Foundational Research

F.A.S.T. Reading Program Foundational Research

Allen, J. (1999). Words, words, words. York, Me: Stenhouse Publishers.

Archer, A. & Hughes, C. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.

Baumann, J. F., & Duffy, A. M. (1997). Engaged reading for pleasure and learning: A report from the National Reading Research Center: Athens, GA: NRRC.

Beck, I.L., McKeown, M.G., & Kucan, L.K. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.

Blachowicz, C. L. Z. & Fisher, P. (2000). Vocabulary instruction. In Barr, R., Mosenthal, P., Pearson, P. S. and Kamil, M. (Eds.) Handbook of Reading Research, Volume III. White Plains: Longman.

Caldwell, J.S., & Leslie, L. (2009).  Intervention strategies to follow informal reading inventory assessment. So what do I do now? Boston: Allyn and Bacon.

Chall, J.S. (1983). Stages of reading development. New York: McGraw-Hill.

Costa, A. (1985). Developing Minds: A Resource Book for Teaching Thinking. Alexandria: Association for Supervision and Curriculum Development, 125-137.

Dehaene, S. (2009). Reading in the brain: The new science of how we read. New York: Penguin Viking.

Dewitz, P., & Dewitz, P.K. (2003).  They can read the words, but they can’t understand:  Refining comprehension assessment. Reading Teacher, 56, 422-435.

Ehri, L.C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3) p19-36.

Harris, T.L., & Hodges, R.E. (1995).The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.

Hanna, P.R., Hanna, J.S., Hodges, R.E., & Rudolph, E.H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. U.S. Government Printing Office.

Hayes, D. P., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of ‘motherese.’ Journal of Child Language, 15, 395–410.

Henry, M.K.  (2003).  Unlocking literacy – Effective decoding and spelling instruction. Maryland:  Paul H Brookes Publishing Co.  pp 75-79.

Honig, B., Diamond, L., & Gutlohn, L.  (2000). Teaching reading sourcebook for kindergarten through eighth grade. Berkeley, CA: CORE.

Johns, J.L.  (1980).  First graders’ concepts about print. Reading Research Quarterly, 15.

Kamil, M.L., Mosenthal, P.D., E.B., Pearson, P. D., & Barr, R. (2000). Handbook of reading research, Vol. III. Mahwah, NJ: Erlbaum.

King, D. H. (2000). English isn't crazy! The elements of our language and how to teach them. Baltimore, MD: York Press.

Lehr, F., Osbourne, J.O., & Hiebert, E. H. (2001).  A focus on vocabulary. Pacific Resources for Education and Learning.

Marzano, R. J., & Pickering, D.J. (2005). Building Academic Vocabulary: Teacher’s manual. Alexandria, VA: ASCD.

McEwan-Adkins, E. (2010). 40 reading intervention strategies for K-6 students: Research-based support for RTI. Bloomington, IN: Solution Tree Press.

Moats, L.  (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers.

Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore, Md.: Brookes Publishing.

Moats, L. (2005).  How spelling supports reading and why it is more regular and predictable than you may think. American Educator, Winter 2005/06, 12-43.

Nagy,W., Anderson, R.C., Schommer, M., Scott, J.A., & Stallman, A.C. (1989).  Morphological families in the internal lexicon. Reading Research Quarterly, 24, 262–282.

National Reading Panel Report (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction.

Pearson, P.D., & Fielding, L. (1991).  Comprehension instruction. Handbook of Reading Research, (2). White Plains, NY: Longman

Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. (1989). The challenges of classroom strategy instruction. Elementary School Journal, 89(3), 301-342.

Pressley, M.P., Dolezal, L.E., Raphael, S.R., Mohan, L., Roehrig, A.D., & Bogner, K.B. (2003).  Motivating primary grade students. Guilford Press.

Seeger, P. (1960).  All Mixed Up. On Flowers and Stones by Peter, Paul and Mary. New York: Warner Bros.

Shaywitz, S., M.D.  (2003).  Overcoming dyslexia. New York:   Alfred A. Knopf.

Snow, C., Griffin, P., & Burns, M.S. (Eds.) (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass.

Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1).

Stanovich K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85(2), 211-229.

Slavin, R.E., Lake, C., Chambers, B., Chueng, A., & Davis, S. (2009) Effective reading programs for the elementary grades: A best-evidence synthesis. Best Evidence Encyclopedia, Johns Hopkins University.

Torgesen, J.K. (2009).  Plain talk about reading. Presented at the Plain Talk About Reading Institute, Chicago, IL.

Wasowicz, J. (2007). Improving written language skills through multiple linguistic spelling instruction.

Wolf, M.  (2007).  Proust and the Squid--The story and science of the reading brain. New York:  Harper Collins.

Yopp, H.  (1995).  A test for assessing phonemic awareness in young children. Reading Teacher, 49(1).