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Science of Teaching Reading Resource Guide

Additional Resources

Ball, E. & Blachman, B. (1991, Winter). “Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?” Reading Research Quarterly, 26(1), 49-66. 

Blachman, B., Tangel, D., Ball, E., & Black, R. “Combining Phonological Awareness and Word Recognition Instruction.” Language and Literacy, 45(2), 19-22.

Burkins, J. & Yates, K. (2021). Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom. Portsmouth, NH: Stenhouse Publishers. 

Colenbrander, D., Wang, H., Arrow, T. & Castles, A. (2020). “Teaching irregular words: What we know, what we don’t know, and where we can go from here.” The Educational and Developmental Psychologist, 37(2), 97-104. 

Dehaene, S. (2013, May-June). “Inside the Letterbox: How Literacy Transforms the Human Brain.” Cerebrum, 7, 55-69.

Ehri, L. (2014). “Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary.” Scientific Studies of Reading, 18(1), 5-21.

Goldenberg, C., Glaser, D., Kame’enui, E., Butler, K., Diamond, L., Moats, L., Spear-Swerling, L., Goldberg, M., & Grimes, S.  (2020).The Four Pillars to Reading Success: An Action Guide for States.” New York, NY: National Council of Teacher Quality. 

Hanford, E. (2019, August 22). “At a Loss for Words.” APM Reports: https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading 

Hanford, E. (2018, September 10). “Hard Words.” APM Reports: https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read 

Hennessy, N. & Moats, L. (2020). The Reading Comprehension Blueprint: Helping Students Make Meaning from Text. Baltimore, MD: Paul H. Brookes Publishing.

Hochman, J. & Wexler, N. (2017). The Writing Revolution: A Guide to Advancing Thinking through Writing in All Subjects and Grades. San Francisco, CA: John Wiley and Sons, Inc.

Lundberg, I., Frost, J., & Petersen, O. (1988). “Effectives of an Extensive Program for Stimulating Phonological Awareness in Preschool Children.” Reading Research Quarterly, 23(3), 263-284.

Moats, L. (2020). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brookes Publishing.

Moats, L. (2020). Speech to Print Workbook: Language Exercises for Teachers. Baltimore, MD: Paul H. Brookes Publishing.

Moats, L. (2020). “Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do.” American Educator, 44(2), 4-9.

National Reading Panel (2000). “Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.” Bethesda, MD: National Institute of Child Health and Human Development.

Rickenbrode, R. & Walsh, K. (2013, Summer). “Lighting the way: The Reading Panel Report Ought to Guide Teacher Preparation.” American Educator, 37(2), 30-35.

Spear-Swerling, L. (2022). Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6. New York, NY: Guilford Press.

Torgesen, J. & Mathes, P. (2002). “Assessment and Instruction in Phonological Awareness, Second Edition.” Tallahassee, FL: Florida State Department of Education.