District/School Resources PK-16 Program Support
Office of Literacy

Early Literacy Reference List

Massachusetts Early Literacy References

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes Publishing.

Allington, R.L. (2000). What really matters for struggling readers: Designing research-based programs. NY: Longman.

Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers (The Report of the Commission on Reading). Washington, DC: The National Institute of Education.

Armbruster, B.B., Lehr, F., & Osborn, J. ( (2001). Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA) and Washington, DC: National Institute for Literacy, The Partnership for Reading.

Armbruster, B.B., Lehr, F., & Osborn, J. (2002). A child becomes a reader: Kindergarten to grade 3. Proven ideas from research for parents. Washington, D.C.: National Institute for Literacy, Partnership for Reading.

August, D., & Shanahan, T (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language Minority Children and Youth. NJ: Lawrence Elbaum Associates.

Barr, R., Kamil, M.L., Mosenthal, P., & Pearson, P.D. (Eds.) (1996). Handbook of Reading Research (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.

Baumann, J. F., Hoffman, J. V., Duffy-Hester, A. M., & Ro, J. M. (2000). The First R yesterday and today: U.S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly, 35(3), 338-377.

Baumann, J.F., & Kame'enui, E.J. (2003). Vocabulary instruction: research to practice. NY: Guilford Press.

Bean, R.M. (2004). The reading specialist: Leadership for the classroom, school, and community. NY: Guilford Press.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. NY: Guilford Press.

Blachman, B.A., Ball, E.W., Black, R., & Tangel, D. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Brookes Publishing.

Block, C.C., Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3. NY: Guilford Press.

Block, C.C., & Pressley, M. (2001). Comprehension instruction: Research-based best practices. NY: Guilford Press.

Brody, S. (Ed.). (2001). Teaching reading: Language, letters, & thought. 2nd ed. Milford, NH: LARC Publishing.

Burns, M.S., Griffin, P., & Snow, C.E. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.

Calhoun, E. (2004). Using data to assess your reading program. Alexandria, VA: Association for Supervision and Curriculum Development.

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004, April/May/June). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), pp.188-215.

Center for the Improvement of Early Reading Achievement (2001). Teaching every child to read: Frequently asked questions. Ann Arbor, MI: Author.

Chall, J.S. (1996). Stages of reading development (2nd ed). Fort Worth, TX: Harcourt Brace.

Chall, J.S. (1996). Learning to read: The great debate (3rd ed). Fort Worth, TX: Harcourt Brace.

CORE (2001). Reading research anthology: The why? of reading instruction. Emeryville, CA: CORE and Novato, CA: Arena Press.

Daly, E.J., Chafouleas, S., & Skinner, C.H. (2005). Interventions for reading problems. NY: Guilford Press.

Dickinson, D.K., & Tabors, P.O. (2001). Beginning literacy with language. Baltimore, MD: Brookes Publishing.

Dickinson, D.K., & Neuman, S.B. (2006). Handbook of early literacy research (Volume 2). NY: Guilford.

Duke, N.K. & Bennett-Armistead, V.S. (2003). Reading & writing informational text in the primary grades. New York: Scholastic.

Duke, N.K., & Mallette, M.H. (2004). Literacy research methodologies. NY: Guilford.

Duffy, G.G. (2003). Explaining reading. NY: Guilford Press.

Echevarria, J., Vogt, M., & Short, D. (2000). Making content comprehensible for English language learners: The SIOP model. Boston: Allyn & Bacon.

Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading. 3rd ed. instruction. Newark, DE: International Reading Association.

Fletcher, J.M., & Lyon, G.R. (1998). Reading: A research-based approach. In W.M. Evers (Ed.), What's gone wrong in America? (pp. 49-90). Stanford, CA: Hoover Institution Press.

Florida Center for Reading Research (2003). A reader's guide to FCRR reports. www.fcrr.org/reports.htm.

