Bates, E., O'Connell, B., & Shore, C. M. (1987). Language and communication in infancy. In J. D. Osofsky (Ed.), Handbook of infant development (pp. 149-203). New York: Wiley-Interscience.

Bilderback, T. R., Hoffman, K. M., & Dobrowsky, R. T. (1999). Qualitative and quantitative methods for the measurement of ceramide. In Y. A. Hannun & R. M. Boustany (Eds.), Apoptosis in neurobiology. Washington, DC: CRC Press.

Committee on the Prevention of Reading Difficulties in Young Children, (1998). In C. E. Snow, S. Burns, & P. Griffin, (Eds.), Preventing reading difficulties in young children. Washington, DC: National Research Council.

Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among prereading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 7, 323-346.

Dickinson, D. K., Temple, J. M., Hirschler, J. A., & Smith, M. W. (1992). Book reading with preschoolers: Coconstruction of text at home and at school. Early Childhood Research Quarterly, 7, 323-346.

Ehri, L. C., (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, volume II. New York: Longman.

Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skills to read words by analogy. Reading Research Quarterly, 27 (2), 13-26.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7 (1), 6-10.

Gunn, B. K., Simmons, D. C., & Kameenui, E. J. (1995). Emergent literacy: Synthesis of the research. Technical Report 20 funded by OSEP. Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Griffith, P. L., & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516-523.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.

McCracken, M. J., & McCracken, R. A. (1982). Spelling through phonics. Winnipeg, Manitoba: Peguis.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York, NY: Guilford Press.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.

Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions from Educational Psychology, 1, 1-57.

Simmons, D. C., & Kameenui, E. J. (1995). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum Publishers.

Snow, C. E. (1991). The theoretical basis of the home-school study of language and literacy development. Journal of Research in Childhood Education, 6, 1-8.

Stein, M. (1993). The beginning reading instruction study. Washington, DC: Office of Educational Research and Improvement.

Sulzby, E. (1991). Assessment of emergent literacy: Storybook reading. Reading Teacher, 44, (7), 498-500.

Lesson 2 References

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

Committee on the Prevention of Reading Difficulties in Young Children, (1998). In C. E. Snow, S. Burns, & P. Griffin, (Eds.) Preventing Reading Difficulties in Young Children. Washington, DC: National Research Council.

Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 759-788). New York, NY: Longman.

Moats, L. C. (1995a). Spelling: Development, disability, and instruction. Timonium, MD: York Press.

Moats, L. C. (1995b). The missing foundation in teacher education. American Federation of Teachers, 9, 43-51.

Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.

Scarborough, H. S., Ehri, L. C., Olson, R. K., & Fowler, A. E. (1998). The fates of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2 (2), 115-142.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly.

Torgesen, J. K. (1997). Reading Disabilities. In R. N. Gallimore, A. Bernheimer, G. MacMillan, D. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities: Papers in honor of Barbara K. Keogh (pp. 1-24). Hillsdale, NJ: Lawrence Erlbaum Associates.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80.

Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 20 (1), 73-87.

Lesson 3 References

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

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brooks Publishing.

Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26 (1), 49-66.

Becker, W. C., & Gersten, R. (1982). A follow-up of follow through: The later effects of the direct instruction model on children in fifth and sixth grades. American Educational Research Journal, 19, 75-92.

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. (1999). Road to the code: A program of early literacy activities to develop phonological awareness. Timonium, MD: York Press.

Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.

Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83 (4), 451-455.

Carnine, D., Silbert, J., & Kameenui, E. (1998). Direct instruction reading. Columbus, OH: Charles E. Merrill.

Catts, H., & Vartianen, T. (1993). Sounds abound. East Moline, IL: LinguiSystems.

Cossu, G., Shankweiler, D., Liberman, I. Y., Tola, G., & Katz, L. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.

Elkonin, D. B. (1973). U.S.S.R. In J. Downing (Ed.), Comparative Reading (pp. 551-579).

Engelmann, S., Bruner, E., Hanner, S., Osborn, S., & Zoref, L. (1995). Reading Mastery. Columbus, OH: SRA Macmillan/McGraw-Hill.

Engelmann, S., Johnson, Gl, Carnine, L., Meyer, L, Becher, Wl, & Eisele, J. (1988). Corrective Reading. Science Research Associates, Inc.

Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, T. (1995). Components of phonological awareness. Reading & Writing, 7, 171-188.

Hu, C., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from the Chinese. Scientific Studies of Reading, 2(1), 55-79.

Iversen, S., & Tunmer, W. E. (1993). Phonological processing skills and the reading recovery program. Journal of Educational Psychology, 85 (1), 112-126.

Kennedy, K. M., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities & Practice, 8, (4), 253-259.

Lebo, J. D. (1999). Breaking the code. Columbus, OH: SRA McGraw-Hill.

Liberman, I. Y., Rubin, H., Duques, S., & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In D. B. Gray & J. F. Kavanaugh (Eds.), Biobehavioral measures of dyslexia (pp. 163-176). Timonium, MD: York Press.

Lindamood, P. C., Bell, N., & Lindamood, P. (1992). Issues in phonological awareness assessment. Annals of Dyslexia, 42, 242-259.

Lundberg, I., Frost, J., & Peterson, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23 (3), 263-284.

Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33 (1), 62-94.

McKeough, A., Case, R., Bereiter, C., Anderson, V., Adams, M. J., & Hirshberg, J. (1995). Collections for young scholars: Framework for effective teaching. Chicago, IL: Open Court.

Morrison, F. J. (1987). The nature of reading disability: Toward an integrative framework. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 33-63). Hillsdale, NJ: Lawrence Erlbaum Associates.

O'Connor, R., & Jenkins, J. R. (1997). Early and later predictions of reading disabilities. American Educational Research Association, 1-15.

Robertson, C., & Salter, W. (1995). The phonological awareness kit. East Moline, IL: LinguiSystems.

Shankweiler, D., Liberman, I. Y., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler and I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-33). Ann Arbor, MI: University of Michigan Press.

Smith, S. B., Simmons, D., & Kameenui, E. (1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition. Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Stanovich, K. E. (1982). Individual differences in the cognitive processes of reading: Word decoding. Journal of Learning Disabilities, 15, 485-493.

Stanovich, K. E. (1988). Explaining the differences between the dyslexic and garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590-604.

Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128-149). Needham Heights, MA: Allyn and Bacon.

Torgesen, J. K., & Bryant, B. R. (1994). Phonological awareness training for reading kit. Austin, TX: Pro-Ed.

Torgesen, J. K., & Mathes, P. G. (1998). What every teacher should know about phonological awareness. Tallahassee, FL: Florida Department of Education.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 468-479.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.

Wagner, R. K., Fletcher, J. M., Shaywitz, B. A., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, S. E. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low-achievement definitions. Journal of Educational Psychology, 86 (1), 6-24.

Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23 (2), 159-177.

Lesson 4 References

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

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brooks Publishing.

Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26 (1), 49-66.

Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.

Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press.

Carnine, D., Silbert, J., & Kameenui, E. (1998) Direct instruction reading. Columbus, OH: Charles E. Merrill.

Committee on the Prevention of Reading Difficulties in Young Children, (1998). In C. E. Snow, S. Burns, & P. Griffin, (Eds.), Preventing Reading Difficulties in Young Children. Washington, DC: National Research Council.

Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 22 (1), 47-65.

Engelmann, S., Bruner, E., Hanner, S., Osborn, S., & Zoref, L. (1995). Reading Mastery. Columbus, OH: SRA Macmillan/McGraw-Hill.

Lundberg, I., Frost, J., & Peterson, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23 (3), 263-284.

Moats, L. C. (1995). Spelling: Development, disability, and instruction. Timonium, MD: York Press.

O'Connor, R., & Jenkins, J. R. (1997). Early and later predictions of reading disabilities. American Educational Research Association, 1-15.

O'Connor, R. E., Notari-Syverson, A., Vadasy, P. F. (1998). Ladders to literacy: A kindergarten activity book. Baltimore, MD: Brooks Publishing.

Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 32-39.

Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128-149). Needham Heights, MA: Allyn and Bacon.

Torgesen, J. K., & Bryant, B. R. (1994). Phonological awareness training for reading kit. Austin, TX: Pro-Ed.

Uhry, J. K., & Shepherd, M. J. (1993). Segmentation/spelling instruction as part of a first grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28 (3), 219-233.

Williams, J. P. (1980). Teaching decoding with an emphasis on phineme analysis and phoneme blending. Journal of Educational Psychology, 72 (1), 1-15.