CALI Reads is proud to host the following presentation on behalf of the California Department of Education.

Citations and Additional Resources

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  • 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)

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  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

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  • 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.

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  • 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.

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  • 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.
  • 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

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  • 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.
  • What Is Structured Literacy?:

Slide 29.

  • Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

Additional Resources