References and Further Reading

LEARN

Francis, D, Caruana, N, Hudson, J & McArthur, G 2019, 'The association between poor reading and internalizing problems: A systematic review and meta-analysis', Clinical Psychology Review, vol. 67, pp. 45-60.

 

Fried, L, Michael, M & Konza, D 2010, 'From “Learning to Read” to “Reading to Learn”: Bridging the Gap', The International Journal of the Humanities: Annual Review, vol. 8, no. 6, pp. 115-30.

 

Hoover, W & Tunmer, W 2020, The Cognitive Foundations of Reading and Its Acquisition: A framework with applications connecting teaching and learning, vol. 20, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, Springer Nature, Switzerland.

 

Stanovich, KE 1986, 'Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy', Reading Research Quarterly, vol. 21, no. 4, p. 360.

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How the Brain Learns to Read 

 

Dehaene, S 2009, Reading in the brain: The science and evolution of a human invention, Viking/Penguin, New York.

 

Dehaene, S 2013, 'Inside the letterbox: how literacy transforms the human brain', Cerebrum: The Dana Forum On Brain Science, vol. 2013, pp. 7-.

 

Dehaene, S, Pegado, F, Braga, LW, Ventura, P, Nunes Filho, G, Jobert, A, Dehaene-Lambertz, G, Kolinsky, R, Morais, J & Cohen, L 2010, 'How learning to read changes the cortical networks for vision and language', Science (New York, N.Y.), vol. 330, no. 6009, pp. 1359-64.

Gough, P & Juel, C 1991, 'The first stages of word recognition', in L.Rieben & C.A.Perfetti (eds), Learning to read: Basic research and its implications, L.Erlbaum Associates, Hillsdale, NJ, pp. 47-56.

 

Gough, PB & Tunmer, WE 1986, 'Decoding, Reading, and Reading Disability', Remedial & Special Education, vol. 7, no. 1, p. 6.

 

Hoover, W & Gough, P 1990, 'The simple view of reading', Reading & Writing: An interdisciplinary journal, vol. 2, no. 2, pp. 127-60.

 

Hoover, W & Tunmer, W 2020, The Cognitive Foundations of Reading and Its Acquisition: A framework with applications connecting teaching and learning, vol. 20, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, Springer Nature, Switzerland.

Kaiser, RH, Clegg, R, Goer, F, Pechtel, P, Beltzer, M, Vitaliano, G, Olson, DP, Teicher, MH & Pizzagalli, DA 2018, 'Childhood stress, grown-up brain networks: corticolimbic correlates of threat-related early life stress and adult stress response', Psychological Medicine, vol. 48, no. 7, pp. 1157-66.

Nation, K 2019, 'Children’s reading difficulties, language, and reflections on the simple view of reading', Australian Journal of Learning Difficulties, vol. 24, no. 1, pp. 47-73.

Seidenberg, MS 2013, 'The Science of Reading and its Educational Implications', Language and Learning Development 2013; 9(4): 331–360.  Published online 2013 Aug 26.     doi: 10.1080/15475441.2013.812017, vol. 9, no. 4, pp. 331-60.

 

Seidenberg, MS 2017, Language at the Speed of Sight: How we read, why so many can’t, and what can be done about it, Basic Books, New York.

Stanovich, KE 1986, 'Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy', Reading Research Quarterly, vol. 21, no. 4, p. 360.

Teicher Martin, H 2002, 'SCARS THAT WON’T HEAL: The Neurobiology of Child Abuse', Scientific American, vol. 286, no. 3, p. 68.

 

Teicher, MH, Anderson, CM, Ohashi, K, Khan, A, McGreenery, CE, Bolger, EA, Rohan, ML & Vitaliano, GD 2018, 'Differential effects of childhood neglect and abuse during sensitive exposure periods on male and female hippocampus', NeuroImage, vol. 169, pp. 443-52.

 

Teicher, MH, Samson, JA, Anderson, CM & Ohashi, K 2016, 'The effects of childhood maltreatment on brain structure, function and connectivity', Nature Reviews Neuroscience, vol. 17, no. 10, p. 652.

What is the Science of Reading?

Carter, M., & Wheldall, K. (2008). Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching. Australasian Journal of Special Education, 32(1), 5-21. 


Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert [Article]. Psychol Sci Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271 


Chapman, J., & Tunmer, W. (2020). Reading Science needs to be based on Reading Science. file:///Users/tinazitzlaff/Desktop/CritiqueofLiteracyLandscapeReport.pdf


Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. Viking/Penguin. 


Dehaene, S. (2013). Inside the letterbox: how literacy transforms the human brain. Cerebrum: The Dana Forum On Brain Science, 2013, 7-7. 


Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., Dehaene-Lambertz, G., Kolinsky, R., Morais, J., & Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science (New York, N.Y.), 330(6009), 1359-1364. https://doi.org/10.1126/science.1194140 


Gentry, J. R. (2019). Bridging the gap between science and poor reading in America. Psychology Today. 


Gingerich, O. (2004). Truth in Science: Proof, Persuasion, and the Galileo Affair [Article]. Science & Christian Belief, 16(1), 13-26. 


Goodwin, A. P., & Jiménez, R. T. (2020). The Science of Reading: Supports, Critiques, and Questions. Reading Research Quarterly, 55(S1), S7-S16. https://doi.org/10.1002/rrq.360 


Goswami, U. (2006). Neuroscience and education: from research to practice? Nat Rev Neurosci, 7(5), 406-411. https://doi.org/10.1038/nrn1907 
Mayer, R. (2017). How Can Brain Research Inform Academic Learning and Instruction? [Article]. Educational Psychology Review, 29(4), 835-846. https://doi.org/10.1007/s10648-016-9391-1 


McCardle, P. D., & Chhabra, V. (2004). The voice of evidence in reading research  [Bibliographies]. Paul H. Brookes Publishing Co. 
Moats, L. C. (1999). Yes, teaching reading is rocket science [Article](00031380). (American Teacher, Issue. http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507657889&authtype=sso&custid=deakin&site=eds-live&scope=site


Moats, L. C. (2020). Teaching Reading IS Rocket Science. American Educator(Summer). 


Raynor, K., Foorman, B. R., Perfetti, C., Pesetsky, D., & Seidenberg, M. (2001). How psychological science informs the teaching of reading. Psychological Science, 2(2), 31-74. 


Rowe, K. (2005). Teaching Reading: a review of the evidence-based research literature on approaches to the teaching of literacy, particularly those that are effective in assisting students with reading difficulties. 


Schwartz, S. (2019). The Most Popular Reading Programs Aren't Backed by Science. Education Week. https://www.edweek.org/ew/articles/2019/12/04/the-most-popular-reading-programs-arent-backed.html 


Schwartz, S., & Sparks, D. D. (2019). How do kids learn to read? What the science says. Education Week. 


Seidenberg, M., Borkenhagen, M. C., & Kearns, D. (2020). Lost in Translation? Challenges in Connecting Reading Science and Educational Practice. Reading Research Quarterly, 55, S119-130. 


Seidenberg, M. S. (2013). The Science of Reading and its Educational Implications. Language and Learning Development 2013; 9(4): 331–360.  Published online 2013 Aug 26.     doi: 10.1080/15475441.2013.812017, 9(4), 331-360. 


Seidenberg, M. S., & MacDonald, M. C. (2018). The Impact of Language Experience on Language and Reading: A Statistical Learning Approach. Topics in Language Disorders(1), 66. https://doi.org/10.1097/TLD.0000000000000144 


Shanahan, T. (2020). What constitutes a science of reading instruction? Reading Research Quarterly, 55, 235-247. 


Shonkoff, J. P. (2000). Science, policy and practice:three cultures in seacrh of a shared mission. Child Development, 71, 181-187. 


Snow, C., & Juel, C. (2013). Teaching children to read: What do we know about how to do it? In M.Snowling & C.Hulme (Eds.), The Science of Reading: A handbook (pp. 707-734). Wiley. 


Snow, P. (2020a). SOLAR: The Science of Language and Reading. Child Language Teaching and Therapy, 1-12.

https://doi.org/10.1177/0265659020947817 


Solari, E., Terry, N. P., Gaab, N., Hogan, T. P., Nelson, N., Pentimonte, J., & Petscher, Y. (2020). Translational Science: A Roadmap for the Science of Reading. Florida Centre for Reading Research, Florida State University; Boston Children's Hospital/Harvard Medical School. https://doi.org/10.35542/osf.io/8z7e6


Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. 


