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1 | Textbook Information | Components Included | Source Reviewed | ||||||||||||||||||||||||
2 | Course Recommendation | Title (Edition) | Author(s) | Publication Date | ISBN | Phonemic Awareness | Fluency | Vocabulary | Assessment | Struggling Readers | Phonics | Comprehension | NCTQ | Reading League | MSJ Model Syllabi | International Dyslexia Association | Reviews | Notes | |||||||||
3 | Foundations | Teaching Reading Sourcebook: For All Educators Working to Improve Reading Achievement 3rd Edition | Bill Honig, Linda Diamond, Linda Gutlohn | 2000 | 978-1634022354 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | Recommended for Students | NCTQ Review: "This text is strongly recommended. It provides appropriate and trustworthy content based in the science of reading. A rich discussion of each component lays the groundwork for the application of concepts through multiple teaching processes and instructional practices. Research-based assessments and instructional next steps are included for each component, including Spanish language versions of key assessments. A text addressing instruction and remediation for the challenged reader would be needed to supplement this comprehensive textbook." | ||||||||||||
4 | Assessment, Instruction & Intervention | Handbook of Reading Interventions | Rollanda O'Connor, Patricia Vadasy | 2011 | 978-1609181512 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary text provides a strong research-based foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) in the context of planning intervention for corrective reading. The text offers teacher candidates instructional direction for systematic, explicit instruction for corrective reading with all ages and supports its suggestions with references to research. This would make an excellent companion resource to a more core text that outlines the components and how to assess them." | |||||||||||||
5 | Foundations | Becoming a Professional Reading Teacher | P.G. Aaron, R. Malatesha Joshi, Diana Quatroche | 2008 | 978-1557668295 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary comprehensive text provides a strong foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices." | |||||||||||||
6 | Assessment, Instruction & Intervention | Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Essentials of Psychological Assessment) | David Kilpatrick | 2015 | 978-1118845240 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | Recommended | Recommended | NCTQ Review: "This exemplary comprehensive text provides a strong research-based foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). It supplies teachers with accurate information about reading development and promotes science-based instructional practices. It includes useful tools for measuring students’ strengths and instructional needs in all areas, as well as recommendations for teaching any missing skills." | |||||||||||
7 | Multiple | Direct Instruction Reading | Douglas Carnine, Jerry Silbert, Edward Kame'enui, Timothy Slocum, Patricia Travers | 1979 | 978-0133827088 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary comprehensive text provides a strong foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices. It is full of information about how and why to teach explicitly and systematically, and it provides detailed guidance on how to meet the needs of students engaged in corrective reading instruction." | |||||||||||||
8 | Multiple | Creating Literacy Instruction for All Students in Grades 4-8 | Thomas Gunning | 2011 | 978-0132317443 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This comprehensive text provides a strong foundation in four of the five components of effective reading instruction. The discussion on phonemic awareness could be strengthened, but given that this text is written for teachers of upper-primary and middle school, the content is acceptable. Overall, this text will supply teachers with accurate information about reading development and will promote science-based instructional practices." | |||||||||||||
9 | Multiple | How to Plan Differentiated Reading Instruction: Resources for Grades K-3 | Sharon Walpole, Michael McKenna | 2009 | 978-1462531516 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary text addresses all five components of effective reading instruction and is particularly strong in its coverage of phonemic awareness, phonics, vocabulary, and comprehension. It promotes explicit and systematic instruction of phonics and provides practical guidance in all areas through the inclusion of planning guides and sample lessons. This text’s discussion of fluency is weaker than the other areas and should be supplemented with additional content on fluency assessment and instruction." | |||||||||||||
10 | Assessment, Instruction & Intervention | Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? | JoAnne Schudt Caldwell, Lauren Leslie | 2005 | 978-0132907088 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary text provides a strong discussion of each of the five components of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to plan instruction for corrective reading. The text offers suggestions for structuring intervention for individuals, groups, and for K–12 students. Systematic, explicit instruction is promoted for corrective reading interventions for all ages." | |||||||||||||
11 | Multiple | Multisensory Teaching of Basic Language Skills | Judith Birsh, Suzanne Carreker | 2018 (4th Ed.) | 978-1681252261 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary text provides a strong, research-based foundation in all the key components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). The authors present key aspects of reading instruction, which include experts in the field of reading. Each chapter includes the evidence, science, knowledge, practice and application for all students. Early, adolescent and adult literacy is discussed, including corrective reading issues and dyslexic readers. Explicit and systematic instruction is addressed throughout the chapters, as well as research-based findings and connections to the standards. The resource provides solid evidence and practices for assessment and corrective reading techniques." | |||||||||||||
12 | Multiple | Multisensory Teaching of Basic Language Skills Activity Book | Judith Birsh, Suzanne Carreker | 2018 | 978-1681253084 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text provides an adequate foundation in all components of effective reading instruction. The first chapter discusses science-based reading research and the foundation it provides for all of the teaching methods described in the text. Subsequent chapters provide background in each component, along with useful activities that can supplement the instruction provided by a more comprehensive program." | |||||||||||||
