{"id":144,"date":"2016-08-30T20:30:57","date_gmt":"2016-08-30T20:30:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/?post_type=chapter&p=144"},"modified":"2016-08-30T20:30:57","modified_gmt":"2016-08-30T20:30:57","slug":"references","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/chapter\/references\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, <\/i>18-29. Retrieved from http:\/\/literacyconnects.org\/img\/2013\/03\/the-elusive-phoneme.pdf<\/a><\/p>\r\n

Beck, I. L., & Beck, M. E. (2013). Making sense of phonics: The hows and whys <\/i>(2nd ed.). New York, NY: Guilford Press.<\/p>\r\n

Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator<\/i>, 19<\/i>, 8-25. Retrieved from http:\/\/www.scholastic.com\/Dodea\/Module_2\/resources\/dodea_m2_pa_roledecod.pdf<\/a><\/p>\r\n

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: <\/i>A<\/i> <\/i>phonological awareness program for young children. <\/i>Baltimore, MD: Paul H. Brookes Publishing Co.<\/p>\r\n

Blachman, B. A., & Murray, M. S. (2012). Teaching tutorial: Decoding instruction<\/i>. Charlottesville, VA: Division for Learning Disabilities. Retrieved from http:\/\/teachingld.org\/tutorials<\/p>\r\n

Blachman, B. A., & Tangel, D. M. (2008). Road to reading: A program for preventing and<\/i> <\/i>remediating reading difficulties. <\/i>Baltimore: Brookes Publishing.<\/p>\r\n

Boyer, N., & Ehri, L. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, <\/i>440-470. doi:10.1080\/10888438.2010.520778<\/p>\r\n

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature<\/i>, 303<\/i>, 419-421. doi:10.1038\/301419a0<\/p>\r\n

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indicators from post-NRP research. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence <\/i>(pp. 69\u201396). New York, NY: Psychology Press.<\/p>\r\n

Byrne, J. P. (2012). Encyclopedia of the Black Death. <\/i>Santa Barbara, CA:\u00a0ABC-CLIO.<\/p>\r\n

Davis, M. (2006). Reading ins<\/i>truction: The two keys<\/i>. Charlottesville, VA: Core Knowledge Foundation.<\/p>\r\n

Dehaene, S. (2009). Reading in the brain. <\/i>New York, NY: Penguin Books.<\/p>\r\n

Elkonin, D. B. (1963). The psychology of mastering the elements of reading. In B. Simon & J. Simon (Eds.), Educational psychology in the U.S.S.R. <\/i>(pp. 165-179). London, England: Routledge & Kegan Paul.<\/p>\r\n

Fry, E., Kress, J., & Fountoukidis, D. (2000). The reading teacher's book of lists <\/i>(4th ed.). Paramus, NJ: Prentice-Hall.<\/p>\r\n

Garnett, K. (2011). Fluency in learning to read: Conceptions, misconceptions, learning disabilities, and instructional moves. In J. R. Birsh (Ed.), Multisensory teaching of basic <\/i>language skills <\/i>(p. 293-320). Baltimore, MD: Brookes Publishing.<\/p>\r\n

Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, <\/i>126-135. doi:10.1080\/19388076709556976<\/p>\r\n

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, <\/i>6-10. doi:10.1177\/074193258600700104<\/p>\r\n

Gough, P. B., & Walsh, M. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy <\/i>(pp. 199-209). Hillsdale, NJ: Erlbaum.<\/p>\r\n

International Dyslexia Association. (2015). Definition of dyslexia<\/i>. <\/i>Retrieved from http:\/\/eida.org\/definition-of-dyslexia\/<\/a><\/p>\r\n

International Reading Association. (1998). Phonemic awareness<\/i> and the teaching of reading: A <\/i>position statement from the board of directors of the <\/i>In<\/i>ternational <\/i>R<\/i>eading<\/i> A<\/i>ssociation<\/i>.<\/i> Retrieved from http:\/\/www.reading.org\/Libraries\/position-statements-and-resolutions\/ps1025_phonemic.pdf<\/a><\/p>\r\n

Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19<\/i>, 304-330. doi:10.2307\/747823<\/p>\r\n

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and<\/i> <\/i>its implications for reading instruction: Reports of the subgroups<\/i>. <\/i>(NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http:\/\/www.nichd.nih.gov\/publications\/pubs\/nrp\/documents\/report.pdf<\/a><\/p>\r\n

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, <\/i>31-74.<\/p>\r\n

Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research<\/i> (pp. 97-110). New York, NY: Guilford Press.<\/p>\r\n

Snow, C. E. (Chair). (2002). Reading for understanding: Toward an R & D program in reading <\/i>comprehension<\/i>. Santa Monica, CA: Rand. Retrieved from http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\r\n

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. <\/i>Washington, DC: National Academy Press.<\/p>\r\n

Rsogren, N. (2008, June 13). Misunderstood minds chapter 2 [Video file]. Available from https:\/\/www.youtube.com\/watch?v=lpx7yoBUnKk<\/a><\/p>\r\n

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, <\/i>360\u2013407. doi:10.1598\/RRQ.21.4.1<\/p>\r\n

Tunmer, W. E., & Chapman, J. W. (2002). The relation of beginning readers\u2019 reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15, <\/i>341-358. doi:10.1023\/A:1015219229515<\/p>\r\n

Worsley, L. (2011). If walls could talk: An intimate history of the home. <\/i>New York, NY: Bloomsbury.<\/p>","rendered":"

