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