13 | Multiple | Teaching Reading in the 21st Century: Motivating All Learners | Peter Dewitz, Michael Graves, Bonnie Graves, Connie Juel | 2010 (5th Ed.) | 978-0135196755 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This exemplary comprehensive text provides a strong foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices." | |||||||||||||
14 | Multiple | Locating and Correcting Reading Difficulties | Ward Cockrum, James Shanker | 1970 | 978-0132929103 | Y | Y | Y | Y | Y | Y | Y | Exemplary (Comprehensive) | NCTQ Review: "This specialized text covers all five components of effective reading instruction and is an exemplary resource for both novice and experienced teachers. As a reading diagnostic handbook, it is full of assessments for measuring students’ strengths and needs in each area, as well as instructional recommendations for teaching any missing skills. Phonemic awareness and phonics receive better coverage than in previous editions, and curriculum-based reading measures (direct assessment of skills on a weekly basis) are included as valid and reliable. This text would be even stronger if the authors included references for their instructional recommendations (which are all research supported)." | |||||||||||||
15 | Multiple | Differentiated Reading Instruction: Strategies for the Primary Grades | Sharon Walpole, Michael McKenna | 2007 | 978-1593854126 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text is not designed to prepare teachers to teach students to read, but rather to help teachers understand how to differentiate instruction based on individual students' needs. The text includes a chapter on each of the components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each chapter begins with a review of relevant research followed by foundational teacher knowledge and assessments and strategies for determining specific instructional needs in that key area. Three additional chapters depict diffferentiated classrooms in grades K, 1, and 2." | |||||||||||||
16 | Phonemic Awareness & Phonics | Speech to Print: Language Essentials for Teachers | Louisa Cook Moats, Bruce Rosow | 2020 (3rd Ed.) | 978-1598570502 | Y | N/A | Y | Y | Y | Y | N/A | Exemplary (Comprehensive) | Recommended | Recommended | NCTQ Review: "Speech to Print: Language Essentials for Teachers is a comprehensive text that provides readers with critical information for planning and delivering effective literacy instruction. Within each component of language, the author provides a summary of the research, provides practice opportunities for the reader to assess their own knowledge of the content, poses instructional considerations, and provides teaching and assessment suggestions. This text is applicable for novice teachers new to a structured literacy framework, as well as those ready to extend their knowledge." | |||||||||||
17 | Foundations | Fundamentals of Literacy Instruction & Assessment, Pre-K-6 | Martha Hougen, Susan Smartt, Elsa Cárdenas-Hagan, Susan Ebbers | 2012 | 978-1681253756 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Specialized) | NCTQ Review: "This comprehensive text provides a strong, research-based foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices. The second edition includes new chapters covering topics such as technology use in early literacy instruction and supports for English language learners." | |||||||||||||
18 | Foundations, Assessment | The Power of RTI and Reading Profiles: A Blueprint for Solving Reading Problems | Louise Spear-Swerling | 2014 | 978-1598573152 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | Recommended for Faculty | NCTQ Review: "This text focuses on reading instruction within an RTI (Response to Intervention) model. It is considered a comprehensive text, however, because it provides coverage of the five components of effective reading instruction, supplying teachers with accurate information about each component as well as current research to support the instructional suggestions." | ||||||||||||
19 | Phonemic Awareness & Phonics | Road to the Code: A Phonological Awareness Program for Young Children | Benita Blachman, Eileen Ball, Rochella Black, Darlene Tangel | 2000 | 978-1557664389 | Y | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text is acceptable in the area of phonological and phonemic awareness. The text includes multiple lessons that are used to teach phonemic awareness at multiple ability levels." | |||||||||||||
20 | Phonemic Awareness & Phonics | Phonological Awareness Assessment and Instruction: A Sound Beginning | Holly Lane, Paige Pullen | 2003 | 978-0205392346 | Y | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text addresses phonemic awareness. The assessment approach provided is okay, and the authors cite solid research. Teacher candidates should be cautioned against using the "Robbie the Robot" set of lessons at the end of the text. This section provides texts that do not align with a systematic sequence of skills. It includes having children read complex words such as 'moaned' and 'marshmallow' in the first passage. The section seems out of place for a text addressing phonemic awareness." | |||||||||||||
21 | Phonemic Awareness & Phonics | A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness | Joseph Torgesen, Patricia Mathes | 2000 | 978-0890798447 | Y | N/A | N/A | Y | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text is acceptable in the area of phonological and phonemic awareness. The text includes multiple lessons that are used to teach phonemic awareness at multiple ability levels." | |||||||||||||
22 | Assessment, Instruction & Intervention | Teaching Students Who are Exceptional, Diverse, and At Risk in the General Educational Classroom | Sharon Vaughn, Candace Bos, Jeanne Schumm | 2017 | 978-0134895093 | Y | N/A | Y | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text is a valid and reliable text for teachers of all students, not just the groups mentioned in the title. The content relies strongly on the science of reading, and the text promotes the use of explicit, systematic instruction. Throughout the text, knowledge and practice are linked to assessment. Fluency is the only one of the five components of reading that is not addressed in this text." | |||||||||||||
23 | Assessment, Instruction & Intervention | Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from Teaching and Science | Virginia Berninger, Beverly Wolf | 2015 | 978-1598578942 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | Recommended | NCTQ Review: "This comprehensive text is intended for all teachers working with students with dyslexia and other related learning disabilities. It is written by reading scientists and provides a strong foundation in all five components of effective reading instruction. It contains current and easily understandable information about overcoming reading difficulties and promotes science-based instructional practices." | ||||||||||||
