Appendix C: Reference List

Chapter 1

Colorado Department of Education (2010). The Colorado Literacy Framework. Retrieved from The Colorado Literacy Framework (PDF) Dehaene, S. (2011). The massive impact of literacy on the brain and its consequences for education. Human Neuroplasticity and Education. Pontifical Academy of Sciences, Scripta Varia 117, 19-32.

Gillis, M. (2019). The Literacy How Reading Wheel. Retrieved from The Literacy How Reading Wheel. 

National Reading Panel (2000). Report of the national reading panel. Teaching children to read: An evidence based assessment of the scientific research on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

Chapter 2

Fairfax County Public Schools (2017). Signs of Dyslexia. Retrieved from Signs of Dyslexia.  

Hearings before the Committee on Science, Space, and Technology, United States House of Representatives (2014) (Testimony of Sally Shaywitz, M.D.). Retrieved from Committee on Science, Space and Technology.  

International Dyslexia Association (2017). Dyslexia Basics. Retrieved from International Dyslexia Association - Dyslexia Basics.  

Lyon, G.R., Shawitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. Retrieved from Springer Link. 

Moats, L. & Dakin, K. (2008). Basic Facts About Dyslexia & Other Reading Problems. Baltimore, MD: The International Dyslexia Association.

Petscher, Y., Fien, H., Stanley, C., Gearin, B., Gaab, N., Fletcher, J.M., & Johnson, E. (2019). Screening for Dyslexia. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from National Center on Improving Literacy. 

Reading Rockets (2019). A Video Interview with Nadine Gaab, Ph.D. Retrieved from Reading Rockets - Nadine Gaab. 

Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: A. A. Knopf. 122-127.

Chapter 3

3.1

Catts, H. W., Nielsen, D.C., Bridges, M.S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework, Journal of Learning Disabilities, 48(3), 281-297.

Colorado Department of Education (2019). Approved Interim READ Assessments. Retrieved at The Colorado Department of Education Read Interim Assessments. 

Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-state gated screening process. Journal of Educational Psychology, 102(2), 327-340.

Gerster, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L, Linan-Thompson, S, and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from Institute of Education Sciences - IES Practice Guide. 

International Dyslexia Association (2017). Dyslexia Assessment: What Is It and How Can It Help? Retrieved at International Dyslexia Association- Dyslexia Assessment: What Is It and How Can It Help? 

Jenkins, J. R., & Johnson, E. S. (2008). Universal screening for reading problems: Why and how should we do this? New York, NY: RTI Action Network. Retrieved from RTI Action Network - Universal Screening for Reading Problems: Why and How Should We Do This?. 

Petscher, Y., Fien, H., Stanley, C., Gearin, B., Gaab, N., Fletcher, J.M., & Johnson, E. (2019). Screening for Dyslexia. Washington, DC: U.S. Department of Education, Office of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from National Center on Improving Literacy. 

Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22, 32-39. 

Vellutino, F., Scanlon, D.M., Sipay, E., Small, S., Pratt, A., Chen, R., Denkla, M., (1996). Cognitive professor of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-608.

3.2

Blachman, B. A. et al. Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96, 444-461 (2004).

Birdsong, D. & Mollis, M. On the evidence for maturational constraints in second language acquisition. Journal of Memory and Language, 44, 235-249 (2001).

Catts, H. W. (2017). Early identification of reading disabilities, Theories of Reading Development, 311-332.

Gaab, N. (2017) It’s a myth that young children cannot be screened for dyslexia. Baltimore, MD: International Dyslexia Association. Retrieved from International Dyslexia Association - It's a Myth That Young Children Cannot Be Screened for Dyslexia. 

Gilger, J. W., Hanebuth, E., Smith, S. D., & Pennington, B. F. (1196). Differential risk for development reading disorders in the offspring of compensated versus non-compensated parents. Reading and Writing, 8, 407-417.

Johnson, M. H. Functional brain development in humans. Nature Reviews Neuroscience, 2, 475-483 (2001).

Johnson, M. H. Sensitive periods in functional brain development: problems and prospects. Developmental Psychobiology, 46, 287-2929 (2005).

Johnson, M. V. Plasticity in the developing brain: implications for rehabilitation. Developmental Disabilities Research Reviews, 15, 94-101 (2009).

Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166-192.

Nash, H. M., Hulme, C., Gooch, D., & Snowling, M. J. (2013). Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment. Journal of Child Psychology and Psychiatry, 54, 985-968.

Puolakanoho, A. et al. Very early phonological and language skills: estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48, 923-931 (2007).

