Mass Literacy

Recommended Reading

Check out this list of recommended reads to further support your work.

Building Oral Language, Vocabulary, and Knowledge

  • Biemiller, A. (2003). Oral comprehension sets the ceiling on reading comprehension. American Educator, Spring.

  • Cabell, S. & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading research quarterly. 55. 10.1002/rrq.338.

  • Lesaux, N. & Russ Harris, J. (2015). Cultivating knowledge, building language. Heinemann.

  • Neuman, S. & Wright, T. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, Summer.

  • Willingham, D.T. (2006). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, Spring.

Comprehension

Equity in Early Literacy

  • Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

  • Lesaux, N. K., Galloway, E. P., & Marietta, S. H. (2016). Teaching advanced literacy skills: A guide for leaders in linguistically diverse schools. Guilford Press.

  • Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.

How We Learn to Read and How to Support Reading Instruction

  • Buckingham, D. J., & Castles, A. (2019). Learning to read and explicit teaching. Teacher Magazine.

  • Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological science in the public interest, 19, 5-51.

  • Minnesota Public Radio. (2020). Reading: APM Reports. Interactive stories on APM Reports.

  • Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers.

  • Seidenberg, M. (2017). Language at the speed of sight. Basic Books.

Multi-tiered System of Support for Early Literacy

Phonemic Awareness and Phonics

  • Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.

  • Kilpatrick, D. (2016). Equipped for reading success: A comprehensive, step by step program for developing phonemic awareness and fluent word recognition. Casey & Kirsch.

  • Moats, L. C. (2020). Speech to print: Language essentials for teachers. Paul H. Brookes.

Simple View of Reading

  • Duke, N.K. & Cartwright, K.B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading research quarterly, 56: (S1), 25-44.

  • Nation, K. (2019). Children's reading difficulties, language, and reflections on the simple view of reading. Australian journal of learning difficulties, 24:1, 47-73.

Last Updated: October 25, 2021

 
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