Bibliography

A Synthesis of Research on Reading from the National Institute of Child Health and Human Development

by Bonita Grossen
University of Oregon
November, 1997

Bibliography

Alford, J. (1980, May). Predicting predictability: Identification of sources of contextual constraint on words in text. Paper presented at the meeting of the Midwestern Psychological Association, St. Louis.

Aborn, M., Rubenstein, H., & Sterling, F. (1959). Sources of contextual constraint upon words in sentences. Journal of Experimental Pscyhology, 57, 171-180.

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

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.

Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 83, 451-455.

Cunningham, A. E. (1990). Explicit versus implicit instruction in phonological awareness. Journal of Experimental Child Psychology, 50, 429-444.

Dahl, K.L., & Freppon, P. (1995). A comparison of inner-city children’s interpretations of reading and writing instruction in the early grades in skill-based and whole language classrooms. Reading Research Quarterly, 30, 50-74.

Fletcher, J., Shaywitz, S., Shankweiler, D., Katz, L., Liberman, I., Stuebing, K., Francis, D., Fowler, A., & Shaywitz, B. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23.

Foorman, B., Francis, D., Beeler, T., Winikates, D, & Fletcher, J. (in press). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multi-disciplinary Journal.

Foorman, B., Francis, D., Novy, D. & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83(4), 456-469.

Francis, D., Shaywitz, S., Stuebing, K., Shaywitz, B., & Fletcher, J. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17.

Freppon, P.A. (1991). Children’s concepts of the nature and purpose of reading in different instructional settings. Journal of Reading Behavior, 23(2), 139-163.

Gough, P. (1983). Context, form, and interaction. In K. rayner (Ed.), Eye mevements in reading pp. 331-358). Cambridge, MA: MIT Press.

Hiebert, E. H., Colt, J.M., Catto, S.L., & Gary, E.C. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29, 545-572.

Iversen, S., & Tunmer, W. (1993). Phonological Processing Skills and the Reading Recovery Program. Journal of Educational Psychology, 85(1), 112-126.

Kasten, W.C., & Clarke, B.K. (1989). Reading / writing readiness for preschool and kindergarten childrne: A whole language approach. Sansibel: Florida Educational Research and Development Council (ED 312 041).

Kaufman, A.S., & Kaufman, N.L. (1985). Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance Service.

Lie, A. (1991). Effects of a training program for stimulating skills in word analysis in first-grade children. Reading Research Quarterly, 26(3), 234-250.

Lovett, M., Borden, S., DeLuca, T., Lacerenza, L., Benson, N., & Brackstone, D. (1994). Treating core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs. Developmental Psychology, 30(6), 805-822.

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

Lyon, R., & Alexander, D. (1996). NICHD research program in learning disabilities. In S. Horowitz (Ed.), Their World, p 13-15. New York, NY: National Center for Learning Disabilities.

Lyon, G.R., & Chhabra, V. (1996). The current state of the science and the future of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 2-9.

Lyon, G.R. (1993). Treatment effectiveness for the learning disabled. Request for Applications (93-009). Bethesda, MD: The National Institute of Child Health and Human Development.

Lyon, G.R. (1994). Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes.

Lyon, G.R. (1995a). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Lyon, G.R. (1995b). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institite of Child Health and Human Development. Journal of Child Neurology, 10, 120-126.

Lyon, G.R., Gray, D., Kavanagh, J., Krasnegor, N. (Eds.) (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore, MD: Paul H. Brookes.

Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26(4), 259-269.

McIntyre, E., & Freppon, P. (1994). A comparison of children’s development of alphabetic knowledge in a skill-based and a whole language classroom. Research in the Teaching of English, 28, 391-417.

Miller, G., & Coleman, E. (1967). A set of thirty-six prose passages calibrated for complexity. Journal of Verbal Learning and Verbal Behavior, , 851-854.

Perfetti, C.A., Goldman, S., & Hogaboam, T. (1979). Reading skill and the identification of words in discourse context. Memory and Cognition, 7, 273-282.

Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 29-53.