Tanaka, H., Black, J. M., Hulme, C., Stanley, L. M., Kesler, S. R., Whitfield-Gabrieli, S., Reiss, A. L., Gabriell, J. D. E., & Hoeft, F. (2011). The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ [research-article]. Psychological Science, 22(11), 1442. https://doi.org/10.1177/0956797611419521 


Treiman, R. (2018). What Research Tells Us About Reading Instruction. Psychological Science in the Public Interest, 19(1), 1-4.

https://doi.org/10.1177/1529100618772272 


Vandenbroeck, M. (2017). Constructions of neuroscience in early childhood education  [Book]. Abingdon, Oxon ; New York, NY : Routledge, Taylor & Francis Group, 2017. 


Vaughn, M., Parsons, S., & Massey, D. (2020). Aligning the Science of Reading with Adaptive Teaching. Reading research Quarterly, 55(S1), S209-S306. 


What does evidence-based practice in education mean? (2006). Australian Journal of Learning Disabilities, 11(2). 


Wolf, M. (2007). Proust and the Squid:The story and science of the reading brain. Harper Perennial. 


Yu, X., Raney, T., Perdue, M. V., Zuk, J., Ozernov-Palchik, O., Becker, B. L. C., Raschle, N. M., & Gaab, N. (2018). Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study. Human brain mapping, 39(5), 2047-2063. https://doi.org/10.1002/hbm.23985 

Barriers to Teaching and Learning

Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., North, W., Russo, E., & Wilder, T. D. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes [Report]. Reading and Writing(4), 425. 


Brown, R., Scull, J., Nolan, A., Raban, B., & Deans, J. (2012). Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development  [Journal Article]. Springer. 


Buckingham, J., & Meeks, L. (2019). Short-Changed: Preparation to Teach Reading in Initial Teacher Education. MultiLit. 


Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Jaydon can't read: The triumph of ideology over evidence in teaching reading [Journal Article]. Policy: A Journal of Public Policy and Ideas(3), 21. 


Chapman, J. W., Greaney, K. T., Arrow, A. W., & Tunmer, W. E. (2018). Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers [Article]. Australian Journal of Learning Difficulties, 23(1), 87-104. https://doi.org/10.1080/19404158.2018.1467937 


Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00429/full 


Graham, L. J., White, S. L. J., Tancredi, H. A., Snow, P. C., & Cologon, K. (2020). A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided. Reading and Writing. https://doi.org/10.1007/s11145-020-10023-7 


Jensen, H. F. (2019). Pre-primary teachers' enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice Edith Cowan Unievrsity]. Perth, Australia. https://ro.ecu.edu.au/theses/2251


Mahar, N. E., & Richdale, A. L. (2008). Primary teachers’ linguistic knowledge and perceptions of early literacy instruction. Australian Journal of Learning Difficulties, 13, 17-37. https://doi.org/https://doi.org/10.1080/19404150802093703 


McCardle, P. D., & Chhabra, V. (2004). The voice of evidence in reading research  [Bibliographies]. Paul H. Brookes Publishing Co. 
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L. (2002). Beginning literacy: links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86. 


Meeks, L. (2018). How well prepared are Australian preservice teachers to teach early reading skills? Nomanis(5), 27-28. 


Moats, L. C. (1999). Yes, teaching reading is rocket science [Article](00031380). (American Teacher, Issue.

http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eue&AN=507657889&authtype=sso&custid=deakin&site=eds-live&scope=site


Moats, L. C. (2000). Whole language lives on: The illusion of ‘balanced’ reading instruction. Thomas B. Fordham Foundation. 


Moats, L. C. (2020). Teaching Reading IS Rocket Science. American Educator(Summer). 


Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248. 


