Check out this list of recommended reads to further support your work.
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.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum Associates Publishers.
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.
Adams, M. J. (2010-2011). Advancing our students' language and literacy: The challenge of complex texts. American Educator, Winter.
Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: a handbook. Routledge.
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.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin / Sage.
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
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.
Buckingham, D. J., & Castles, A. (2019). Learning to read and explicit teaching. Teacher Magazine.
Cardenas-Hagan, E. & Vaughn, S. (2020). Literacy foundations for English learners: A comprehensive guide to evidence-based instruction. Baltimore: Paul H. Brookes Publishing Co.
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.
Washington, J.A. & Seidenberg, M. (2021). Teaching reading to African American children: When home and school language differ. American Educator, Summer.
Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: some answers and lingering questions. Journal of learning disabilities. 45(3), 232–243.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional children, 78(3), 263–279.
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties (Essentials of psychological assessment). John Wiley and Sons.
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.
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: September 16, 2022