Preston, J. L., Frost, S. J., Mencl, W.E., Fullbright, R. K., Landi, N., Girgorenko, E., … & Pugh, K. R. (2101). Early and late talkers: School-age language, literacy and neurolinguistics differences. Brain, 133, 2185-2195.

Rescorla, L. (2002). Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 45, 360-371.

Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.

Snowling, M. J., Galleagher, A. , & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358-3737.

Stanovich, K. E. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407 (1986).

Torgesen, J. K. Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28, 6-19 (2004).

Wanzek, J. & Vaugh, S. (2007). Research-based implications from extensive early reading intervention. School Psychology Review, 36, 541.

Chapter 4

Gough, P. B., & Tunmer, W. E. (1986), Decoding, reading, and reading disability. Remedial and Special Education, 7 , 6-10.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.

International Dyslexia Association (2015). Dyslexia in the Classroom: What Every Teacher Should Know. Retrieved at International Dyslexia Association - Dyslexia in the Classroom. 

International Dyslexia Association (2015) Effective reading instruction for students with Dyslexia. Retrieved at International Dyslexia Association - Effective Reading Instruction for Students with Dyslexia.  

International Dyslexia Association (2013). The Dyslexia Stress-Anxiety Connection. Retrieved at International Dyslexia Association - The Dyslexia-Stress-Anxiety Connection. 

Sarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. Handbook for Research in Early Literacy. 97-110.

Seidenberg, M. (2017) Language at the Speed of Sight, 4-5.

Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: A. A. Knopf. 309-310, 314.

Wilson, A. M., Armstrong, C. D., Furrie, A., & Walcot, E. (2009). The Mental Health of Canadians with Self-Reported Learning Disabilities. Journal of Learning Disabilities, 42, 24-40.

Young, N. (2019). The Ladder of Reading. Retrieved at Nancy Young - Creator of The Ladder of Reading and Writing. 

Chapter 5

Hunt, L. M. (2015). Fish in a tree. New York, NY: Nancy Paulsen Books, an imprint of Penguin Groups (USA).

Chapter 6

Adams, M. J. (1990). Beginning to read: Learning and thinking about print. Cambridge, Mass: MIT Press.

Brady, S. & Moats, L. (1997). Informed instruction for reading success: Foundations for teacher preparation. Baltimore, MD: International Dyslexia Association.

Catts, H., Hogan, T.P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. The connection between language and reading disabilities, 25-40.

Connor, C. M., Son, S., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343-375.

Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities, 42, 418-430.

Cunningham, A. E., & Zibulsky, J. (2009). Perspectives on teachers’ disciplinary knowledge of reading processes, development and pedagogy. Reading and Writing: an Interdisciplinary Journal, 22, 375-378.

Cunningham, A. E., & O’Donnell, C. R. (2015). Teachers’ knowledge about beginning reading development and instruction. The Oxford Handbook of Reading, 447-462.

Darling – Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives. 1-44.

Education Trust (2011)

Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51-60.

Kilpatrick, D. (2015). Essentials of assessing, preventing and overcoming reading difficulties. Honoken, New Jersey: Wiley.

International Dyslexia Association (2018). Knowledge and practice standards for teachers of reading. Retrieved at International Dyslexia Association - Knowledge and Practice Standards for Teachers of Reading.  

Moats, L. (1994). The missing foundation in teacher education: Knowledge of the structure of the spoken and written language. Annals of Dyslexia, 44, 81-101.

Moats, L. C. (1999). Reading is rocket science. American Federation of Teachers. Retrieved at American Federation of Teachers - Reading is Rocket Science 2004. National Reading Panel (2000). Report of the national reading panel. Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child and Human Development, National Institutes of Health.

Ness, M., & Southall, G. (2010). Preservice teachers’ knowledge and beliefs about dyslexia. Journal of Reading Education, 36(1), 36-43.

Rice, J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. (pp 46-54). MI: Economic Policy Institute.

Rivkin, S. G., Hanuske, E. A., & Kain, J. F. (2005). Teachers, school and achievement. National Bureau of Economic Research. 1-52.

Sanders, W. L. & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee. Value-Added Research and Assessment Center. 1-14.

Seidenberg, M. (2017). Language at the Speed of Sight.

Shulman, L. S. (1997). Disciplines of inquiry in education: A new overview. Contemporary methods for research in education. 3-69.

Shulman, L. (1987). Knowledge and teaching: Foundations pf the mew reform. Harvard Educational Review. 57, 1-21.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher. 14

Snow, C., Burns, S. & Griffin, P. (1998) Preventing reading difficulties in young children.

Spear-Swerling, L. & Brucker, P. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332-364.

