Course Resources
Sources
Bear, D. & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher, 52(3), 222-242.
Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.).Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Button, K., Johnson, M., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446-454. Used with permission of the International Reading Association.
Dutro, S., Mendia Nunez, R. & Helman, L. (2016) Explicit language instruction: A key to academic success for English learners (chapter 3). In L. Helman (Ed.), Literacy development with English language learners (2nd ed., pp. 43-77). New York: Guilford Press.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21. doi: 10.1080/10888438.2013.819356
Foorman, B. & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 2013-2012.
Gaskins, I., Ehri, L., Cress, C., O’Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3), 172-184.
Gill, S. (2006). Teaching rimes with shared reading. The Reading Teacher, 60(2), 191-193.
Helman, L. & Burns, M. (2008). What does oral language have to do with it? Helping young English language learners develop a sight vocabulary. The Reading Teacher, 62(1), 14-19.
Helman, L. (2016) Opening doors to texts: Planning effective language instruction for emergent bilinguals (chapter 7). In L. Helman (Ed.), Literacy development with English language learners (2nd ed., pp. 164-181). New York: Guilford Press.
Invernizzi, M., Abouzeid, M., & Bloodgood, J. (1997). Integrated word study: Spelling, grammar and meaning in the language arts classroom. Language Arts, 74(3), 185-192.
Misunderstood Minds.(n,d.). Difficulties with Reading. Retrieved from http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.html (Links to an external site.)
Murray, B. (1999). A weekly procedure for teaching spelling. Retrieved from http://www.ldonline.org/article/268/
Northrup, L. & Kileen,, E. (2013). A framework for using iPads for building early literacy skills. The Reading Teacher, 66(7), 531-537.
O’Connor, R. (2014). Beginning to decode (chapter 4, pp. 54-70). Teaching word recognition: Effective strategies for students with learning difficulties (2nd ed.). New York: Guilford Press.
Pressley, M., Roehrig, A., Bogner, K., Raphael, L., & Dolezal, S. (2002). Balanced Literacy. Focus on Exceptional Children, 34(5), 1-15.
Reed, D. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Rodgers, E. (2017). Scaffolding word solving while reading: New research insights. The Reading Teacher, 70(5), 525-532.
Rupley, W., Blair, T., and Nichols, W. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading and Writing Quarterly, 25(2-3), 125-138.
Shaywitz, S., M.D. (2003) Later clues to dyslexia (chapter 9, pp. 102-119) Overcoming dyslexia: A new and complete science based program for reading problems at any level. New York: Alfred Knopf.
Snow, C.E., Burns, M.S., and Griffin, P. (1998). The process of learning to read (chapter 2, pp. 41-86). Preventing reading difficulties in young children. Washington, DC: National Academy of Sciences.
Strickland, D. (1998). How readers and writers use phonics. In Teaching phonics today: A Primer for educators. Newark, DE: International Reading Association.
Taberski, S. (2000) On Solid Ground: Strategies for Teaching Reading K-3. Portsmouth, N.H.: Heinemann.
Teale, W. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.
Templeton, S. & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34(1), 102-112.
Watts-Taffe, S. & Truscotte, D. (2000). Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), 258-265.
Wilde, S. (1996). What is our responsibility in helping children learn to spell? Teaching Writers to Spell, Primary Voices K-6, 4, (4), p. 2-6. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org (Links to an external site.)
Wilde, S. (1996). A Speller's Bill of Rights, Teaching Writers to Spell, Primary Voices K-6, 4, (4), p. 7-10. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org (Links to an external site.)
Wilde, S. (1991). Building a knowledge base with spelling (chapter 5). You kan red this! Spelling and punctuation for whole language classrooms, K-6. Portsmouth, N.H.: Heinemann.
Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. (2009). Word study instruction in the K-2 classroom. The Reading Teacher, 62(7), 570-578.
Williams, C. and Lundstrom, R. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61(3), 204-212.