24 | Assessment | The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement | Michelle Hosp, John Hosp, Kenneth Howell | 2016 | 978-1462524662 | Y | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This focus of this specialized text is curriculum-based measurement (CBM), or the direct assessment of skills on a weekly basis. The text discusses the main advantages of curriculum-based measures and how they differ from other forms of assessment. When discussing CBM for reading, all five components of effective reading instruction are included. Unlike some other texts covering assessment, this text does not include effective practices for teaching reading." | |||||||||||||
25 | Foundations | The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads | Daniel Willingham | 2017 | 978-1119301370 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Synopsis) | Recommended | NCTQ Review: "This text is an easy-to-read overview on reading and the brain. All components of effective reading instruction are included. The author describes how reading takes place in the brain and offers information on what is needed to teach students in order for them to become skilled readers." | ||||||||||||
26 | Multiple | RTI in the Common Core Classroom: A Framework for Instruction and Assessment | Sharon Vaughn, Philip Capin, Garrett Roberts, Melodee Walker | 2015 | 978-0807757161 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text provides guidance for helping students meet the goals of high-quality standards (CCSS and other state standards) through a multi-tiered system of support (RTI framework). The text includes good coverage of the key elements of effective reading instruction, provides science-based instructional guidance, and connects all instruction to the standards." | |||||||||||||
27 | Multiple | Reading Development and Difficulties | Kate Cain | 2019 | 978-1405151559 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | Recommended for Students | NCTQ Review: "This comprehensive text provides adequate coverage of the five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development. Unfortunately, the title is a bit misleading because the text is appropriate and provides valuable information for teacher to teach all students, not just those with difficulties." | ||||||||||||
28 | Assessment, Instruction & Intervention | Essentials of Dyslexia Assessment and Intervention | Nancy Mather, Barbara Wendling | 2011 | 978-0470927601 | Y | Y | N/A | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This is a specialized text that focuses on understanding dyslexia, a neurological disorder that affects a person's decoding and encoding (spelling) development. It provides an in-depth study about how students learn to read and includes good coverage of some of the key components of effective reading instruction. Although vocabulary doesn't get addressed in the same depth as each of the other components, it is addressed through the discussion of language. The text includes suggestions for instruction as well as examples of programs that have helped students improve their skills." | |||||||||||||
29 | Multiple | Expert Perspectives on Interventions for Reading: A Collection of Best-Practice Articles | Malatesha Joshi, Louisa Moats, Karen Dakin | 2015 | 978-0892140671 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Synopsis) | Recommended | NCTQ Review: "This specialized text addresses all five components of effective reading instruction. It is a collection of research articles from the International Dyslexia Association’s quarterly publication, Perspectives on Language and Literacy. The expert researchers in this anthology make the case for systematic, explicit instruction and define instructional best practices. All the content in this text is reliable." | ||||||||||||
30 | Foundations | Fundamentals of Literacy Instruction and Assessment, 6–12 | Martha Hougen | 2014 | 978-1598573596 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This comprehensive text provides a strong foundation in all five components of effective reading instruction, supplying teachers of middle and high school students with accurate information about reading development (and other literacy-related topics) and promoting science-based instructional practices. This is an edited volume in which each contributor shares research and evidence-based practices on key topics that will help teacher candidates of secondary students become effective literacy teachers." | |||||||||||||
31 | Phonemic Awareness & Phonics | Word Sorts and More: Sound, Pattern, and Meaning Explorations K-3 | Kathy Ganske | 2006 | 978-1462533336 | Y | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This supplemental text provides word sorts and other activities that support and enhance phonics lessons, providing a systematic and explicit approach to decoding through encoding (spelling). The text includes reproducible word sorts based on sounds and spellings in an appropriate sequence. The reciprocal teaching of decoding and encoding are encouraged. This text is a valuable resource for teachers of young children but will need to be supplemented with texts and instruction in order for teachers to best understand all five components of reading instruction." | |||||||||||||
32 | Multiple | 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction | Judith Dodson | 2008 | 978-1602182059 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This supplemental text provides a solid, research-based foundation in effective reading instruction across all key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It has activities for each component that are grounded in scientifically-based reading research. It provides an overview of instructions for using each activity in whole group, small group and independent practice. This text can serve as a supplement to any core text that covers the components in more depth." | |||||||||||||
33 | Phonemic Awareness & Phonics | Making Sense of Phonics: The Hows and Whys | Isabel Beck, Mark Beck | 2013 | 978-1462511990 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This supplemental textbook is grounded firmly in research from leaders in the field of phonics and reading. The book offers an in-depth view of the alphabetic principle, phonemic awareness, and phonics (both basic and advanced). The text also includes lessons for building fluency, assessment guides, word lists and other resources. Given the in-depth, research-based presentation of phonics and reading, this text is a valuable resource as a supplementary text." | |||||||||||||