Salamon, A., Sumsion, J., Press, F., & Harrison, L. (2016). Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators [Article]. Journal of Early Childhood Research, 14(4), 431-443. https://doi.org/10.1177/1476718X14563857 


Smith, J. L. M., Sáez, L., & Doabler, C. T. (2016). Using Explicit and Systematic Instruction to Support Working Memory [Article]. TEACHING Exceptional Children, 48(6), 275-281. https://doi.org/10.1177/0040059916650633 


Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2005). Teachers' Literacy-related Knowledge and Self-perceptions in relation to Preparation and Experience [Article]. Annals of Dyslexia, 55(2), 266-296. https://doi.org/10.1007/s11881-005-0014-7 


Stark, H. L., Eadie, P. A., Goldfeld, S. R., & Snow, P. C. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers [Article]. Annals of Dyslexia, 66(1), 28-54. https://doi.org/10.1007/s11881-015-0112-0 


Stephenson, J. (2018). A systematic review of the research on the knowledge and skills of Australian preservice teachers [Journal Article]. Australian Journal of Teacher Education (Online)(4), 121. 


Washburn, E. K., Matesha Joshi, R., & Binks Cantrell, E. (2011). Are preservice teachers prepared to teach struggling readers? [Article]. Annals of Dyslexia, 61(1), 21-43. https://doi.org/10.1007/s11881-010-0040-y 

Why Follow the Science?

Arrow, A. W., Braid, C., & Chapman, J. W. (2019). Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction [Article]. https://doi.org/https://doi.org/10.1007/s11881-018-00168-0


Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert [Article]. Psychol Sci Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271 


Chapman, J. W., Arrow, W. A., Braid, C., Greaney, K. T., & Tunmer, W. E. (2018). Enhancing Literacy Learning Outcomes for Beginning Readers: Research Results and Teaching Strategies. 


Chapman, J. W., Greaney, K. T., Arrow, A. W., & Tunmer, W. E. (2018). Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers [Article]. Australian Journal of Learning Difficulties, 23(1), 87-104. https://doi.org/10.1080/19404158.2018.1467937 


Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept [Article]. British Journal of Educational Psychology, 67, 279-291. 


Chapman, J. W., & Tunmer, W. E. (2016). Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the I3 Scale-Up Study. Reading Psychology, 37(7), 1025-1042. https://doi.org/10.1080/02702711.2016.1157538 


Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. Viking/Penguin. 


Ehri, L. (1992/2017). Reconceptualising the Development of Sight Word Reading and its Relationship to Recoding. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading Acquisition. Routledge. 


Goodman, K. S. (1967a). Reading: A psycholinguistic guessing game [Article]. Journal of the Reading Specialist, 6(4), 126-135. https://doi.org/10.1080/19388076709556976 


Gough, P. B. (1995). The New Literacy: caveat emptor [Article]. Journal of Research in Reading, 18(2), 79-86. https://doi.org/10.1111/j.1467-9817.1995.tb00074.x 


Gough, P. B., & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society(30), 179-196. https://doi.org/doi:10.1007/BF02653717 


Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial & Special Education, 7(1), 6. 


Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321 


Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An interdisciplinary journal, 2(2), 127-160. 


Kaiser, R. H., Clegg, R., Goer, F., Pechtel, P., Beltzer, M., Vitaliano, G., Olson, D. P., Teicher, M. H., & Pizzagalli, D. A. (2018). Childhood stress, grown-up brain networks: corticolimbic correlates of threat-related early life stress and adult stress response. Psychological Medicine, 48(7), 1157-1166. https://doi.org/10.1017/S0033291717002628 


Kang, E. Y., & Shin, M. (2019). The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade. Read Writ Q, 35(3), 179-192. https://doi.org/10.1080/10573569.2018.1521758 


Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties  [Book]. Wiley. 


Pittman, R. T., Zhang, S., Binks-Cantrell, E., Hudson, A., & Joshi, R. M. (2020). Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio-economic status schools. Dyslexia (Chichester, England), 26(2), 200-219. https://doi.org/10.1002/dys.1628 


Stainthorp, R. (2020). A national intervention in teaching phonics: A case study from England. The Educational and Developmental Psychologist, 1-9. https://doi.org/10.1017/edp.2020.14 


Stentiford, L., Koutsouris, G., & Norwich, B. (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41(S1), S197-S225. https://doi.org/10.1111/1467-9817.12264 


Teicher, M. H., Samson, J. A., Anderson, C. M., & Ohashi, K. (2016). The effects of childhood maltreatment on brain structure, function and connectivity. Nature Reviews Neuroscience, 17(10), 652. 


Tunmer, W. E., & Chapman, J. W. (2015). The Development of New Zealand's National Literacy Strategy. In W.E.Tunmer & J.W.Chapman (Eds.), Excellence and Equity in Literacy Education: The case of New Zealand (pp. 1-23). Palgrave Macmillan. 


Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Read Writ, 23(8), 889-912. https://doi.org/10.1007/s11145-009-9179-5 


Washburn, E. K., Matesha Joshi, R., & Binks Cantrell, E. (2011). Are preservice teachers prepared to teach struggling readers? [Article]. Annals of Dyslexia, 61(1), 21-43. https://doi.org/10.1007/s11881-010-0040-y
 

Translating Science into Practice

Shanahan, T 2020, 'What constitutes a science of reading instruction?', Reading Research Quarterly, vol. 55, pp. 235-47.

Seidenberg, M, Borkenhagen, MC & Kearns, D 2020b, 'Lost in Translation? Challenges in Connecting Reading Science and Educational Practice', Reading Research Quarterly, vol. 55, pp. S119-30.

Seidenberg, MS 2013, 'The Science of Reading and its Educational Implications', Language and Learning Development 2013; 9(4): 331–360.  Published online 2013 Aug 26.     doi: 10.1080/15475441.2013.812017, vol. 9, no. 4, pp. 331-60.

Solari, E, Terry, NP, Gaab, N, Hogan, TP, Nelson, N, Pentimonte, J & Petscher, Y 2020, 'Translational Science: A Roadmap for the Science of Reading', Florida Centre for Reading Research, Florida State University; Boston Children's Hospital/Harvard Medical School.

What is Reliable Evidence?

P.McCardle & V.Chhambra (eds) (2004). The Voice of Evidence in Reading Research, Paul H.Brookes Publishing Co.

 

Hempenstall, K 2013, 'What works? Evidence-based practice in education is complex', Australian Journal of Learning Difficulties, vol. 19, no. 2, pp. 113-27.

Cartwright, N 2019, 'What is meant by “rigour” in evidence-based educational policy and what’s so good about it?', Educational Research and Evaluation, vol. 25, no. 1-2, pp. 63-80.

Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976

Phillips, DC 2019, 'Evidence of confusion about evidence of causes: comments on the debate about EBP in education', Educational Research and Evaluation, vol. 25, no. 1-2, pp. 7-24.

Reading Doesn't Come Naturally

Dehaene, S 2009, Reading in the brain: The science and evolution of a human invention, Viking/Penguin, New York.

Dehaene, S 2013, 'Inside the letterbox: how literacy transforms the human brain', Cerebrum: The Dana Forum On Brain Science, vol. 2013, pp. 7-.

 

Dehaene, S, Pegado, F, Braga, LW, Ventura, P, Nunes Filho, G, Jobert, A, Dehaene-Lambertz, G, Kolinsky, R, Morais, J & Cohen, L 2010, 'How learning to read changes the cortical networks for vision and language', Science (New York, N.Y.), vol. 330, no. 6009, pp. 1359-64.

Gough, P & Juel, C 1991, 'The first stages of word recognition', in L.Rieben & C.A.Perfetti (eds), Learning to read: Basic research and its implications, L.Erlbaum Associates, Hillsdale, NJ, pp. 47-56.

 

Gough, PB & Tunmer, WE 1986, 'Decoding, Reading, and Reading Disability', Remedial & Special Education, vol. 7, no. 1, p. 6.

 

Hoover, W & Gough, P 1990, 'The simple view of reading', Reading & Writing: An interdisciplinary journal, vol. 2, no. 2, pp. 127-60.

 

Hoover, W & Tunmer, W 2020, The Cognitive Foundations of Reading and Its Acquisition: A framework with applications connecting teaching and learning, vol. 20, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, Springer Nature, Switzerland.

Kaiser, RH, Clegg, R, Goer, F, Pechtel, P, Beltzer, M, Vitaliano, G, Olson, DP, Teicher, MH & Pizzagalli, DA 2018, 'Childhood stress, grown-up brain networks: corticolimbic correlates of threat-related early life stress and adult stress response', Psychological Medicine, vol. 48, no. 7, pp. 1157-66.

Nation, K 2019, 'Children’s reading difficulties, language, and reflections on the simple view of reading', Australian Journal of Learning Difficulties, vol. 24, no. 1, pp. 47-73.

