Ready4Reading Evidence Portfolio
44
Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age. Cambridge, MA: Brookline Books.
Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13 – 35). Cambridge, MA: Harvard Education Press. Mues, M., Zuk, J., Norton, E., Gabrieli, J., Hogan, T. P., & Gaab, N. (2021). Clarifying the relationship between early speech-sound production abilities and subsequent reading outcomes. Mapp. Intimacies [Preprint]. https://doi.org/10.31219/osf.io/zx2k3
National Research Council (NRC). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel . Washington, D.C.: National Institute for Literacy.
National Reading Panel (U.S.), National Institute of Child Health, & Human Development (U.S.). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups . National Institute of Child Health and Human Development, National Institutes of Health.
Ouellette, G., Martin-Chang, S., & Rossi, M. (2017). Learning from our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading , 21 (4), 350 – 357.
Owens, R. E. (2020). Language development: An introduction (10th ed.). Pearson Education. http://doi.org/10.1017/S0305000909009453
Perfetti, C. A. (1994). Psycholinguistics and reading ability. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 849 – 894). Academic Press.
Piasta, S. B. (2016). Current understandings of what works to support the development of emergent literacy in early childhood classrooms. Child development perspectives , 10 (4), 234 – 239.
Piasta, S. B., & Hudson, A. K. (2022). Key knowledge to support phonological awareness and phonics instruction. The Reading Teacher , 76 (2), 201 – 210.
Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing , 23 , 607 – 626.
© Johns Hopkins University, 2023
Made with FlippingBook - Online catalogs