Language/Literacy References:

American Speech-Language-Hearing Association (1999). Guidelines for the roles and    responsibilities of the school-based-speech-language pathologist. Rockville, MD.:Author.

American Speech-Language-Hearing Association (2001).Roles and responsibilities of speech-language pathologists with respect to reading and writing in children andadolescents.     ASHA Supplement 21, 17-27. Rockville, MD:Author.

Ashmore, Rhea A. (2001). Promoting the gift of literacy: 101 lesson plans for oral and written language. Needham Heights, MA: Allyn & Bacon.

Beck, I. L., McKeown, M.G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE. International Reading Association.

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

Booth, J.R., & Burman, D.D. (2001). Development and disorders of neurocognitive 
systems for oral language and reading. Learning Disability Quarterly, 24, pgs. 205-215.

Bowers, P.G. & Wolf (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.

Burns, Martha (2000). The biology of dyslexia. In Brain Connection, June 2000.

Catts, Hugh W. & Kamhi, Alan G. (2005). Language and reading disabilities: Second edition. Boston, MA.: Allyn & Bacon.

Consortium on Reading Excellence, Inc. (2004). Assessing reading: Multiple measures for kindergarten through eighth grade Novato, CA.: Arena Press.

Donahue, P.L., Finnegan, A.D., Lutkus, N. L. (2001). The Nation’s Report Card: Fourth-Grade Reading.  National Assessment of Educational Progress: U.S. Department of Education: Washington, D.C.

Downing, June E. (2005). Teaching literacy to students with significant disabilities:Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.

Ehri, L. (2000) Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, (3), pp. 19-36.

Ehri, L. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, 2, 383-417. White Plains, NY: Longman.

Frey, Nancy & Fisher, Douglas (2007). Reading for information in elementary school: Content literacy strategies to build comprehension. Upper Saddle River, NJ: Pearson Prentice Hall.

Fry, E., Polk, J. & Founjoukidis, D. (1984). The reading teacher’s book of lists.  Englewood Cliffs, NJ: Prentice Hall.

Gillam, Ronald B. (1998). Memory and language impairment in children and adults: Newperspectives. Gaithersburg, Maryland: Aspen Publishers.

Gregory, Gayle H. & Kuzmich, Lin (2005). Differentiated literacy strategies for student growth and achievement in grades K-6. Thousand Oaks, CA: Corwin Press.

Haigler, Karl O., Harlow, Caroline, O’Connor, Patricia (1994). Literacy behind prison walls.U.S. Department of Education: Washington, D.C.

Haller, E.P., Child, D.A., & Walberg, H.J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational Researcher, 17 (9), 5-8.

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

Helfeldt, J.P. & Henk, W.A. (1990). Reciprocal question-answer relationships: An instructional technique for at-risk readers. Journal of Reading, 33, 509-514.

Honig, B., Diamond, L. & Gutlohn, L. (2000). CORE: Teaching reading sourcebook. Novato, CA.: Arena Press.

Kamhi, A. (1999). Language and reading: Convergences and divergences. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston, MA.: Allyn & Bacon (224-237).

Lollock, Lisa (2001). The Foreign-Born Population in the U.S.: March 2000. U.S. Census Bureau: Washington, D.C.

Lyon, G. Reid (1994). Research initiatives in Learning Disabilities: Contributions fromscientists supported by the National Institute of Child Health and HumanDevelopment. Human Learning and Behavior Branch, Center for Research for Mothers and Children, NICHHD.Bethesda, MD.

Lyon, G. Reid (1998). Overview of reading and literacy initiatives. Committee on Labor and Human Resources.Washington, DC.

Manzo, A.V. & Casale, U.P. (1985). Listen-read-discuss: A content reading heuristic. Journal of Reading, 28, 732-734.

Manzo, A.V. & Manzo, U. (1990). Content area reading: A heuristic approach. Columbus, OH.: Merrill.

Manzo, A.V. (1998), Teaching for creative outcomes: Why we don’t, how we can. The Clearing House, 71:5, 287-290.

Manzo, A.V., Manzo, U.C., & Estes, T. H. (2001, 2005). Content area literacy. New York, New York: John Wiley & Sons, Inc.

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

Moats, L. (2000). Speech to print: Language essentials for teachers. Baltimore, MD.: Paul H. Brookes.

