Below you will find a selection of key texts based on verifiable scientific evidence of how children learn to read. You will find texts to help you understand the SoR and others that assist you in the classroom.
If you are looking for a copy, try accessing them through your library. They are also available to purchase from online book stores or via the links below. RTA provides direct access to purchasing these books as a service to visitors to this site and receives a small commission when you buy in this way. Prices are the same whether you buy them through the links below or directly via Amazon.com.au.
suggest a book?
How We Read, Why So Many Can't
and What Can Be Done About It
by Mark Seidenberg
This is the book that opened my eyes to the Science of Reading. Seidenberg has a great way with words and while some of the content is decidedly for the scientists among us, reading this book gave me the evidence I needed to change my opinion about how to teach reading.
The New Science of
How We Read
by Stanislas Dehaene
Dehaene (pronounced 'der-hun') is one of the most respected neuroscientists in the world and he also happens to be an excellent writer. I recommend this book to every teacher.
A comprehensive, step-by-step program for developing phonemic awareness and fluent word recognition. The essential guide for teachers. Spiral Bound.
by David Kilpatrick
David Kilpatrick has made a major contribution to the research-to-practice literature and this is perhaps his best known book. 'Practical, effective, evidence-based reading interventions that change students' lives'.
by Wesley Hoover & William Tunmer
Written by legends in the field , this book is written by the two researchers who originally worked with Phillip Gough and were involved in developing the Simple View of Reading.Hoover and Tunmer propose a clear hierarchy of skills needed to enable reading. A concise evidence base for teachers.
by Seigfried Engelmann
Engelmann is one of the greatest proponents of Direct Instruction and this book has been successfully used by thousands of parents around the world. This is a step-by-step program designed to be used for 20 minutes a day.
by Lemov, Driggs & Woolway
Written for teachers of more experienced readers, this text describes what rigorous reading instruction entails, and includes videos to show you how to apply it.
by Lyn Stone
Lyn Stone is a linguist in private practice but she is much more than that, as anyone who has heard her speak can testify. Lyn is a great communicator in print and in person who has a deep and detailed understanding of what it takes to ensure more children learn to read. Her book is a classic and highly recommended for teachers and parents as an introductory text to the SoR.
by Nancy Hennessy
Foreword by Louisa Moats
You can do no better than this book on comprehension. Nancy Hennessy has made a long career as a researcher understanding this skill and the fact that Dr Moats has written the introduction says a great deal.
by McCardle & Chhabra
This book tells the story of reading research like no other. Highly recommended to understand how we got to the point where the SoR research was ignored.
by Oliver Lovell
Ollie Lovell is probably best known in the SoR community as the very skilled broadcaster of his podcast, the Education Research Reading Room. He is also an accomplished teacher and now, the author of this extraordinary book on cognitive load theory and the effect on young readers. Important reading.
Language Essentials for Teachers
By Louisa Moats
Dr. Louisa Moats is a highly respected and experienced teacher and researcher of reading. This is the 3rd edition of her famous guide for teachers, with 'focused chapter exercises, real-world examples, recommended teaching principles, and sample classroom activities'. A great resource for any skilled teacher of reading and writing.
Making Sense of Interventions for Students with Developmental Disorders
by Caroline Bowen and Pamela Snow
In this book, aimed at both parents and professionals, the authors discuss the non-evidence-based interventions that proliferate in the fields of children’s speech, language, literacy, fluency, voice, communication, attention, cognition, working memory, behaviour and social connectedness. They explore the science – or lack thereof – behind the interventions and suggest evidence-based alternatives that enjoy stronger scientific support.
by Judith C.Hochman &
The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Recommended by
Reading Science in Schools.
by D.G. Hickes
Now in its fifth edition, Reading Pathways offers an easy-to-use, highly effective approach to teaching reading accuracy and fluency to students of all ages, using a unique pyramid format. Recommended by Lyn Stone.
with Questioning the Author
by Beck, McKeown & Sandora
This practical K–12 teacher resource explains the "whats," "whys," and "how-tos" of using Questioning the Author (QtA), a powerful approach for enhancing reading comprehension and engagement. Thorough yet concise, the book shows how to plan lessons using both narrative and expository texts, formulate open-ended Queries, and guide class discussions around them.
Recommended by Reading Science in Schools.
A Word Origin Dictionary
by Jess Zafaris
The English language is made up of words from different places, events, and periods of time. Each of those words has an exciting story to tell us about where, when, how, and why they came about. Once Upon a Word is packed with easy-to-understand definitions and awesome word origin stories. With this dictionary for kids, you can understand the history and meaning of English words, improve your vocabulary and spelling, and learn to play with language.
Recommended by Lyn Stone.
Saving Our Children from Failed Educational Theories
By E.D. Hirsch
Decades of reliance on social constructivist thought has eroded the explicit teaching of general knowledge. Professor Hirsch explores the ramifications of this, drawing on recent findings in neuroscience to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds.