These articles have been grouped roughly by category. Some of them, of course, address more than one of the categories, and these articles have been placed in more than one section. Others are simply placed in the category that is consistent with their primary focus, although they may have content related to other areas as well.
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998,Spring/Summer). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, 18- 29.
Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: Guilford Press.
Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle (pp.1-33). Ann Arbor: University of Michigan Press.
Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.
Beck, I.L. (2006). Making sense of phonics: The hows and whys. New York: Guilford Press.
Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II.
Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.). Word recognition in beginning reading. (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Henry, M. (2003). Unlocking literacy: Effective decoding & spelling instruction. Baltimore: Paul Brookes.
Iversen, S., & Tunmer, W. E. (1993) Phonological processing skills and the reading recovery program. Journal of Educational Psychology, 85,
Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore: Brookes.
Moats, L.C. (2006). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12-24.