34 | Phonemic Awareness & Phonics | Phonics from A to Z: A Practical Guide | Wiley Blevins | 2017 | 978-1338113495 | Y | Y | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text, which offers science-based teaching supports for letter recognition, phonemic awareness, phonics, and fluency, is a valuable resource for teachers. It provides a clear framework for systematic decoding instruction accompanied by sample lessons for each category of spelling-sound relationship. Additional resources such as phonogram (word family) lists and guidance for structural analysis of words (affixes, syllabication, etc.) are provided." | |||||||||||||
35 | Foundations | LETRS Module 1: The Challenge of Learning to Read | Louisa Moats, Carol Tolman | 2016 | 978-1491629116 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This core textbook is the first in a twelve-module series grounded in scientifically-based reading research. This text addresses all the components of effective reading instruction. Because the intent is to set the stage for the following modules, the components are not addressed in depth in this module. This text addresses current research and the science of reading at multiple levels to provide teachers with the background knowledge needed to study each component in depth. | This core textbook is the first in a twelve-module series grounded in scientifically-based reading research. This text addresses all the components of effective reading instruction. Because the intent is to set the stage for the following modules, the components are not addressed in depth in this module. This text addresses current research and the science of reading at multiple levels to provide teachers with the background knowledge needed to study each component in depth. | ||||||||||||
36 | Multiple | This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing . . . Content Area by Content Area | ReLeah Cossett Lent | 2015 | 978-1506306698 | N/A | N/A | Y | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "Comprehension is the focus of this specialized text. The term "disciplinary literacy" is used to refer to comprehension. The text discusses comprehension across content areas and encourages engaging students in conversations about their learning in order to build knowledge. Vocabulary is discussed but the text does not provide specifics on effective strategies for teaching it. This text would need to be supplemented with resources that use scientifically-based reading research on comprehension and vocabulary in order to provide teachers with a fuller picture of such." | This text may be used as a supplemental text, but it would need to be read alongside a more comprehensive text rooted in the science of reading. Another book by ReLeah Lent provides more practical and tangible examples: Disciplinary Literacy in Action: How to Create and Sustain a School-wide Culture of Deep Reading, Writing, and Thinking. | ||||||||||||
37 | Multiple | Next Steps in Literacy Instruction: Connecting Assessments to Effective Interventions | Deborah Glaser, Susan Smartt | 2010 | 978-1598570960 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "The focus of this core text is intervention for corrective reading. Because it provides a solid foundation in all five areas of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), it is also a book about preventing reading difficulties. It devotes an entire chapter to each of the five areas, describing how to assess and teach each component using science-based reading assessments and instructional practices." | A new edition is currently under development. | ||||||||||||
38 | Assessment, Instruction & Intervention | Including Students with Special Needs: A Practical Guide for Classroom Teachers | Marilyn Friend, William Bursuck | 2018 | 978-0134754093 | N/A | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This text briefly outlines and defines all five components of reading instruction. The authors present expectations for children with disabilities, as well as appropriate teaching strategies. There is a helpful section on dyslexia. As the title implies, the book is written for teachers working with children with special needs and therefore it would require more in-depth study from other sources." | |||||||||||||
39 | Assessment, Instruction & Intervention | Strategies for Teaching Learners with Special Needs | Edward Polloway, James Patton, Loretta Serna, Jenevie Bailey | 2017 | 978-0134577753 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This focus of this comprehensive text is meeting the learning needs of students with special needs. It addresses a wide range of topics and does an excellent job on the topic of reading instruction. It provides coverage of the five components of effective reading instruction, supplying teachers with accurate information about reading development and promoting science-based instructional practices." | |||||||||||||
40 | Assessment, Instruction & Intervention | Strategies for Teaching Students with Learning and Behavior Problems | Sharon Vaughn, Candace Bos | 2014 | 978-0134792019 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This core text provides a strong, science-based foundation in all key areas of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). The information provided is thorough and well-presented, offering useful information to help build teachers' knowledge and skills. Each component has its own chapter focused on assessing and teaching." | |||||||||||||
41 | Vocabulary, Comprehension & Writing | Teaching Reading Comprehension to Students with Learning Difficulties | Janette Klingner, Sharon Vaughn, Alison Boardman | 2007 | 978-1462517374 | N/A | N/A | Y | Y | N/A | N/A | Y | Acceptable (Specialized) | Recommended for Students | NCTQ Review: "All five components of effective reading instruction are covered in this specialized text, with a main focus on comprehension and vocabulary. The text summarizes current reading research on effective practices for improving comprehension, particularly for students with learning difficulties or disabilities. While it is intended for teachers of students with learning difficulties, it is an excellent resource for teachers of all students. The authors discuss reasons why some students struggle with comprehension and vocabulary learning, and they offer excellent suggestions for enhancing instruction in these areas. Assessment is addressed, as well as the need for intensive interventions for students facing significant difficulties with comprehension." | ||||||||||||
42 | Multiple | Research-Based Methods of Reading Instruction: Grades K-3 | Sharon Vaughn, Sylvia Linan-Thompson | 2004 | 978-0871209467 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This supplemental text provides a solid foundation in all key components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Each chapter is devoted to one of the components. The format from chapter to chapter is consistent and teacher-friendly, explaining what the component is, why it is important, what skills are correlated with that component, and then how to use it with solid research-based strategies to teach reading." | |||||||||||||