Montgomery, J.K. (2004). Funnel toward phonics. Greenville, S.C.: Super Duper Publications.

Montgomery, J .K. & Moreau, M. R. (2004). East meets west: Using children’s books as clinical intervention for language and reading disabilities. Vol. 1 & 2. Springfield, M.A.: Mindwing Concepts.

Montgomery, J.K. & Kahn, N. (2005). What’s your story? Eau Claire, WI.: Thinking Publications.

Morrow, L., Gambrell, L., Pressley, M. (Editors) (2003). Best practices in literacy instruction: Second edition. New York, NY: Guilford Press.

National Reading Panel (1999). Progress Report. February 22. National Institute of Child Health and Human Development: Washington, D.C. 

National Reading Panel (2000). Putting reading first. Washington, DC.: National Institute for Literacy. 

Payne, Ruby K. (2001) Framework for understanding poverty. Highland, Texas: aha! Process, Inc. 

Paynter, Diane E., Bodrova, Elena, & Doty, Jane (2005). For the love of words: Vocabulary instruction that works. San Francisco, CA.: Jossey-Bass. 

Pence, Khara L. (2007).  Assessment in emergent literacy. San Diego, CA.; Plural Publishing, Inc. 

Ramirez, Lettie & Gallardo, Olivia M.(2001). Portraits of teachers in multicultural settings: A critical literacy approach. Needham Heights, MA: Allyn & Bacon. 

Raphael. T.E. (1986). Teaching children question answering relationships, revisited. The Reading Teacher, 39, 516-522. 

Richek, M., Caldwell, J., Jennings, J., & Lerner, J. (2002). Reading problems: Assessment and teaching strategies (Fourth Edition). Boston, MA.: Allyn & Bacon. 

Robinson, F. (1946). Effective study. New York: Harper Brothers. 

Ruddell, Robert B. (2002). Teaching children to read and write: Becoming an effectiveliteracy teacher.  Boston, MA: Allyn and Bacon. 

Scarborough, H.S. (1998). Predicting future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming and IQ. Annals of Dyslexia, 48, 115-136. 

Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Menci, W.E., Fulbright, R.K., Skudlarski, P.,et al. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia.  Biological Psychiatry, 52. pgs. 101-110. 

Silliman, Elaine R. & Wilkinson, Louise C. (Eds.) (2004). Language and literacy learning in schools. New York, NY.: The Guilford Press. 

Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in youngchildren.  Washington, DC: National Academy Press.

Spache, G.D. (1981). Diagnosing and correcting reading disabilities. Boston, MA: Allyn & Bacon. 

Spector, C.C. (2002). As far as words go. Eau Claire, WI.: Thinking Publications. 

Starr, M.A. (1889). The pathology of sensory aphasia, with an analysis of fifty cases in which Broca’s entire centre was not diseased. Brain. 12:82-99. 

Stauffer, R.G. (1969). Teaching reading as a thinking process. New York: Harper Collins. 

Talcott, Joel, Witton, Caroline, McLean, Maggie, Hansen, Peter, Rees, Adrian & Green, Gary (2000). Dynamic sensory sensitivity and children’s words decoding    skills. Proceedings of the National Academy of Sciences. 

Taylor, Denny & Dorsey-Gaines, Catherine (1988). Growing up literate: Learning from    inner-city families. Portsmouth, NH: Heinemann.

Temple, E., Poldrack, R.A., Salidis, J., Deutsch, G., Merzenich, M.M., Tallal, P., and Gabrieli, J.D. E. (2001). Disrupted neural responses to phonological and  orthographic processing in dyslexic children: An fMRI study. Neuroreport. 

Thomas, E. & Robinson, H. (1972). Improving reading in every class: A sourcebook for teachers. Boston, MA.: Allyn & Bacon. 

Van Kleeck, A. & Scheule, C. (1987). Precursors to literacy: Normal development. Topics in Language Disorders, 7, (2), 13-31.

Van Kleeck, A. (1995)Emphasizing form and meaning separately in prereading and early reading instruction. Topics in Language Disorders, 16, (1), 27-49. 

Wolf, Maryanne (2001) (Editor). Dyslexia, fluency, and the brain. Timonium, MD.: York Press, Inc.

Wood, Karen D. & Dickinson, Thomas S. (Editors) (2000). Promoting literacy in grades 4-9: A handbook for teachers and administrators. Boston, MA: Allyn & Bacon.