Reading
Position
Statement - Controversial Therapy
- Dore treatment
• Preventing
Early Reading Failure •
- by Joseph K. Torgeson
".
. . we now have tools to reliably identify the children who are
likely destined for early reading failure. Most importantly, .
. . we can say with confidence that if we intervene early, intensively,
and appropriately, we can provide these children with the early
reading skills that can prevent almost all of them from ever entering
the nasty downward spiral . . ."
Evaluating Facts, Fictions,
and Factions in the Reading Wars - by Barbara W. Wise, Ph.D.
Reading Recovery: Distinguishing
Myths from Reality - By William E. Tummer, Ph.D. and James
W. Chapman, Ph.D.
Database
of evidence-based research on reading instruction - A searchable
database offered by the Partnership for Reading, an initiative
of the National Institute for Literacy, National Institute of
Child Health and Human Development, and the U.S. Department of
Education
What Works Clearinghouse -
U.S. Department of Education
Informed
Instruction for Reading Success: Foundations for Teacher Preparation
- A Position Paper of the International Dyslexia Association
- prepared by Susan Brady, Ph.D., and Louisa Moats, Ed.D
Reading
and Learning Disabilities, Position Paper of the Learning
Disabilities Association of America, Approved June 1996 and Updated
April 2001
Using
Research and Reason in Education - How Teachers Can Use Scientifically
Based Research to Make Curricular & Instructional Decisions,
by Paula J. Stanovich and Keith E. Stanovich, University of Toronto,
published by the Partnership for Reading, May 2003
Why
Children Succeed or Fail at Reading, Research from National
Institute of Child Health and Human Development’s Program in Learning
Disabilities
Reading
Disabilities: Why Do Some Children Have Difficulty Learning to
Read? What Can Be Done About It?
by G. Reid Lyon, Ph.D.
Rethinking
Learning Disabilities, by G. Reid Lyon, Jack M. Fletcher,
Sally E. Shaywitz, Bennet A. Shaywitz, Joseph K. Torgesen, Frank
B. Wood, Ann Shulte and Richard Olson
A Synthesis
of Research on Reading from the National Institute of Child Health
and Human Development, Bonita Grossen, University of Oregon
Put
Reading First - The Research Building Blocks for Teaching Children
to Read - This document was published by The Partnership for
Reading, a collaborative effort of the National Institute for
Literacy, the National Institute of Child Health and Human Development,
and the U.S. Department of Education to make evidence-based reading
research available to educators, parents, policy-makers, and others
with an interest in helping all people learn to read well. The
findings and conclusions in this publication were drawn from the
2000 report of the National Reading Panel, Teaching Children to
Read: An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its Implications for Reading Instruction--Reports
of the Subgroups.
Putting
Reading First - Southwest Education Development Laboratory
American
Federation of Teachers - Teaching Reading IS Rocket Science, What
Expert Teachers Should Know and Be Able to Do, Louisa Moats
(1999)
Whole
Language Lives on, The Illusion of "Balanced" Reading
Instruction, Louisa Moats, Ed.D. (2000)
Briefs for Families
on Evidence-Based Practices - Center for Effective Collaboration
and Practice
When
Older Students Can't Read, Louisa C. Moats, Ed.D.
Both students and educators become frustrated when students beyond
3rd grade display reading difficulties. Research-based reading
strategies can build a foundation for reading success in students
of all ages.
A
Child Becomes a Reader: Proven Ideas for Parents from Research
-- Birth to Preschool - National Institute for Literacy, September
2002.
When does a child learn to read? Many people might say in kindergarten
or first grade. But researchers have told us that children can
begin to learn reading and writing at home, long before they go
to school. This booklet offers advice for parents of children
from birth to preschool on how to support reading development
at home, and how to recognize preschool and day care activities
that start children on the road to becoming readers.
A
Child Becomes a Reader: Proven Ideas for Parents from Research
-- Kindergarten through Grade Three - National Institute for
Literacy, September 2002. - The road to becoming a reader begins
the day a child is born and continues through the end of third
grade. At that point, a child must read with ease and understanding
to take advantage of the learning opportunities in fourth grade
and beyond. This booklet offers advice for parents of children
from grades K-3 on how to support reading development at home,
and how to recognize effective instruction in their children's
classrooms.
Research-Based
Principles for Adult Basic Education Reading Instruction -
National Institute for Literacy, September 2002
This publication represents the best information available about
how adults learn to read. It is designed to serve two primary
audiences: educators and policy makers who make decisions about
the content of adult basic education reading instruction and researchers
eager to identify new avenues of study to add to our understanding
of this field.
Put
Reading First: Helping Your Child Learn to Read - The Partnership
for Reading: National Institute for Literacy; National Institute
of Child Health and Human Development; and U.S. Department of
Education, September 2001.
This brochure, designed for parents of young children, describes
the kinds of early literacy activities that should take place
at school and at home to help children learn to read successfully.
It is based on the findings of the National Reading Panel.
The
Partnership for Reading - Bringing Scientific Evidence to
Learning
Writing
The "Write Stuff"
for Preventing and Treating Writing Disabilities
- Virginia Berninger, Professor of Educational Psychology, University
of Washington at Seattle
Assessments
Test
Reviews Online - Searchable database
of information on 4000 commercially available tests
Testing for Dyslexia
- 12 page Fact Sheet from
the International Dyslexia Association
Related Information
The
Demise of IQ Testing for Children with Learning Disabilities,
presented by Robert H. Pasternack, Ph.D., Assistant Secretary
of Education, Office of Special Education and Rehabilitative Services
Teaching
Children with ADHD: Instructional Strategies and Practices
- Office of Special Education Programs, U.S. Department of Education
- focuses on three components of successful education: academic
instruction, behavioral intervention and classroom accommodations.
Rethinking
Special Education for a New Century, edited by Chester E.
Finn, Jr., Andrew J. Rotherham, and Charles R. Hokanson, Jr. -
Thomas B. Fordham Foundation - This is a volume of papers examining
the past, present and future of special education, intended to
help lay the groundwork for the IDEA reauthorization debate.
The
Learning Disabilities Summit: Building a Foundation for the Future
- Washington, DC, 2001. This Summit was a part of a national initiative
sponsored by the Office of Special Education Programs (OSEP) of
the U.S. Department of Education.
A
New Era: Revitalizing Special Education for Children and their
Families, by the President's Commission on Excellence in Special
Education (PCESE). The Commission on Excellence in Special Education
was established to collect information and study issues related
to Federal, State, and local special education programs with the
goal of recommending policies for improving the education performance
of students with disabilities.
IDEAs
That Work: The ERIC / OSEP Special Project - Reviews of OSEP-sponsored
research on topics in special education.
OSEP
Grants Database - searchable database of discretionary projects
supported by OSEP under IDEA.
National
Institute on Disability and Rehabilitation Research database
- searchable database of more than 300 projects funded by NIDRR
Who
are the Children in Special Education? - SEELS study, a 5-year
investigation of children, ages 6-12, who receive special education
services. Information from the study will help to improve schools
by informing the U.S. Department of Education, the U.S. Congress,
state policymakers, parents, and educators about what works well
and ways to improve educational services to better meet the needs
of students with disabilities.
Children
of the Code - Interviews with Reading Researchers and Historians