Florio-Ruane, S., & Raphael, T.E. (2002). Teaching every child to read: Professional development guide. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).

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 diversity. American Educational Research Journal, 34(1), 174-206.

Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press.

Good, R.H., & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills, 6th ed. Eugene, OR: University of Oregon.

Guasti, M.T. (2002). Language acquisition: The growth of grammar. Cambridge, MA: MIT Press.

Haager, D., Dimino, J.A., & Windmueller, M.P. (2006). Interventions for reading success. Baltimore, MD: Brookes Publishing.

Hall, S.L. (2006). I've DIBEL'd, now what? Designing interventions with DIBELS data. Boston, MA: Sopris West.

Harvey, S., & Goudvis, A. (2000). Strategies that work. Portland, ME: Stenhouse.

Hasbrouck, J.E., Ihnot, C., & Rogers, G.H. (1999). "Read Naturally": A strategy to increase oral reading fluency. Reading Research and Instruction, 39(1), 27-18.

Hasbrouck, J., & Denton, C. (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West.

Hiebert, E.H., & Raphael, T.E. (1998). Early literacy instruction. Fort Worth, TX: Harcourt Brace.

Hiebert, E.H., & Taylor, B.M. (2000). Beginning reading instruction: Research on early interventions. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 455-482). Mahwah, NJ: Lawrence Erlbaum Associates.

Hoffman, J., & Pearson, P.D. (2000, Jan./Feb./Mar.). Reading teacher education in the next millennium: What your grandmother's teacher didn't know that your granddaughter's teacher should. Reading Research Quarterly, 35(1), 28-44.

Jacobs, H.H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

Juel, C. (1996). Beginning reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 2, pp. 759-788). Mahwah, NJ: Lawrence Erlbaum Associates.

Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458-492.

Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.). (2000). Handbook of reading research (3rd Ed.). Newark, DE: International Reading Association.

Kuhn, M.R., & Stahl, S.S. (2000). Fluency: A review of developmental and remedial practices. CIERA Report #2-008. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan.

Lapp, D., Flood, J., Moore, K., & Nicols, M. (2005). Teaching literacy in first grade. NY: Guilford Press.

Learning First Alliance (1998). Every child reading: An action plan. Washington, DC: Learning First Alliance.

Learning First Alliance (2000). Every child reading: A professional development guide. Washington, DC: Learning First Alliance.

Lively, T., August, D., & Snow, C. (2003). Vocabulary improvement program for English language learners and their classmates. Baltimore, MD: Brookes Publishing.

MacArthur, C.A., Graham, S., & Fitzgerald, J. (Eds.) (2006). Handbook of writing research. NY: Guilford.

McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore, MD: Brookes.

McGee, L.M., & Richgels, D.J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. NY: Guilford Press.

McGuinness, D. (2004). Early reading instruction. Cambridge, MA: MIT Press.

McKenna, M.C., & Stahl, S.A. (2003). Assessment for reading instruction. NY: Guilford Press.

Massachusetts Department of Elementary and Secondary Education (2001). Massachusetts English language arts curriculum framework. Malden, MA: Author.

Massachusetts Department of Elementary and Secondary Education (2004). Supplement to the Massachusetts English Language Arts Curriculum Framework. Malden, MA: Author.

Massachusetts Department of Elementary and Secondary Education (2005). Massachusetts kindergarten and teacher leadership project: Guiding learning in English Language Arts. Malden, MA: Author. Draft document dated February 4, 2005.

Metsala, J.L., & Ehr, L.C. (Eds.). (1998). Word recognition in beginning literacy. Mahwah, NJ: Lawrence Erlbaum Associates.

Moats, L. (1999). Teaching reading IS rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.

Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes

Moats, L.C. (2004). Language essentials for teachers of reading and spelling (LETRS). Denver, CO: Sopris West.

Morrow, L.M., Gambrell, L.B., & Pressley, M. (2003). Best practices in literacy instruction (2nd ed.). NY: Guilford Press.