Ribowsky, H. (1985). The effects of a code emphasis approach and a whole language approach upon emergent literacy of kindergarten children. Alexandria, VA: Educational Document Reproduction Service (ED 269 720).

Rubenstein, H., & Aborn, M. (1958). Learning, prediction, and readability. Journal of Applied Psychology, 42, 28-32.

Shaywitz, S., Escobar, M., Shaywitz, B., Fletcher, J., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading disability. New England Journal of Medicine, 326(3), 145-150.

Snowling, M. (1991. Dyslexia: A cognitive developmental perspective. Oxford: Basil Blackwell.

Spector, J. E. (1995). Phonemic awareness training: Application of principles of direct instruction. Reading & Writing Quarterly, II, 37-51.

Stanovich, K., & Siegel, L. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24-53.

Stanovich, K. (1993). The construct validity of discrepancy definitions of reading disability. In G.R. Lyon, D. Gray, J. Kavanagh,, N. Krasnegor (Eds.) (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore, MD: Paul H. Brookes.

Stanovich, K. (1994). Romance and reality. The Reading Teacher, 47(4), 280-291.

Stanovich, K., & Stanovich, P. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18(2), 87-105.

Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Stice, C.F., & Bertrand, N.P. (1990). Whole language and the emergent literacy of at-risk children: A two-year study. Nashville: Center of Excellence, Basic Skills, Tennessee State University (ED 324 636).

Torgesen, J.K., Wagner, R., Rashotte, C.A., Alexander, A.W., & Conway, T. (in press). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal.

Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83(4), 437-443.

Vellutino, F. R., & Scanlon, D. M. (1987a). Linguistic coding and reading ability. In S. Rosenberg (Ed.), Advances in applied psycholinguistics (pp. 1-69). New York: Cambridge University Press.

Vellutino, F. R., & Scanlon, D. M. (1987b). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33(3), 321-363.

Wagner, R.K., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.

Yopp, H. K. (1988). The validity and realiability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159-176.

Reproduced by permission of The National Right to Read Foundation.

