleader.com/subtopicintro/read/ASCD/ASCD_326_1.pdf - Stanovich, K.E. (1994). “Romance and Reality.” The Reading Teacher, 47, 280-291.
http://www.keithstanovich.com/Site/Research_on_Reading_files/RdTch93.pdf
Slide 16
- Dehaene S, et al. (2010) How learning to read changes the cortical networks for vision and language. Science 330(6009),1359–1364.
https://www.researchgate.net/profile/Ghislaine_Dehaene-Lambertz/publication/47755575_How_Learning_to_Read_Changes_the_Cortical_Networks_for_Vision_and_Language/links/0912f50b711f3ca7e4000000/How-Learning-to-Read-Changes-the-Cortical-Networks-for-Vision-and-Language.pdf - Shaywitz, S. E. (2005). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books. (pp. 78-81)
- Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51. https://journals.sagepub.com/doi/10.1177/1529100618772271 (p. 11)
- How the Brain Learns to Read – Prof. Stanislas Dehaene (2013): https://youtu.be/25GI3-kiLdo?t=735
Slide 17
- Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.
- Kilpatrick, D. A. (2015). Essentials of assessing, preventing and overcoming reading difficulties. Hoboken, NJ: Wiley.
Slide 18
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407
https://www.psychologytoday.com/files/u81/Stanovich__1986_.pdf - Hernandez, D. J. 2011. Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. The Annie E. Casey Foundation: New York, NY.
https://www.aecf.org/resources/double-jeopardy/
Slide 19
- Gough P., Tunmer W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
Slide 20
- Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.
Slide 21
- Anderson, R. C., Wilson, P. T., Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.8347&rep=rep1&type=pdf
Slide 22
- Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, England: Cambridge University Press
- Zwaan, R. A., Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185.
https://www.researchgate.net/publication/51316671_Situation_Models_in_Language_Comprehension_and_Memory - August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. p. 436
Slide 23
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). National Institute of Child Health & Development.
https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Slide 24
- Lyon, G. R., S. E. Shaywitz, and B. A. Shaywitz. 2003. “A Definition of Dyslexia.” Annals of Dyslexia 53 (1): 1–14.
- New to LD: https://ldaamerica.org/support/new-to-ld/
Slide 25, 26
- Wagner, R. K., J. K. Torgesen, C. A. Rashotte, and N. A. Pearson. 2013. Comprehensive Test of Phonological Processing, 2nd ed. (CTOPP-2). Austin, TX: Pro-Ed.
Slide 27
- Shaywitz, S. E. (2005). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books. (pp. 78-81)
- Barquero, L. A, N. Davis, and L. E. Cutting. 2014. “Neuroimaging of Reading Intervention: A Systematic Review and Activation Likelihood Estimate Meta-Analysis.” PLoS One 9 (1).
Slide 28
- Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 69–96). New York: Psychology Press.
- Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: Guilford
- Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., 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, Institute of Education Sciences, U.S. Department of Education
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). National Institute of Child Health & Development.
https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf - What Is Structured Literacy?: https://dyslexiaida.org/what-is-structured-literacy/
Slide 29.
- Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.
Additional Resources
- Hard Words- Why aren’t kids being taught to read?:
https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read - Teaching Reading Sourcebook:
https://www.corelearn.com/teaching-reading-sourcebook-third-edition/