43 | Assessment, Instruction & Intervention | Basic Facts About Dyslexia & Other Reading Problems | Louisa Cook Moats, Karen Dakin | 2008 | 978-0892140640 | Y | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | Recommended | NCTQ Review: "This supplemental text provides coverage of all components in the context of helping individuals, parents, and teachers understand dyslexia. The text provides research to support the definition of dyslexia, how to identify and provide intervention at different stages of development, consequences and treatments of reading difficulties, and the essential elements of effective reading instruction. Each component includes appropriate discussion, instruction, and assessment notes in this context." | ||||||||||||
44 | Assessment, Instruction & Intervention | Overcoming Dyslexia | Sally Shaywitz | 2020 | 978-0679781592 | N/A | N/A | N/A | N/A | Y | N/A | N/A | Acceptable (Specialized) | Recommended | NCTQ Review: "This supplemental text provides research-based instruction in the area of corrective reading and is a seminal and comprehensive work in the area of corrective reading. The text covers the historical roots of dyslexia, including the reading brain and what happens to identified readers over time. It also discusses the characteristics of corrective reading issues and how dyslexia is diagnosed. Teaching methods and suggested curricula are also included to provide support in turning students with corrective reading issues into proficient readers." | ||||||||||||
45 | Phonemic Awareness & Phonics | Recipe for Reading (Revised and Expanded): Intervention Strategies for Struggling Readers | Nina Traub, Frances Bloom | 2000 | 978-0838805053 | Y | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This supplemental text provides a solid foundation in effective reading components, namely phonemic awareness and phonics. The text provides the basis for delivering an explicit and systematic phonics program, including a well-developed phonics skills sequence. Phonemic awareness coverage is included in this updated edition in the introductions to each sound." | |||||||||||||
46 | Multiple | Teaching Reading & Comprehension to English Learners, K 5 | Margarita Calderon | 2011 | 978-1935542032 | N/A | N/A | Y | Y | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text focuses on meeting the needs of English Language Learners (ELLs). Because its focus is mainly on language development, vocabulary, and comprehension, it is acceptable for specialized use only. To learn how to effectively teach reading to ELLs, teacher candidates will need additional resources covering how to assess and teach phonemic awareness and phonics, both of which are critical to ELLs’ reading success." | |||||||||||||
47 | Phonemic Awareness & Phonics | Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy | Denise Eide | 2012 | 978-1936706211 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text is a guide for understanding the spelling rules of the English language. It is not a phonics program, and it does not cover phonemic awareness. When used alongside a high-quality phonics program, this text will serve as a useful supplemental resource for teachers." | |||||||||||||
48 | Multiple | 40 Reading Intervention Strategies for K-6 Students: Research-Based Support for RTI | Elaine McEwain-Adkins | 2009 | 978-1934009505 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This comprehensive text provides coverage of the five components of effective reading instruction, supplying teachers with accurate information about each component as well as current research to support the instructional suggestions. The text focuses heavily on explicit instruction and includes sample intervention lessons and "mini-routines" that are easy to learn and understand. The lessons are designed to be used for corrective reading in one-on-one or small-group settings but can be adapted and are appropriate for whole-group instruction as well. This text does not include assessments." | |||||||||||||
49 | Phonemic Awareness & Phonics | A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success | Wiley Blevins | 2016 | 978-1609182168 | N | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This text, focused mainly on phonics and phonemic awareness, is acceptable for specialized use. The text connects decoding skills to practice and student reading. It includes discussions on fluency, vocabulary and comprehension and connects decoding to this work." | |||||||||||||
50 | Multiple | Explicit Instruction: Effective and Efficient Teaching (What Works for Special-Needs Learners) | Anita Archer, Charles Hughes | 2010 | 978-1609180416 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | Recommended | NCTQ Review: "This specialized text focuses on explicit instruction. The authors discuss what it is and how to teach concepts and skills that use it. It is not intended to be a text on teaching reading but would instead serve as an excellent supplement for teachers to understand how to design powerful lessons using explicit instruction. The text uses strong evidence-based information on what contributes to highly effective explicit instruction that students who require corrective reading interventions need in order to succeed. It also contains chapters on skill, strategies, vocabulary and other concepts." | ||||||||||||
51 | Phonemic Awareness & Phonics | Phonemic Awareness in Young Children: A Classroom Curriculum | Marilyn Adams, Barbara Foorman, Ingvar Lundberg, Terri Beeler | 1997 | 978-1557663214 | Y | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text, focused on the critical foundational skill of phonemic awareness, will prepare pre-K and kindergarten teachers to establish an effective phonological awareness program in their classrooms. Engaging phonemic awareness activities are presented in a logical order, with new skills building on those previously taught. The text also includes a comprehensive set of assessment tools." | |||||||||||||
52 | Foundations | Proust and the Squid: The Story and Science of the Reading Brain | Maryanne Wolf | 2008 | 978-0060933845 | N/A | Y | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | Recommended | NCTQ Review: "This accessible specialized text provides brain-research focused on oral language and the brain's adaptation to the process of reading. The last chapters focus on when the brain can't learn to read, with a focus on the dyslexic experience. The text provides an adequate foundation for effective instruction in fluency." | ||||||||||||
53 | Foundations | Raising Kids Who Read: What Parents and Teachers Can Do | Daniel Willingham | 2015 | 978-1118769720 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Synopsis) | NCTQ Review: "This text provides an accessible overview of the science of reading for parents and teachers. The suggestions in the book revolve around two principles: have fun and start now. The text presents the science of reading in the first chapter. The remainder of the text is divided into three age groups, with additional chapters for each on how to support students in informative and captivating ways. This text is accessible to both parents and teachers alike." | |||||||||||||