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, <\/i>18-29. Retrieved from http:\/\/literacyconnects.org\/img\/2013\/03\/the-elusive-phoneme.pdf<\/a><\/p>\n

Beck, I. L., & Beck, M. E. (2013). Making sense of phonics: The hows and whys <\/i>(2nd ed.). New York, NY: Guilford Press.<\/p>\n

Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator<\/i>, 19<\/i>, 8-25. Retrieved from http:\/\/www.scholastic.com\/Dodea\/Module_2\/resources\/dodea_m2_pa_roledecod.pdf<\/a><\/p>\n

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: <\/i>A<\/i> <\/i>phonological awareness program for young children. <\/i>Baltimore, MD: Paul H. Brookes Publishing Co.<\/p>\n

Blachman, B. A., & Murray, M. S. (2012). Teaching tutorial: Decoding instruction<\/i>. Charlottesville, VA: Division for Learning Disabilities. Retrieved from http:\/\/teachingld.org\/tutorials<\/p>\n

Blachman, B. A., & Tangel, D. M. (2008). Road to reading: A program for preventing and<\/i> <\/i>remediating reading difficulties. <\/i>Baltimore: Brookes Publishing.<\/p>\n

Boyer, N., & Ehri, L. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, <\/i>440-470. doi:10.1080\/10888438.2010.520778<\/p>\n

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature<\/i>, 303<\/i>, 419-421. doi:10.1038\/301419a0<\/p>\n

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indicators from post-NRP research. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence <\/i>(pp. 69\u201396). New York, NY: Psychology Press.<\/p>\n

Byrne, J. P. (2012). Encyclopedia of the Black Death. <\/i>Santa Barbara, CA:\u00a0ABC-CLIO.<\/p>\n

Davis, M. (2006). Reading ins<\/i>truction: The two keys<\/i>. Charlottesville, VA: Core Knowledge Foundation.<\/p>\n

Dehaene, S. (2009). Reading in the brain. <\/i>New York, NY: Penguin Books.<\/p>\n

Elkonin, D. B. (1963). The psychology of mastering the elements of reading. In B. Simon & J. Simon (Eds.), Educational psychology in the U.S.S.R. <\/i>(pp. 165-179). London, England: Routledge & Kegan Paul.<\/p>\n

Fry, E., Kress, J., & Fountoukidis, D. (2000). The reading teacher’s book of lists <\/i>(4th ed.). Paramus, NJ: Prentice-Hall.<\/p>\n

Garnett, K. (2011). Fluency in learning to read: Conceptions, misconceptions, learning disabilities, and instructional moves. In J. R. Birsh (Ed.), Multisensory teaching of basic <\/i>language skills <\/i>(p. 293-320). Baltimore, MD: Brookes Publishing.<\/p>\n

Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, <\/i>126-135. doi:10.1080\/19388076709556976<\/p>\n

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, <\/i>6-10. doi:10.1177\/074193258600700104<\/p>\n

Gough, P. B., & Walsh, M. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy <\/i>(pp. 199-209). Hillsdale, NJ: Erlbaum.<\/p>\n

International Dyslexia Association. (2015). Definition of dyslexia<\/i>. <\/i>Retrieved from http:\/\/eida.org\/definition-of-dyslexia\/<\/a><\/p>\n

International Reading Association. (1998). Phonemic awareness<\/i> and the teaching of reading: A <\/i>position statement from the board of directors of the <\/i>In<\/i>ternational <\/i>R<\/i>eading<\/i> A<\/i>ssociation<\/i>.<\/i> Retrieved from http:\/\/www.reading.org\/Libraries\/position-statements-and-resolutions\/ps1025_phonemic.pdf<\/a><\/p>\n

Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19<\/i>, 304-330. doi:10.2307\/747823<\/p>\n

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and<\/i> <\/i>its implications for reading instruction: Reports of the subgroups<\/i>. <\/i>(NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http:\/\/www.nichd.nih.gov\/publications\/pubs\/nrp\/documents\/report.pdf<\/a><\/p>\n

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, <\/i>31-74.<\/p>\n

Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research<\/i> (pp. 97-110). New York, NY: Guilford Press.<\/p>\n

Snow, C. E. (Chair). (2002). Reading for understanding: Toward an R & D program in reading <\/i>comprehension<\/i>. Santa Monica, CA: Rand. Retrieved from http:\/\/www.prgs.edu\/content\/dam\/rand\/pubs\/monograph_reports\/2005\/MR1465.pdf<\/a><\/p>\n

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. <\/i>Washington, DC: National Academy Press.<\/p>\n

Rsogren, N. (2008, June 13). Misunderstood minds chapter 2 [Video file]. Available from https:\/\/www.youtube.com\/watch?v=lpx7yoBUnKk<\/a><\/p>\n

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, <\/i>360\u2013407. doi:10.1598\/RRQ.21.4.1<\/p>\n

Tunmer, W. E., & Chapman, J. W. (2002). The relation of beginning readers\u2019 reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing: An Interdisciplinary Journal, 15, <\/i>341-358. doi:10.1023\/A:1015219229515<\/p>\n

Worsley, L. (2011). If walls could talk: An intimate history of the home. <\/i>New York, NY: Bloomsbury.<\/p>\n","protected":false},"author":311,"menu_order":11,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-144","chapter","type-chapter","status-publish","hentry"],"part":66,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/144","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/users\/311"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/144\/revisions"}],"predecessor-version":[{"id":145,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/144\/revisions\/145"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/parts\/66"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/144\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/media?parent=144"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapter-type?post=144"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/contributor?post=144"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/license?post=144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}