DECODING
Archer, A., Gleason, M., & Vachon, V. (2000). REWARDS Reading excellence: Word attack and rate development strategies. Longmont, CO: Sopris West.
Archer, A., Gleason, M., & Vachon, V. (Spring, 2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way: Word study for phonics, vocabulary, and spelling instruction. (7th ed.) Upper Saddle River, NJ: Pearson.
Henry, M. K. (2010). Unlocking Literacy: Effective decoding & spelling instruction (2nd ed.) Baltimore: Paul H. Brookes.
Moats, L. (2010). Speech to print: Language essentials for teachers. (2nd ed.). Baltimore: Paul H. Brookes.
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138.
VOCABULARY
Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.
Hennessy, N., & Apel, K. (Spring 2017). Morphological awareness: How the pieces add up. Perspectives on Language and Literacy, 43(7). International Dyslexia Association.
Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51(6), 1159-1194.
Templeton, S., Bear, D., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D., Helman, L., & Hayes, L. (2015). Words their way: Vocabulary for middle and secondary students.. (2th ed.) Upper Saddle River, NJ: Pearson.
Townsend, D., Bear, D., Templeton, & Burton, A. (2016). The implications of adolescents’ academic word knowledge for achievement and instruction. Reading Psychology, 37(8), 1119-1148.
MORPHOLOGY
Goodwin, A. P., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support Literacy. The Reading Teacher, 65(7), 461-470.
Hennessy, N., & Apel, K. (Spring 2017). Morphological awareness: How the pieces add up. Perspectives on Language and Literacy, 43(7). International Dyslexia Association.
Rasinski, T. V., Padak, N., Newton, R., & Newton, E. (2008). Greek and Latin roots: Keys to building vocabulary. Huntington Beach, CA: Shell Educational Publishing.
Henry, M. K. (2010). Unlocking Literacy: Effective decoding & spelling instruction (2nd ed.) Baltimore: Paul H. Brookes.
COMPREHENSION STRATEGY INSTRUCTION
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (00-4754). Washington, DC: U.S. Government Printing Office.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Tovani, C. (2000). I read it, but I don’t get it. Portland, ME: Stenhouse.
Vaughn, S., Roberts, G., Schnakenberg, J. B., Fall, A., Vaughn, M. G., & Wexler, J. (2015). Improving reading comprehension for high school students with disabilities: Effects for comprehension and school retention. Exceptional Children, 82(1), 117-131.
ADOLESCENT READING INSTRUCTION
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Cirino, P. T., Romain, M. A., Barth, A. E., Tolar, T. D., Fletcher, J. M., & Vaughn, S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing, 26, 1059-1086.
Edmunds, M. S., Vaughn, S., Wexler, J., Reutebuch, C. K., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262-300.
Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M. D., & Donovan, S. (2016). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52, 357-382.
Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2, 149-175.
O'Connor, R.E., & Goodwin, V. (2011). Teaching older students to read. In R.E. O'Connor & P.F. Vadasy (Eds.), Handbook of Reading Interventions. Guilford: New York.
SIMPLE VIEW OF READING
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Vaughn, S. (2018). Introduction to the special issue on the Simple View of Reading from pre-K to grade 12. Remedial and Special Education, 39(5), 259.
RECIPROCAL TEACHING
Gorlewski, J., & Moon, S. S. (2011). Research for the classroom: Trying on reciprocal teaching: A novice's struggle becomes a veteran's success. The English Journal, 97-100.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.