Selected Resources

Anderson RC, & Pearson PD (1984). A schema-theoretic view of basic processes in reading comprehension. In Pearson PD, Barr R, Kamil ML, & Mosenthal P (Eds.), Handbook of reading research (1st ed., pp. 255–291). New York: Longman.
Boscardin CK, Muthén B, Francis DJ, & Baker EL (2008). Early identification of reading difficulties using heterogeneous developmental trajectories. Journal of Educational Psychology, 100, 192–208.
Boyer N, & Ehri LC (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440–470.
Catts H, Herrera S, Nielsen D, & Bridges, 2015. Early prediction of reading comprehension within the simple view framework. Reading and Writing: An Interdisciplinary Journal, 28, 1407–1425.
Compton DL, Fuchs D, Fuchs LS, Bouton B, Gilbert JK, Barquero LA, Cho E, & Crouch RC (2010). Selecting at-risk readers in first grade for early intervention: Eliminating false positives and exploring the promise of a two-stage screening process. Journal of Educational Psychology. 102, 327–340.
Dehaene S (2011). The massive impact of literacy on the brain and its consequences for education. Human Neuroplascticity and Education, 117, 19–32.
Dyson H, Best W, Solity J, & Hulme C (2017). Training mispronunciation correction and word meanings improves children’s ability to learn to read words. Scientific Studies of Reading, 1–16.
Ehri LC (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188.
Ehri LC (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. 
Ehri LC, Nunes SR, Stahl SA, & Willows DM (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393–447.
Ehri LC, Nunes SR, Willows D,M, Schuster BV, Yaghoub-Zadeh Z, & Shanahan T (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287. 
Elbro C, de Jong PF, Houter D, & Nielsen A (2012). From spelling pronunciation to lexical access: A second step in word decoding? Scientific Studies of Reading, 16(4), 341–359.
Ellis NC, Natsume I, Stavropoulou K, Hoxhallari L, van Daal VHP, Polyzoe N, et al. (2004). The effects of the orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438–468.
Frost R (2012). Toward a universal model of reading. Behavioral & Brain Sciences, 35, 263–279.
García JR, & Cain K (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74–111. 
Gough PB, & Tunmer WE (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. 
Lonigan CJ, Anthony JL, Phillips BM, Purpura DJ, Wilson SB, & McQueen J (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101, 345–358. 
National Institute of Child Health and Human Development (2000). National reading panel—Teaching children to read: Reports of the subgroups (NIH Pub. No. 00-4754). Washington, DC: U.S. Department of Health and Human Services.
Palinscar AS, & Duke NK (2004). The role of text and text-reader interactions in young children’s reading development and achievement. The Elementary School Journal, 105(2), 183–197.
Peng P, Fuchs D, Fuchs LS, Elleman AM, Kearns DM, Gilbert JK, … & Patton S III (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52, 195–208.
Steacy LM, Compton DL, Petscher Y, Elliott JD, Smith K, Rueckl JG, Sawi O, Frost SJ, & Pugh K (2019a). Development and prediction of context-dependent vowel pronunciation in elementary readers. Scientific Studies of Reading, 23(1), 49–63.
Storch S, & Whitehurst GR (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal, structural model. Developmental Psychology, 38, 934–947.
Suggate SP (2016). A meta-analysis of the long-term effect of phonemic awareness, phonics, fluency, and reading comprehension analyses. Journal of Learning Disabilities, 49, 77–96. 
Vadasy PF, & Sanders EA (2013). Two-year follow-up of a code-oriented intervention for lower-skilled first graders: The influence of language status and word reading skills on third-grade literacy outcomes. Reading & Writing, 26, 821–843.
Vellutino FR, Tunmer WE, Jaccard J, & Chen S (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3–32.
Wade-Woolley L (2016). Prosodic and phonemic awareness in children’s reading of long and short words. Reading and Writing, 29, 371–382.
Wagner RK, & Torgesen JK (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.