Murphy, J. (2004). Leadership for literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press.

National Commission on Excellence in Education (1983). A Nation At Risk. Washington, DC: U.S. Department of Education. http://www.ed.gov/pubs/NatAtRisk/index.html.

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. Washington, DC: National Institute of Child Health and Development.

National Association for the Education of Young Children and the International Reading Association (1998). Learning to read and write: Developmentally appropriate practices for young children: A joint position statement of the International Reading Association and the National Association for the Education of Young Children. Washington, DC: National Association for the Education of Young Children, and Newark, DE: International Reading Association.

National Research Council (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.

Neuman, S.B., & Dickinson, D.K. (Eds.). (2001). Handbook of early literacy research. NY: Guilford Press.

O'Connor, R.E., Notari-Syverson, A., & Vadasy, P.F. (1998). Ladders to literacy: A kindergarten activity book. Baltimore, MD: Brookes Publishing.

Oregon Reading First Center (2004, March). Review of comprehensive programs. Eugene, OR: Author. http://reading.uoregon.edu/curricula/or_rfc_review_n.php.

Oregon Reading First Center (2004, January). Review of supplemental and intervention programs. Eugene, OR: Author. http://reading.uoregon.edu/curricula/or_rfc_review_si.php.

Osborn, J., & Lehr, F. (nd). A focus on fluency. Honolulu: Pacific Resources for Education and Learning.

Paratore, J.R., & McCormack, R.L. (2005). Teaching literacy in second grade. NY: Guilford Press.

Prescott-Griffin, M.L., & Witherell, N.L. (2004). Fluency in focus. Portsmouth, NH: Heinemann.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching, 3rd ed. NY: Guilford Press.

Pressley, M., Allington, R.L., Wharton-McDonald, R., Block, C.C., & Morrow, L.M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. NY: Guilford Press.

Rasinski, T.V. (2003). The fluent reader. NY: Scholastic.

Rasinski, T.V. (2004). Assessing reading fluency. Honolulu: Pacific Resources for Education and Learning.

Rathvon, L. (2004). Early reading assessment. NY: Guilford.

Reading First Assessment Committee (2001). Analysis of reading assessment instruments, K-3. Eugene, OR: Institute for the Development of Educational Achievement (IDEA). http://reading.uoregon.edu.

Richardson, V. (Ed.) (2001). Handbook of research on teaching (4th ed.). Arlington, VA: American Educational Research Association.

Samuels, S.J. (2002). Reading fluency: Its development and assessment. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction, 3rd ed. (pp. 166-183). Newark, DE: International Reading Association.

Scanlon, D.M. Vellutino, F.R., Small, S.G., & Fanuele, D.P. (2000, April). Severe reading difficulties - can they be prevented? A comparison of prevention and intervention approaches. Paper presented at the annual convention of the American Educational Research Association, New Orleans, LA.

Shanahan, T. (2002, November). A sin of the second kind: The neglect of fluency instruction and what we can do about it. Presentation at A Focus on Fluency Forum. . San Francisco, CA. www.prel.org/programs/rel/fluency/Shanahan.ppt.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. NY: Alfred A. Knopf.

Simmons, D.C., & Kame'enui, E.J (1999). Mapping instruction to achieve educational priorities in beginning reading: Kindergarten - grade 3. Eugene, OR: Institute for the Development of Educational Achievement (IDEA), College of Education, University of Oregon.

Simmons, D.C., & Kame'enui, E.J. (2003, March). A consumer's guide to evaluating a core reading program, grades K-3: A critical elements analysis. Eugene, OR: University of Oregon, Institute for the Development of Educational Achievement (IDEA). http://reading.uoregon.edu/curricula/index.php

Slavin, R.E., & Cheung, A. (2003). Effective reading programs for English language learners. Baltimore, MD: Johns Hopkins University, Center for Research on Education of Students Placed at Risk (CRESPAR).