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	Home The Phonics Way NICHD Research A Note About NICHD Research How the NICHD Program is Different Developing a New Understand of Reading Difficulties Research on Treatment Major Implications for Early Reading Instruction Other Important Research Questions and Findings Future Directions References Bibliography Teacher & Parent Resources Blog Site map	Bibliography A Synthesis of Research on Reading from the National Institute of Child Health and Human Development *by Bonita Grossen* University of Oregon November, 1997 Bibliography Alford, J. (1980, May). Predicting predictability: Identification of sources of contextual constraint on words in text. Paper presented at the meeting of the Midwestern Psychological Association, St. Louis. Aborn, M., Rubenstein, H., & Sterling, F. (1959). Sources of contextual constraint upon words in sentences. Journal of Experimental Pscyhology, 57, 171-180. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. 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. Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 83, 451-455. Cunningham, A. E. (1990). Explicit versus implicit instruction in phonological awareness. Journal of Experimental Child Psychology, 50, 429-444. Dahl, K.L., & Freppon, P. (1995). A comparison of inner-city children’s interpretations of reading and writing instruction in the early grades in skill-based and whole language classrooms. Reading Research Quarterly, 30, 50-74. Fletcher, J., Shaywitz, S., Shankweiler, D., Katz, L., Liberman, I., Stuebing, K., Francis, D., Fowler, A., & Shaywitz, B. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23. Foorman, B., Francis, D., Beeler, T., Winikates, D, & Fletcher, J. (in press). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multi-disciplinary Journal. Foorman, B., Francis, D., Novy, D. & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83(4), 456-469. Francis, D., Shaywitz, S., Stuebing, K., Shaywitz, B., & Fletcher, J. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17. Freppon, P.A. (1991). Children’s concepts of the nature and purpose of reading in different instructional settings. Journal of Reading Behavior, 23(2), 139-163. Gough, P. (1983). Context, form, and interaction. In K. rayner (Ed.), Eye mevements in reading pp. 331-358). Cambridge, MA: MIT Press. Hiebert, E. H., Colt, J.M., Catto, S.L., & Gary, E.C. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29, 545-572. Iversen, S., & Tunmer, W. (1993). Phonological Processing Skills and the Reading Recovery Program. Journal of Educational Psychology, 85(1), 112-126. Kasten, W.C., & Clarke, B.K. (1989). Reading / writing readiness for preschool and kindergarten childrne: A whole language approach. Sansibel: Florida Educational Research and Development Council (ED 312 041). Kaufman, A.S., & Kaufman, N.L. (1985). Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance Service. Lie, A. (1991). Effects of a training program for stimulating skills in word analysis in first-grade children. Reading Research Quarterly, 26(3), 234-250. Lovett, M., Borden, S., DeLuca, T., Lacerenza, L., Benson, N., & Brackstone, D. (1994). Treating core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs. Developmental Psychology, 30(6), 805-822. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284. Lyon, R., & Alexander, D. (1996). NICHD research program in learning disabilities. In S. Horowitz (Ed.), Their World, p 13-15. New York, NY: National Center for Learning Disabilities. Lyon, G.R., & Chhabra, V. (1996). The current state of the science and the future of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 2-9. Lyon, G.R. (1993). Treatment effectiveness for the learning disabled. Request for Applications (93-009). Bethesda, MD: The National Institute of Child Health and Human Development. Lyon, G.R. (1994). Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes. Lyon, G.R. (1995a). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27. Lyon, G.R. (1995b). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institite of Child Health and Human Development. Journal of Child Neurology, 10, 120-126. Lyon, G.R., Gray, D., Kavanagh, J., Krasnegor, N. (Eds.) (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore, MD: Paul H. Brookes. Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26(4), 259-269. McIntyre, E., & Freppon, P. (1994). A comparison of children’s development of alphabetic knowledge in a skill-based and a whole language classroom. Research in the Teaching of English, 28, 391-417. Miller, G., & Coleman, E. (1967). A set of thirty-six prose passages calibrated for complexity. Journal of Verbal Learning and Verbal Behavior, , 851-854. Perfetti, C.A., Goldman, S., & Hogaboam, T. (1979). Reading skill and the identification of words in discourse context. Memory and Cognition, 7, 273-282. Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 29-53. Ribowsky, H. (1985). The effects of a code emphasis approach and a whole language approach upon emergent literacy of kindergarten children. Alexandria, VA: Educational Document Reproduction Service (ED 269 720). Rubenstein, H., & Aborn, M. (1958). Learning, prediction, and readability. Journal of Applied Psychology, 42, 28-32. Shaywitz, S., Escobar, M., Shaywitz, B., Fletcher, J., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading disability. New England Journal of Medicine, 326(3), 145-150. Snowling, M. (1991. Dyslexia: A cognitive developmental perspective. Oxford: Basil Blackwell. Spector, J. E. (1995). Phonemic awareness training: Application of principles of direct instruction. Reading & Writing Quarterly, II, 37-51. Stanovich, K., & Siegel, L. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24-53. Stanovich, K. (1993). The construct validity of discrepancy definitions of reading disability. In G.R. Lyon, D. Gray, J. Kavanagh,, N. Krasnegor (Eds.) (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore, MD: Paul H. Brookes. Stanovich, K. (1994). Romance and reality. The Reading Teacher, 47(4), 280-291. Stanovich, K., & Stanovich, P. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18(2), 87-105. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. Stice, C.F., & Bertrand, N.P. (1990). Whole language and the emergent literacy of at-risk children: A two-year study. Nashville: Center of Excellence, Basic Skills, Tennessee State University (ED 324 636). Torgesen, J.K., Wagner, R., Rashotte, C.A., Alexander, A.W., & Conway, T. (in press). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal. Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83(4), 437-443. Vellutino, F. R., & Scanlon, D. M. (1987a). Linguistic coding and reading ability. In S. Rosenberg (Ed.), Advances in applied psycholinguistics (pp. 1-69). New York: Cambridge University Press. Vellutino, F. R., & Scanlon, D. M. (1987b). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33(3), 321-363. Wagner, R.K., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212. Yopp, H. K. (1988). The validity and realiability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159-176. Reproduced by permission of The National Right to Read Foundation. Share and Enjoy:

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