Seidenberg, MS 2013, 'The Science of Reading and its Educational Implications', Language and Learning Development 2013; 9(4): 331–360.  Published online 2013 Aug 26.     doi: 10.1080/15475441.2013.812017, vol. 9, no. 4, pp. 331-60.

 

Seidenberg, MS 2017, Language at the Speed of Sight: How we read, why so many can’t, and what can be done about it, Basic Books, New York.

Stanovich, KE 1986, 'Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy', Reading Research Quarterly, vol. 21, no. 4, p. 360.

Teicher Martin, H 2002, 'SCARS THAT WON’T HEAL: The Neurobiology of Child Abuse', Scientific American, vol. 286, no. 3, p. 68.

 

Teicher, MH, Anderson, CM, Ohashi, K, Khan, A, McGreenery, CE, Bolger, EA, Rohan, ML & Vitaliano, GD 2018, 'Differential effects of childhood neglect and abuse during sensitive exposure periods on male and female hippocampus', NeuroImage, vol. 169, pp. 443-52.

 

Teicher, MH, Samson, JA, Anderson, CM & Ohashi, K 2016, 'The effects of childhood maltreatment on brain structure, function and connectivity', Nature Reviews Neuroscience, vol. 17, no. 10, p. 652.

Why Don't More Children Learn to Read?

 

Buckingham, J., & Meeks, L. (2019). Short-Changed: Preparation to Teach Reading in Initial Teacher Education. MultiLit. 

Einhorn, E. (2019). How a lawsuit over Detroit schools could have an ‘earth shattering’ impact. NBC News. Retrieved 29 October, 2019, from https://www.nbcnews.com/news/us-news/how-lawsuit-over-detroit-schools-could-have-earth-shattering-impact-n1072721 

Hiatt, B. (2019, 4 February). Teachers report on the writes and wrongs of their uni education. The West Australian. https://thewest.com.au/news/education/teachers-report-on-writes-and-wrongsof-their-uni-education-ng-b881084862z

Hoover, W., & Tunmer, W. (2020). The Cognitive Foundations of Reading and Its Acquisition: A framework with applications connecting teaching and learning (Vol. 20). Springer Nature. 

Lyon, G. R. (2003). Why do some children have difficulty learning to read? What can be done about it? Perspectives, 29(2).

Retrieved from http://www.ldao.ca/introduction-to-ldsa ... g-to-read/

Rezai-Rashti, G. S., A; Martino, W. (2017). The new articulation of equity education in neoliberal times: the changing conception of social justice in Ontario. Globalisation, Societies and Education, 15(2), 160-174. 

Sim, S. (2019). Post-Truth, Scepticism and Power. Palgrave/Macmillan. 

Stanovich, K. E. (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy [research-article]. Reading Research Quarterly, 21(4), 360. 

What's Wrong with Balanced Literacy?

Beck, I., Perfetti, C. A., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

California Department of Education. (1996). Teaching reading: A balanced comprehensive approach to teaching reading in prekindergarten through grade three. Sacramento, CA. [Online]. Available: http://www.cde.ca.gov/cilbranch/teachrd.htm.


Catts, H. W. (2018). The Simple View of Reading: Advancements and False Impressions [Article]. Remedial and Special Education, 39(5), 317-323. https://doi.org/10.1177/0741932518767563 


Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language and Hearing Research, 49(2), 278-293. 


Chiu, Y. D. (2018). The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills [Article]. Remedial and Special Education, 39(5), 289-303. https://doi.org/10.1177/0741932518762055 

Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. Viking/Penguin. 


Dehaene, S. (2013). Inside the letterbox: how literacy transforms the human brain. Cerebrum: The Dana Forum On Brain Science, 2013, 7-7.

Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44. 


Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial & Special Education, 7(1), 6. 


Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321 


Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An interdisciplinary journal, 2(2), 127-160. 


Hoover, W. A., & Tunmer, W. E. (2018). The Simple View of Reading: Three Assessments of Its Adequacy [Article]. Remedial and Special Education, 39(5), 304-312. https://doi.org/10.1177/0741932518773154 

Kang, E. Y., & Shin, M. (2019). The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade. Read Writ Q, 35(3), 179-192. https://doi.org/10.1080/10573569.2018.1521758 


Kilpatrick, D. (2020). The Article that Introduced the Simple View of Reading. The Reading League Journal(May/June), 13-14. 


Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties  [Book]. Wiley. 


Kim, Y.-S. G. (2020). Simple but not Simplistic: The Simple View of Reading Unpacked and Expanded. The Reading League Journal, 1(2). 

McCardle, P. D., & Chhabra, V. (2004). The voice of evidence in reading research  [Bibliographies]. Paul H. Brookes Publishing Co. 


McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L. (2002). Beginning literacy: links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86. 


Moats, L. C. (1994). The missing foundation in teacher education:Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102. 


Moats, L. C. (1999). Yes, teaching reading is rocket science [Article](00031380). (American Teacher, Issue. http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507657889&authtype=sso&custid=deakin&site=eds-live&scope=site


Moats, L. C. (2007). Whole-language High Jinks: How to tell when scientifically-based reading instruction isn’t. 


Moats, L. C. (2020). Teaching Reading IS Rocket Science. American Educator(Summer).

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218. https://doi.org/10.1016/0010-0277(94)00645-2 


Snow, C. E. (2018). Simple and Not-So-Simple Views of Reading. In (Vol. 39, pp. 313-316).

The Simple View of Reading

Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language and Hearing Research, 49(2), 278-293. 


Chiu, Y. D. (2018). The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills [Article]. Remedial and Special Education, 39(5), 289-303. https://doi.org/10.1177/0741932518762055 


Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. Viking/Penguin. 


Dehaene, S. (2013). Inside the letterbox: how literacy transforms the human brain. Cerebrum: The Dana Forum On Brain Science, 2013, 7-7. 


Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., Dehaene-Lambertz, G., Kolinsky, R., Morais, J., & Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science (New York, N.Y.), 330(6009), 1359-1364. https://doi.org/10.1126/science.1194140 


Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial & Special Education, 7(1), 6. 


Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321 


Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An interdisciplinary journal, 2(2), 127-160. 


Hoover, W. A., & Tunmer, W. E. (2018). The Simple View of Reading: Three Assessments of Its Adequacy [Article]. Remedial and Special Education, 39(5), 304-312. https://doi.org/10.1177/0741932518773154 


Kilpatrick, D. (2020). The Article that Introduced the Simple View of Reading. The Reading League Journal(May/June), 13-14. 


Kim, Y.-S. G. (2020). Simple but not Simplistic: The Simple View of Reading Unpacked and Expanded. The Reading League Journal, 1(2). 


Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading [Article]. Australian Journal of Learning Difficulties, 24(1), 47-73. https://doi.org/10.1080/19404158.2019.1609272 


Snow, C. E. (2018). Simple and Not-So-Simple Views of Reading. In (Vol. 39, pp. 313-316).


Stainthorp, R. (2020). A national intervention in teaching phonics: A case study from England. The Educational and Developmental Psychologist, 1-9. https://doi.org/10.1017/edp.2020.14

Phonological vs Phonemic Awareness

Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley & Sons.

 

Torgesen, J. (1998). Catch Them Before They Fall. American Educator, Spring/Summer 1998.

Hempenstall, K. (2015). Phonemic Awareness: Yea, may?. LDA Bulletin, Autumn 2015.

Kilpatrick, D.A. & Song, M.S. (2018). Phonemic proficiency, not simply phonemic awareness, influences orthographic learning: An examination of how phonology influences orthographic memory. Unpublished manuscript, State University of New York, College at Cortland. Retrieved from https://www.cec.sped.org/~/media/Files/Professional%20Development/Webinars/Handouts/Phonemic%20Awareness%20Studies.pdf

Phonics

Beck, I.L., & Juel, C. (1992). The role of decoding in learning to read. In S. Jay Samuels and Alan E. Farstrup (Eds), What research has to say about reading instruction. Newark, DE: IRA.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial & Special Education, 7(1), 6. 


Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321 


Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An interdisciplinary journal, 2(2), 127-160. 

Johnston, R.S., McGeown, S., & Watson, J.E. (2012). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading & Writing, 25(6), 1365-1384.

McGeown, S.P., & Medford, E. (2014). Using method of instruction to predict the skills supporting initial reading development: Insight from a synthetic phonics approach. Reading & Writing, 27, 591–608.


