Ready4Reading Evidence Portfolio
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Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly , 55 (S1). https://doi.org/10.1002/rrq.334
Ehri, L. C. (2021, April 18). Dr. Linnea Ehri’s list of instructional guidelines for enhancing orthographic mapping and word learning [Blog]. Understanding the Science of Reading . https://understandingreading.home.blog/2021/04/18/dr-linnea-ehris-list-of-instructional- guidelines-for-enhancing-orthographic-mapping-and-word-learning Ehri, L. C. (2022). What teachers need to know and do to teach letter – sounds, phonemic awareness, word reading, and phonics. The Reading Teacher , 76 (1), 53 – 61. https://doi.org/10.1002/trtr.2095
Ehri, L. C., Deffner, N. D., & Wilce, L. S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76 (5), 880 – 893. https://doi.org/10.1037/0022-0663.76.5.880
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta -analysis. Review of Educational Research , 71 (3), 393 – 447. https://doi.org/10.3102/00346543071003393 Erbeli, F., Hart, S. A., & Taylor, J. (2018). Longitudinal associations among reading-related skills and reading comprehension: A twin study. Child Development , 89 (6), e480 – e493. https://doi.org/10.1111/cdev.12853 Fairbanks, C. M., Cooper, J. E., Masterson, L., & Webb, S. (2014). Culturally relevant pedagogy and reading comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 587 – 606). Routledge.
Fleisher, L. S., Jenkins, J. R., & Pany, D. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly , 30 – 48.
Flores, T. T., Vlach, S. K., & Lammert, C. (2019). The role of children’s literature in cultivating preservice teachers as transformative intellectuals: A literature review. Journal of Literacy Research , 51 (2), 214 – 232. Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. Educator's practice guide. NCEE 2016-4008. What Works Clearinghouse . Retrieved from: https://eric.ed.gov/?id=ED566956 Galloway, E. P., & Lesaux, N. K. (2023). Literacy architectures. In S. Q. Cabell, S. B. Neuman, & N. P. Terry (Eds.), Handbook on the science of early literacy . (297 – 311). Guilford Press.
Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher , 65 (3), 172 – 178.
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