54 | Multiple | Teaching Reading Comprehension to Students with Learning Difficulties | Janette Klingner, Sharon Vaughn, Alison Boardman | 2007 | 978-1462517374 | N/A | N/A | Y | Y | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "All five components of effective reading instruction are covered in this specialized text, with a main focus on comprehension and vocabulary. The text summarizes current reading research on effective practices for improving comprehension, particularly for students with learning difficulties or disabilities. While it is intended for teachers of students with learning difficulties, it is an excellent resource for teachers of all students. The authors discuss reasons why some students struggle with comprehension and vocabulary learning, and they offer excellent suggestions for enhancing instruction in these areas. Assessment is addressed, as well as the need for intensive interventions for students facing significant difficulties with comprehension." | |||||||||||||
55 | Assessment, Instruction & Intervention | Teaching Students with Learning Problem | Cecil Mercer, Ann Mercer, Paige Pullen | 2010 | 978-0137033782 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This comprehensive text provides coverage of all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices. It is a particularly strong text for resource teachers and teachers who work with students needing corrective reading instruction. This text’s coverage of phonemic awareness is weaker than the other areas and should be supplemented with additional texts on the topic." | |||||||||||||
56 | Phonemic Awareness & Phonics | Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties | Rollanda O'Connor | 2014 | 978-1462516193 | Y | N/A | Y | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "The focus of this specialized text is teaching word recognition. It provides valuable and accurate coverage in the areas of phonemic awareness, phonics, and fluency, with a focus on K–1 students. Although this text is designed for teachers of students with learning difficulties, the information it provides is important and worthwhile for teachers of all students." | |||||||||||||
57 | Vocabulary, Comprehension & Writing | Text-Dependent Questions, Grades K-5: Pathways to Close and Critical Reading | Douglas Fisher, Nancy Frey, Heather Anderson, Marisol Thayre | 2014 | 978-1483331317 | N/A | N/A | Y | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "This supplemental text provides an adequate foundation in vocabulary and comprehension instruction. The focus of the text is on utilizing questions in conjunction with close reading. Each chapter focuses on one of the ways that text-dependent questions drive close reading. These include what the text says, how the text works, what the text means, and what the text inspires you to do. Each chapter provides support in the types of questions and how they should be used with text. Multiple examples of questions are provided to teachers for improving how they engage students with texts." | Though some of Fisher and Frey’s work promotes balanced literacy approaches, this has helpful information to support critical reading. | ||||||||||||
58 | Vocabulary, Comprehension & Writing | Think Big With Think Alouds, Grades K-5: A Three-Step Planning Process That Develops Strategic Readers (Corwin Literacy) | Molly K. Ness | 2017 | 978-1598570748 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This text presents the findings of a year-long research study of think-alouds in K–5 classrooms. Based on the lessons learned from this study, the author provides a step-by-step process for implementing think-alouds in these grade levels to increase comprehension, build language skills, and engage students with text through shared discussion. It is acceptable as a specialized resource." | |||||||||||||
59 | Multiple | Culturally Responsive Literacy Instruction | Bob Algozzine, Dorothy O'Shea, Festus Obiakor | 2008 | 978-1412957748 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This comprehensive text provides a strong foundation in all areas of effective reading instruction -- phonemic awareness, phonics, fluency, vocabulary, and comprehension -- with an emphasis on culturally responsive teaching. In the first chapter, the authors define and provide strong examples of each component. Subsequent chapters then address each component in depth, supplying teachers with accurate information about reading development and promoting science-based instructional practices." | |||||||||||||
60 | Assessment, Instruction & Intervention | Differentiating Instruction and Assessment for English Language Learners: A Guide for K - 12 Teachers | Shelley Fairbairn, Stephaney Jones-Vo | 2022 | 978-1934000380 | N/A | N/A | Y | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text focuses primarily on language development and language instruction and is a strong resource for teachers working with English language learners (ELLs). It adequately addresses effective vocabulary and comprehension instruction and includes relevant information about other key components as well. The text strongly recommends teaching phonemic awareness and phonics as part of an effective reading program but does not include information about how to teach them. Because the text’s coverage of these areas is weak, it should be supplemented with additional texts on the topic." | |||||||||||||
61 | Phonemic Awareness & Phonics | How to Teach Spelling | Laura Toby Rudginsky, Elizabeth Haskell | 1985 | 978-0838818473 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text is a comprehensive spelling program based on the Orton-Gillingham approach to reading and writing. It presents systematic and explicit instruction that teaches students phoneme-grapheme correspondences and is acceptable as a specialized resource." | |||||||||||||
62 | Assessment, Instruction & Intervention | Interventions for Reading Problems: Designing and Evaluating Effective Strategies | Edward Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher Skinner | 2015 | 978-1462519279 | Y | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text, focused on meeting the need of corrective reading, addresses all five components of effective reading instruction. The information and instructional strategies presented in the text adhere to the science of reading and will guide teachers to identify students’ strengths and needs in order to appropriately differentiate instruction. While its content is comprehensive, it is considered a specialized text because it targets those in need of corrective reading intervention." | |||||||||||||