Seidenberg, M. S. (2013). The Science of Reading and its Educational Implications. Language and Learning Development 2013; 9(4): 331–360.  Published online 2013 Aug 26.     doi: 10.1080/15475441.2013.812017, 9(4), 331-360. 


Seidenberg, M. S. (2017). Language at the Speed of Sight: How we read, why so many can’t, and what can be done about it. Basic Books. 


Stainthorp, R. (2020). A national intervention in teaching phonics: A case study from England. The Educational and Developmental Psychologist, 1-9. https://doi.org/10.1017/edp.2020.14

 

Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2018). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education, DOI: 10.1080/02671522.2017.1420816

Sight Words and Orthographic Mapping

Archer, Anita L. (2011). Explicit instruction : effective and efficient teaching. New York :Guilford Press.

Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. Viking/Penguin. 


Ehri, L. (2005). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125. 


Miles, K. P., & Ehri, L. (2019). Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning. In D. A. K. e. al. (Ed.), Reading Development and Difficulties (pp. 63-82). Springer. 

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties  [Book]. Wiley.

Fluency 

Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44. 


Hansbrouck, J. & Glaser,D. (2018) Reading Fluency - professional Learning Gude for Teachers. Perfet Paperback


Kang, E. Y., & Shin, M. (2019). The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade. Read Writ Q, 35(3), 179-192. https://doi.org/10.1080/10573569.2018.1521758 


Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties  [Book]. Wiley. 


McCardle, P. D., & Chhabra, V. (2004). The voice of evidence in reading research  [Bibliographies]. Paul H. Brookes Publishing Co. 

Comprehension. 

Beck, I., Perfetti, C. A., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521. 


Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert [Article]. Psychol Sci Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271 


Catts, H. W. (2018). The Simple View of Reading: Advancements and False Impressions [Article]. Remedial and Special Education, 39(5), 317-323. https://doi.org/10.1177/0741932518767563 


Chall, J. S. (1989). "Learning to Read: The Great Debate" 20 Years Later: A Response to 'Debunking the Great Phonics Myth' [research-article]. The Phi Delta Kappan, 70(7), 521. 


Chiu, Y. D. (2018). The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills [Article]. Remedial and Special Education, 39(5), 289-303. https://doi.org/10.1177/0741932518762055 


Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading comprehension difficulties: A randomised controlled trial. Psychological Science, 21(8), 1106-1116. 


Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology(6), 934. 


Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial & Special Education, 7(1), 6. 


Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321 


Hoover, W., & Gough, P. (1990). The simple view of reading. Reading & Writing: An interdisciplinary journal, 2(2), 127-160. 


Hoover, W. A., & Tunmer, W. E. (2018). The Simple View of Reading: Three Assessments of Its Adequacy [Article]. Remedial and Special Education, 39(5), 304-312. https://doi.org/10.1177/0741932518773154 


Hruby, G. G., & Goswami, U. (2011). Neuroscience and Reading: A Review for Reading Education Researchers [research-article]. Reading Research Quarterly, 46(2), 156. 


Kang, E. Y., & Shin, M. (2019). The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade. Read Writ Q, 35(3), 179-192. https://doi.org/10.1080/10573569.2018.1521758 


Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties  [Book]. Wiley. 


Parrila, R. K., Cain, K., & Compton, D. L. (2017). Theories of Reading Development  [Book]. John Benjamins Publishing Company. 


Perfetti, C. (2007). Reading ability: Lexical quality to comprehension [Article]. Scientific Studies of Reading, 11(4), 357-383.

https://doi.org/10.1080/10888430701530730 


Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill [Article]. Journal of Educational Psychology, 67(4), 461-469. https://doi.org/10.1037/h0077013 


Seidenberg, M. S., & MacDonald, M. C. (2018). The Impact of Language Experience on Language and Reading: A Statistical Learning Approach. Topics in Language Disorders(1), 66. https://doi.org/10.1097/TLD.0000000000000144 


Snowling, M. J. (2013). Early identification and interventions for dyslexia: a contemporary view [Article]. Journal of Research in Special Educational Needs, 13(1), 7-14. https://doi.org/10.1111/j.1471-3802.2012.01262.x 


Taylor, J. S. H., Davis, M. H., & Rastle, K. (2017). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography [Author abstract]. Journal of Experimental Psychology: General(6), 826.