References

Allington, R. L. (Author and ed.). (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.

Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Addison Wesley Longman.

Allington, R. L., & Walmsley, S. A., (Eds.) (1995). No quick fix: Rethinking literacy programs in America’s elementary schools. New York: Teachers College Press.

Allington R. L., & Woodside-Jiron, H. (1998). Decodable text in beginning reading: Are mandates and policy based on research? ERS Spectrum: Journal of Research and Information, 16 (3), 3-11. Reprinted in R. L. Allington, Big brother and the national reading curriculum: How ideology trumped evidence, pp. 195­216. Portsmouth, NH: Heinemann.

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

Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663­687.

Braunger, J., & Lewis, J. P. (1997). Building a knowledge base in reading. Portland, OR; Urbana, IL; Newark, DE: Northwest Regional Laboratory, National Council of Teachers of English, International Reading Association.

Committee on Scientific Principles for Education Research. (2002). Scientific research in education, ed. R. J. Shavelson & L. Towne. Washington, DC: National Academy Press.

Cunningham, P.M. and Allington, R.L. (2003). Classrooms that work: They can all read and write, 3rd edition. Boston: Pearson Education, Inc.

Krashen, S. (1999). Effects of phonemic awareness training on delayed tests of reading. Perceptual and Motor Skills, 89, 79­82. Krashen, S. D. (1993). The power of reading: Insights from the research. Englewood, Co: Libraries Unlimited.

Kucer, S. B. (1985). Predictability and readability: The same rose with different names? Claremont Reading Conference Forty-ninth Yearbook, ed. M. Douglas, pp. 229­246. Claremont, CA: Claremont Graduate School.

McQuillan, J. (1998). The literacy crisis: False claims and real solutions. Portsmouth, NH: Heinemann.

Metsala, J. L., & Ehri, L. C. (Eds.). (1998). Word recognition in beginning literacy. Mahweh, NJ: Erlbaum.

Moustafa, M., & Land, R. E. (2002). The reading achievement of economically-disadvantaged children in urban schools using Open Court vs. comparably disadvantaged children in urban schools using non-scripted reading programs. American Educational Research Association (AERA), Urban Learning, Teaching, and Research 2002 Yearbook, pp. 44­53. Available at http://curriculum.calstatela.edu/margaret.moustafa.

Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304­330.

Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237­270.

National Assessment of Educational Progress (1999). NAEP 1998 reading report card for the nation and the states. Washington, DC: National Center for Education Statistics, U.S. Department of Education. March. NCES 1999­500.

National Center for Education Statistics. (1995). Cross-state data compendium for the NAEP 1994 grade 4 reading assessment. Washington, DC: National Center for Education Statistics. ISBN 0-16-048544-4. Available from the U. S. Government Printing Office.

National Reading Panel [cited in text as “Minority Report”]. (2000a). Report of the National Reading Panel. Minority View, by Joanne Yatvin. Washington, DC: National Institute of Child Health and Human Development. http://www.nichd.nih.gov/publications/nrp/MinorityView.pdf

National Reading Panel [cited in text as “Subgroups”]. (2000b). Report of the National Reading Panel: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development. [We have referenced pages from the version posted online as of Nov. 2002. These page numbers agree with those in one of the bound, undated versions.] http://www.nichd.nih.gov/publications/nrp/report.htm

National Reading Panel [cited in text as “Summary Booklet”]. (2000c). Report of the National Reading Panel: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. [Summary Booklet.] Washington, DC: National Institute of Child Health and Human Development. 33 pp. [We used a bound, booklet version published in 2000. The online summary is not paginated.] http://www.nichd.nih.gov/publications/nrp/smallbook.htm

Neuman, S. (2001, July 27). Access to print: Problem, consequences, and day one instructional solutions. Press release. White House Summit on Early Childhood Cognitive Development, Department of Education. Washington, DC.

Neuman, S., & Celano, D. (2001). Access to print in low-income and middle-income communities. Reading Research Quarterly, 36, 8­26.

Pressley, M. (2002). The rest of the story from research. Pamphlet. Washington, DC: National Education Association.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: 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. New York: Guilford.

Put reading first: The research building blocks for teaching children to read. (2002). Written by Bonnie Armbruser, Fran Lehr, and Jean Osborn for the Center for the Improvement of Early Reading Achievement (CIERA). Distributed by the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U. S. Department of Education. http://www.nichd.nih.gov/publications/pubs/PFRbooklet.pdf

Reading first. (2002, January 8). Part of the No Child Left Behind Act, Public Law 107­110. http://www.ed.gov/legislation/ESEA02/pg4.html.

Rhodes, L. K. (1979). Comprehension and readability: An analysis of beginning reading materials. New Perspectives on Comprehension, ed. J. C. Harste & R. Carey, 100­130. Bloomington, IN: School of Education, Indiana University.

Shepard, L. A., & Smith, M. L. (1990). Synthesis of research on grade retention. Educational Leadership, 47 (8), 84­88.

Smith, F. (1994). Understanding reading: A Psycholinguistic analysis of reading and learning to read. 5th ed. Hillsdale, NJ: Erlbaum.

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

Critiques of the National Reading Panel Report

Allington, R. L. (Author and ed.) (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.

Coles G. (forthcoming). Reading unmentionables: Damaging reading education while seeming to fix it. Portsmouth, NH: Heinemann.

Coles, G. (2001). Reading taught to the tune of the “scientific” hickory stick. Phi Delta Kappan, 83 (3): 205­213. http://www.pdkintl.org/kappan/ktoc011

Cunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326­335. http://www.providence.edu/edu/netweb/NRPArticle.doc.

Garan, E. (2002). Resisting reading mandates: How to triumph with the truth. Portsmouth, NH: Heinemann.

Garan, E. M. (2001a). Beyond the smoke and mirrors: A critique of the National Reading Panel report on phonics. Phi Delta Kappan, 82 (7), 550­506. http://www.pdkintl.org/kappan/k0103.gar.htm

Garan, E. M. (2001b). More smoking guns: A response to Linnea Ehri and Steven Stahl. Phi Delta Kappan, 83 (1): 21­27. http://www.pdkintl.org/kappan/ktoc0109.htm

Garan, E. M. (2001c). What does the report of the National Reading Panel really tell us about teaching phonics?” Language Arts, 77 (5), 59­68.

Krashen, S. D. (2001). More smoke and mirrors: A critique of the National Reading Panel report on “fluency.” Phi Delta Kappan, 83 (2), 118­121. http://www.pdkintl.org/kappan/k0206.htm

Yatvin, J. (2000). Report of the National Reading Panel. Minority view. (This is listed in the references as NRP, 2000a. It is also included within NRP 2000b, the book version of the National Reading Panel Report.) http://www.nichd.nih.gov/publications/nrp/minorityView.pdf

Yatvin, J. (2002). Babes in the woods: The wanderings of the National Reading Panel. Phi Delta Kappan, 83 (5): 364­369. http://www.pdkintl.org/kappan/k0201yat.htm 

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