63 | Phonemic Awareness & Phonics | Language Tool Kit | Paula Rome | 2004 | 978-0838805213 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized resource outlines how to teach decoding and encoding (spelling) in an explicit, systematic way and includes all instructional materials. It is based on the Orton-Gillingham approach to teaching students with dyslexia and is acceptable as a specialized resource." | |||||||||||||
64 | Multiple | Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School (Language and Literacy Series) | Lori Helman | 2012 | 978-0807753361 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text, focusing on the literacy needs of English language learners, covers the components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The text includes charts that identify appropriate goals for ELLs for all five components. While vocabulary and comprehension receive the most in-depth coverage, the importance of phonemic awareness and explicit phonics instruction is discussed." | |||||||||||||
65 | Assessment, Instruction & Intervention | Methods and Strategies for Teaching Students with High Incidence Disabilities | Joseph Boyle, David Scanlon | 2018 | 978-1337566148 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This text is an acceptable comprehensive resource for teachers of students with high-incidence disabilities. It contains chapters on reading instruction that provide adequate coverage of the five components, including considerations and strategies for teaching reading to students with disabilities." | |||||||||||||
66 | Phonemic Awareness & Phonics | Phonemic Awareness: For English Language Learners | Ann Harvey | 2009 | 978-1439270813 | Y | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text focuses on phonemic awareness instruction for English language learners. It discusses the phonological differences between standard English and the common language patterns that Spanish-speaking, African American, Navajo, and Asian students bring to the classroom, and also addresses how to use this knowledge to tailor instruction. This text is acceptable as a specialized resource only." | |||||||||||||
67 | Phonemic Awareness & Phonics | Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills | Jo Fitzpatrick, Catherine Yuh | 2005 | 978-1574712315 | Y | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "Despite having been published before the release of the National Reading Panel Report, this specialized text provides a strong, research-aligned foundation in phonemic awareness instruction. It provides a clear explanation of phonemic awareness and the necessity of teaching it explicitly, explains the distinction between phonemic awareness and phonics, and emphasizes that phonemic awareness is a requirement for skilled reading. It is designed for Pre-K to Grade 2, but many activities can be modified for older corrective reading students." | |||||||||||||
68 | Foundations | Put Reading First: Helping Your Child Learn to Read: A Parent Guide | National Institute for Literacy | 2001 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Synopsis) | NCTQ Review: "This specialized text is designed for parents, not teachers, and provides a brief overview of each of the key components of effective reading instruction. It suggests ways to interact with and teach children throughout the day in order to build the necessary skills for reading. It is acceptable as a specialized resource only." | |||||||||||||
69 | Foundations | RTI Is a Verb | Tom Hierck, Chris Weber | 2013 | 978-1483307480 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This comprehensive text focuses on developing a strong RTI (Response to Intervention) model. It addresses assessment and discusses how to design appropriate and focused interventions for students who struggle. It covers all five components of effective reading instruction within the context of an RTI model, which makes it acceptable as a comprehensive text for intervention, but not for reading instruction in general." | |||||||||||||
70 | Multiple | What Content-Area Teachers Should Know about Adolescent Literacy | National Institute for Literacy | 2007 | N/A | Y | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | NCTQ Review: "This specialized text is acceptable for use as an overview of the components of effective reading instruction. The text provides a research-based overview of literacy, reading development, and the adolescent reader." | |||||||||||||
71 | Vocabulary, Comprehension & Writing | Vocabulary for the Common Core | Robert Marzano, Julia Simms | 2013 | 978-0985890223 | N/A | N/A | Y | N/A | N | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text presents a six-step process for teaching vocabulary. It also provides grade-leveled lists of vocabulary terms for kindergarten through twelfth grade. The authors include daily lessons that will enhance and support meeting the Common Core State Standard vocabulary goals." | |||||||||||||
72 | Vocabulary, Comprehension & Writing | Vocabulary Handbook: For All Educators Working to Improve Reading Achievement | Linda Diamond, Linda Gutlohn | 2007 | 978-0977405701 | N/A | N/A | Y | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: Not listed. | |||||||||||||
73 | Phonemic Awareness & Phonics | The ABC's and All Their Tricks: The Complete Reference Book of Phonics and Spelling | Margaret Bishop | 2006 | 978-0880621496 | N/A | N/A | N/A | N/A | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This is a reference book for teachers who teach phonics. It explains how the English orthography works and provides word lists and examples to use in lessons. Because this text does not explain how to teach phonics, it would need to be supplemented with texts and instruction that teach teacher candidates how to teach phonics explicitly and systematically." | This is a reference tool. Because this text does not explain how to teach phonics, it would need to be supplemented with texts and instruction that teach teacher candidates how to teach phonics explicitly and systematically. | ||||||||||||
74 | Multiple | Teach Them ALL to Read: Catching Kids Before They Fall Through the Cracks | Elaine McEwan-Adkins | 2009 | 978-1412964982 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "The second edition of this comprehensive text, published in 2009, provides sound background knowledge on each of the five components of effective reading instruction. Information on assessment, methods of instruction, and writing is also provided. Overall this is a good book and is acceptable for use." | |||||||||||||
75 | Vocabulary, Comprehension & Writing | Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction | Robert Marzano | 2010 | 978-1424067138 | N/A | N/A | Y | N/A | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This book is acceptable for specialized use. It presents a systematic process for teaching vocabulary that can help beginning teachers plan direct vocabulary instruction. The text includes lists of words within thematic categories for teachers to choose from." | |||||||||||||