Snow, C.E., Burns, M.C., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stahl, S.A. (1999). Vocabulary development. Newton Upper Falls, MA: Brookline Books.

Stahl, S.A. (2002, November). Fluency: Instruction and assessment. Presentation at A Focus on Fluency Forum. . San Francisco, CA. www.prel.org/programs/rel/fluency/Stahl.ppt.

Stanovich, K.E. (2000). Progress in understanding reading. NY: Guilford Press.

Stanovich, P.J., & Stanovich, K.E. (2003, May). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions. Washington, D.C.: The Partnership for Reading, National Institute for Literacy.

Strickland, D. (1998). Teaching phonics today: A primer for educators. Newark, DE: International Reading Association.

Strickland, D.S., & Morrow, L.N. (2000). Beginning reading and writing. Newark, DE: International Reading Association.

Strickland, D.S. & Snow, C. (2002). Preparing our teachers: Opportunities for better reading instruction. Washington, D.C.: Joseph Henry Press.

Strickland, D.S., Ganske, K., & Monroe, J.K. (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Newark, DE: International Reading Association.

Sweet, A.P., & Snow, C. (Eds.) (2003). Rethinking reading comprehension. NY: Guilford Press.

Taylor, B.M., Pearson, P.D., Clark, K.F., & Walpole, S. (1999). Effective schools and accomplished teachers: Lessons about primary grade reading instruction in low-income schools. Elementary School Journal, 101, 121-166.

Texas Education Agency (2000). Texas Reading Initiative. Austin, TX: Author. A series of booklets including: Beginning reading instruction: Components and features of a research-based reading program; Research-based content area reading instruction; Guidelines for examining phonics & word recognition programs; Comprehension instruction; Promoting vocabulary development: Components of effective vocabulary instruction;

Torgesen, J.K., & Mathes, P.G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: ProEd.

Torgesen, J.K., Rashotte, C.A., Alexander, A.W., Alexander, J., & McFee, K (2002, November). The challenge of fluent reading for older children with reading difficulties. Presentation at A Focus on Fluency Forum. . San Francisco, CA. www.prel.org/programs/rel/fluency/Torgesen.ppt.

Torgesen, J.K., & Hudson, R.F. (2006). Reading fluency: Critical issues for struggling readers. In S.J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association.

Toll, C.A. (2005). The literacy coach's survival guide: Essential questions and practical answers. Newark, DE: International Reading Association.

Vaughn Gross Center for Reading and Language Arts (2005). Introduction to the 3 tier reading model: Reducing reading difficulties for kindergarten through third grade students, 4th ed. Austin, TX: University of Texas, Vaughn Gross Center for Reading and Language Arts.

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction: K-3. Alexandria, VA: Association for Supervision and Curriculum Development.

Vaughn, S., & Briggs, K.L. (2003). Reading in the classroom: Systems for the observation of teaching and learning. Baltimore, MD: Paul H. Brookes.

Vellutino, F.R., Scanlon, D., Sipay, E.R., Pratt, A., Chen, R., & Denckla, M.B. (1996). Cognitive profiles 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, 601-638.

Vellutino, F.R., & Scanlon, D.M. (2002). The interactive strategies approach to reading intervention. Contemporary Educational Psychology 27, 673-635.

Voyt, M., & Shearer, B. A. (2003). Reading specialists in the real world: A sociocultural view. Boston: Allyn & Bacon.

Walpole, S., & McKenna, M.C. (2004). The literacy coach's handbook: A guide to research-based practice. New York: Guilford.

Walpole, S., & McKenna, M.C. (2007). Differentiated reading instruction: Strategies for primary grades. New York: Guilford.

Wharton-McDonald, R., Pressley, M., & Hampston, J.M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99, 101-128.

For further references, please see the Office of Literacy's web page on the ESE's web site: http://www.doe.mass.edu/literacy/