Curriculum and Instruction
2010 Levy Avenue Suite 100
Tallahassee, FL 32310

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Principles of Effective Instruction and Intervention

Allinder, R., Dunse, L., Brunken, C., & Obermiller-Krolinkowski, H. (2001). Improving fluency in at-risk readers and students with learning disabilities. Journal of Remedial and Special Education, 22, 48-54.

Carnine, D.W., Silbert, J., Kame'enui, E.J., Tarver, S.G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Deshler, D., Schumaker, B., Lenz, K., Bulgren, J., Hock, M., Knight, J., & Ehren, B. (2001). Ensuring content-area learning by secondary students with learning materials that work. Nebrasksa: Brookline Books.

Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.

Foorman, B. (Ed.). (2003). Preventing and remediating reading difficulties. Baltimore, MD: York Press

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

Foorman, B. & Torgesen, J.K. (2001), Critical elements of classroom and small-group instruction to promote reading success in all children. Learning Disabilities Research and Practice, 16, 203-121. (2,711KB)

Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to academic diversity. American Educational Research Journal, 34, 174-206.

Gaskins, I.W., Ehri, L.C., Cress, C., O'Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making discoveries about words. The Reading Teacher. 50, 312-327.

Guthrie, J., & Davis, M. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59-85.

Hiebert, E. H. (1999). Text matters in learning to read. The Reading Teacher, 52, (6) 552-566.

Hosp, J. & Reschly, D. (2003). Referral rates for intervention or assessment: A meta-analysis of racial differences. The Journal of Special Education, 37, 67-80.

International Reading Association. (2006). Standards for middle and high school literacy coaches. Newark, DE: Author.

Mastropieri, M., Scruggs, T., & Graetz, J. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26(2), 103-116.

Moats, L.C. (1998) Teaching decoding. American Educator, Summer, 42-51.

Moats, L. (2004). Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading & Writing Quarterly, 20, 145-159.

Moats, L. (2001). When older kids can't read. Educational Leadership, 58(6), 36-46.

Palincsar, A.S. & Brown, A.L. (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.

Pressley, M. (1998). Reading instruction that works: the case for balanced teaching. NY: The Guilford Press.

Pressley, M., Wharton-Mc Donald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E., & Woo, D. (2001). A study of effective first-grade instruction. Scientific Study of Reading, 5, 35-58.

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2002) How should reading be taught? Scientific American, March, 85-91.

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

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf Publishing.

Snow, C., Burns, M., & Griffin, P.(eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Torgesen, J.K. (2005). Remedial Interventions for Students with Dyslexia: National Goals and Current Accomplishments. In Richardson, S., & Gilger, J. (Eds.) Research-Based Education and Intervention: What We Need to Know. (pp. 103-124). Boston: Intenational Dyslexia Association. (90 KB)

Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58. (6,044KB)

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. (2,219KB)

Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64. (2,952KB)

Torgesen, J.K., (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22(Spring/Summer), 32-39.(2,457KB)

Vaughn, S.R., Moody, S.W., & Shuman, J.S. (1998). Broken Promises: Reading Instruction the Resource Room. Exceptional Children, 64, 211-225.

Vaughn, S., Wanzek, J., & Fletcher, J. M. (2007). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities. In B. M. Taylor & J. E. Ysseldyke (Eds.), Effective instruction for struggling readers, K-6 (pp 173-195). New York: Teacherís College Press.

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M. E., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543.

Wanzek, J., & Haager, D. (2003). Teaching word recognition with blending and analogizing. Teaching Exceptional Children, 36(1), 32-38.

Wharton-McDonald, Pressley, M., & Hampston, J. (1999). Literacy instruction in nine first grade classrooms: Teacher characteristics and Student Achievement. The Elementary School Journal, 99, 101-128.

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