Research References

for Phonics, Decoding, and Word Identification

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

Allen, J., & Mason, J. (1989). Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners. Portsmouth, NH: Heinemann.

Allington, R. L. (1984). Oral reading. In P.D. Pearson (Ed.), Handbook of reading research. New York: Longman.

Anderson, L.M., Everson, C.M., & Brophy, J.E. (1979). An experimental study of effective teaching in first-grade reading groups. The Elementary School Journal, 79, 193-223.

Anderson, R.C., Wilson, P.T., & Fielding, L.C. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.

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.

Au, K.H. (1977). Analyzing oral reading errors to improve instruction. The Reading Teacher, 31, 46-49.

Biemiller, A. (1970). The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 6, 75-96.

Bridge, C., Winograd, P., & Haley, D. (1983). Using predictable materials vs. preprimers to teach beginning sight words. The Reading Teacher, 36, 884-891.

Chall, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill.

Clarke, M.M. (1976). Young fluent readers: What can they teach us? London: Heinemann.

Clay, M.M. (1969). Reading errors and self correction behavior. British Journal of Educational Psychology, 39, 47-56.

Crowell, D., Kawakaki, A., & Wong, J. (1986). Emerging literacy: Experiences in a kindergarten classroom. The Reading Teacher, 40, 144-149.

Durkin, D. (1966). Children who read early: Two longitu- dinal studies. New York: Teachers College Press.

Ehri, L. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, 383-417). New York: Longman.

Francis, H. (1977). Reading abilities and disabilities: Children's strategies in learning to read. British Journal of Educational Psychology, 47, 117-125. Hoffman, J.V., O'Neal, S.F., Kastler, L.A., Clements, R.O., Segel, K.W., & Nash, M.F. (1984). Guided oral reading and miscues: Focused verbal feedback in second-grade classrooms. Reading Research Quarterly, 19, 376-384.

Holdaway, D. (1980). Independence in reading. Gasbord, NSW: Ashton Scholastic.

Ingham, J. (1981). Books and reading development. London: Heinemann.

Johnson, D., & Baumann, J. (1984). Word identification. In P.D. Pearson (Ed.), Handbook of Reading Research. New York: Longman.

Juel, C., & Roper/Schneider, D. (1985). The influence of basal readers in first grade reading. Reading Research Quarterly, 20, 134-152.

Loban, W. (1963). Language development: Kindergarten through grade 12. Urbana, IL: National Council of Teachers of English.

Mason, J., Herman, P., & Au, K.H. (1991). Children's developing knowledge of words. In J. Flood, J. M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the English language arts (286-302). New York: Macmillan Publishing Company.

Pflaum, S.W., & Pascarella, E.T. (1980). Interactive effects of poor reading achievement and training in context of learning disabled children. Reading Research Quarterly, 16, 138-158.

Pikulski, J.J., & Tobin, A. (1988). A longitudinal study of the reading achievement of early and non-early readers through sixth grade. In J. Readance & R. Baldwin (Eds.), Dialogues in literacy research: Thirty-seventh yearbook of the National Reading Conference. Chicago: National Reading Conference.

Samuels, S.J. (1985). Automaticity and repeated read- ing. In J. Osborn, P.T. Wilson, & R.C. Anderson (Eds.), Reading education: Foundations of a literate America (215-230). Lexington, MA: Lexington Books.

Samuels, S.J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.

Schreiber, P.A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177-186.

Simon, H., & Leu, D. (1987). The use of contextual and graphic information in word recognition by second-, fourth-, and sixth-grade readers. Journal of Reading Behavior, 19, 33-47.

Sticht, T.G., & James, J.H. (1984). Listening and reading. In P.D. Pearson (Ed.), Handbook of reading research. New York: Longman.

Strickland, D.S., & Feeley, J.T. (1991). Development in the early school years. In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the English language arts (286-302). New York: Macmillan Publishing Company.

Taylor, B.M., Frye, B.J., & Maruyama, G.M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.

Trachtenburg, P. (1990). Using children's literature to enhance phonics instruction. The Reading Teacher, 43, 648-653.

Weber, R.M. (1970). The study of oral reading errors: A review of the literature. Reading Research Quarterly, 4, 96-119.

Williams, J.P. (1985). The case for explicit decoding instruction. In J. Osborn, P.T. Wilson, & R.C. Anderson (Eds.), Reading education: Foundations of a literate America (205-231). Lexington, MA: Lexington Books.


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