Venezky, R.L. (1999). The American way of spelling: The structure and origins of American English orthography.

Wong-Fillmore, L., & Snow, C. (2003). What teachers need to know about language. 7-54.

Chapter 7

7.2

Antunez, B. (2002). Implementing reading first with language learners. Directions in Language and Education, 15.

Bosterra, M. D., Trumbull, E., & Solono-Flores, G. (2011). Cultural validity in assessment: Addressing linguistic and cultural diversity.

Gallego, M., Zamora Duran, G., & Reyes, E. (2006). It depends: A sociohistorical account for the definition and methods of identification of learning difficulties. The Teachers College Record, 108(11), 2195-2219.

Hoover, J. L., Baca, L. M., Klinger, J. K. (2016). Why do English learners struggle with reading? Distinguishing language acquisition for learning disabilities. 88

Hoover, J. J., & Klinger, J. (2011). Promoting cultural validity in the assessment of bilingual special education students. Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity. 143-167.

Hoover, J. J., & Erickson, J. (2015). Culturally responsive special education referrals of English learners in one rural county school district: Pilot project. Rural Special Education Quarterly, 34(4), 18-23.

Klinger, J., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading language acquisition or LD? Journal of Learning Disabilities, 39(2), 108-128.

Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.

Ortiz, A. A., Robertson, P. M., Wilkinson, C., Liu, Y., mcGhee, B. D., & Kushner, M. I. (2011). The role of bilingual education teachers in preventing inappropriate referrals of ELLs to special education: Implications for response to intervention. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34(3), 316-333.

The Colorado Department of Education (2015). Critical questions regarding the special education process for culturally and/or linguistically diverse learners. Retrieved from the Colorado Department of Education. 

7.4

Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524-532.

Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders. 20(3), 19-36.

Germano, E., Gagliano, A., Curatolo, P. (2010). Cormobidity of ADHD and dyslexia. Developmental Neuropsychology. 35(5). 475-93.

Goldstron, D.B., Walsh, A., Arnold, E. M., Reboussin, B., Daniel, S. S., Erkanli, A., et. al. (2007). Reading problmes, psychiatric disorders, and functional impairment from mid-to-late adolescence. Journal of American Academy of Child & Adolescent Psychiatry. 46(1), 25-32.

Hendren, R. L., Haft, S. L., Black, J. M., Cushen-While, N. & Hoeft, F. (2018). Recognizing psychiatric comorbidity with reading disorders. Frontier in Psychiatry. 9, 1-10.

Kemper, C., Gustafson, S., & Samuelson, S. (2011). A longitudinal study of early reading difficulties and subsequent problem behavior. Scandinavian Journal of Psychology, 52(3), 242-50.

Levy, F., Young, D., Bennett, K., Martin, N. C., & Hay, D. A. (). Comorbid ADHD and mental health disorders: Are these children more likely to develop reading disorders? Attention Deficit Hyperactivity Disorder. 5(1), 21-8.

Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4), 255-264.

Maughan, B., Rowe, R., Loeber, R., & Stouthamer-Loeber, M. (2003). Reading problems and depressed mood. Journal of Abnormal Child Psychology. 31(22), 219-229.

Mammarella, I., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F., et. al. (2016). Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development. Journal of Learning Disabilities. 49(2), 130-139.

Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: a meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.

Pennington, B. F. (2006). From single to multiple deficits models of developmental disorders. Cognition. 101(2), 385-413.

Sciberras, E., Mueller, K. L., Efron, D., Bisset, M., Anderson, V., Schilpzand, E. J., et. al. (2014). Language problems in children with ADHD, a community-based study. Pediatrics. 793-800.

Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: A.A. Knopf.

Tamm, L, Denton, C. A., Epstein, J. N., Schatschneider, C., Taylor, H., Arnold, L. E., et. al (2017). Comparing treatments for children with ADHD and word reading difficulties: a randomized clinical trial. Journal Consulting Clinical Psychology, 85(5), 434.

Wadsworth, S. J., DeFries, J. C., Willicut, E. G., Pennington, B. F., & Olson, R. K. (2015). The Colorado longitudinal twin study of reading difficulties and ADHD: etiologies of comorbidity and stability. Twin Res Human Genetics, 755-61.

Wilson, A. J., Andrews, S. G., Struthers, H., Rowe, V. M., Bogdanovic, R., & Waldie, K. E. (2015). Dyscalculia and dyslexia in adults: cognitive bases of comorbidity. Learning Individual Differences. 37, 118-132.

Wilson, A. M., ,Armstrong, C. D., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42(1) 24-40.