76 | Vocabulary, Comprehension & Writing | Rethinking Reading Comprehension | Anne Polselli Sweet, Catherine Snow | 2003 | 978-1572308923 | N/A | N/A | N/A | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "This text, focused primarily on comprehension, is acceptable for specialized use. It covers comprehension and includes information about how the other components impact students’ ability to read and therefore comprehend texts. The content of this text is aligned with scientifically based reading research." | |||||||||||||
77 | Foundations, Multiple | LETRS for Early Childhood Educators | J.R. Nelson, L.C. Moats, L.H. Paulso | N/A | Y | N/A | Y | Y | N/A | Y | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text focuses on early childhood education and provides a strong foundation in the five components of effective reading instruction. The text provides teacher candidates with science-based information about the phonological system, print awareness, and early letter learning as well as useful information about how to teach the skills." | ||||||||||||||
78 | Vocabulary, Comprehension & Writing | Illuminating Comprehension and Close Reading | Isabel Beck, Cheryl Sandora | 2015 | 978-1462524853 | N/A | N/A | Y | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: "This book focuses primarily on vocabulary and comprehension. The authors provide sample lessons for teaching close reading. These lessons demonstrate effective instruction and draw from a strong research base." | |||||||||||||
79 | Vocabulary, Comprehension & Writing | Improving Comprehension with Questioning the Author: A Fresh and Expanded View of a Powerful Approach | Isabel Beck, Margaret McKeown | 2006 | 978-0439817301 | N/A | N/A | N/A | N/A | N/A | N/A | Y | Acceptable (Specialized) | NCTQ Review: Not listed. | |||||||||||||
80 | Assessment, Instruction & Intervention | Reading Assessment and Instruction for All Learners (Solving Problems in the Teaching of Literacy) | Jeanne Schumm | 2006 | 978-1593852900 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Comprehensive) | NCTQ Review: "This comprehensive text provides a strong foundation in all five components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), supplying teachers with accurate information about reading development and promoting science-based instructional practices. It focuses on meeting the needs of students requiring corrective reading intervention through differentiated instruction, and it presents the information in a clear and systematic manner. It also includes support and guidance for teachers working with students with disabilities as well as English language learners." | |||||||||||||
81 | Assessment, Instruction & Intervention | Reading Assessment in an RTI Framework | Katherine Dougherty Stahl, Michael McKenna | 2012 | 978-1462506941 | N/A | N/A | N/A | Y | N/A | N/A | N/A | Acceptable (Specialized) | NCTQ Review: "This specialized text is a good resource for assessing students’ strengths and instructional needs in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. It focuses on assessment within an RtI (Response to Intervention) system, a multi-tier approach to the early identification and support of students with reading difficulties. The text recommends valid and reliable assessments, including a host of informal assessments, and provides a good discussion about the challenges of comprehension assessment." | |||||||||||||
82 | Foundations | Response to Intervention: A Framework for Reading Educators | Douglas Fuchs, Lynn Fuchs, Sharon Vaughn | 2008 | 978-0872076228 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | Recommended for Students | NCTQ Review: "This specialized text, while it does not directly address the individual components of effective reading instruction, provides a strong foundation in corrective reading through the three-tier Response to Intervention (RTI) model of instruction." | ||||||||||||
83 | Foundations | Reading Research in Action: A Teacher's Guide for Student Success | McCardle, P., Chhabra, V., Kapinus, B. | 2008 | 978-1557669643 | Y | Y | Y | Y | N/A | Y | Y | Acceptable (Specialized) | Recommended for Faculty | NCTQ Review: "This specialized text is grounded in research. It is not intended to provide details on how to teach reading; rather, it provides evidence for strategies and approaches that have been proven to work in reading instruction. Teachers are encouraged to think about the importance of research when considering how to teach children how to read. The text is readable and is full of good information." | ||||||||||||
84 | Foundations | Reading in the Brain | Stanislas Dehaene | 2009 | 978-0-14-311805 | Y | Y | Y | N/A | N/A | Y | Y | Acceptable (Specialized) | Recommended for Faculty | NCTQ Review: "In Reading in the Brain: The Science and Evolution of a Human Invention, Dehaene presents a sophisticated conceptualization of the crowning achievement of human beings: literacy. Throughout the text, he discusses the origins, neural underpinnings, and implications of the reading brain while clearly communicating recent advances in the science of reading. While this text is somewhat technical, it is also of practical use to educators. Chapter 5, in particular, has much to offer preservice and practicing teachers regarding how we learn to read. Dehaene explains how a child’s brain develops and eventually facilitates the reading process. He also explains how students can be supported to recognize letters, decode, and encode known and previously unknown words . A critical insight is that "reading acquisition has three major phases: the pictorial stage, a brief period where children “photograph” a few words; the phonological stage, where they learn to decode graphemes into phonemes; and the orthographic stage, where word recognition becomes fast and automatic" (p. 225). While neuroscience is presently still far from prescriptive, Dehaene presents many instructional implications (including nonexamples drawn from whole language and balanced literacy). In addition, the author presents a preventative approach to mitigating reading difficulties, including dyslexia. Thus, this textbook would be an excellent foundational text in a teacher prep program." | ||||||||||||
85 | Foundations | Report of the National Reading Panel | National Institute for Literacy | 2000 | Y | Y | Y | Y | Y | Y | Y | Acceptable (Synopsis) | Recommended for Students | NCTQ Review: "Congress commissioned the “Director of the National Institute of Child Health and Human Development (NICHD) along with the Secretary of Education to assemble a panel of experts to research effective reading practices. This commenced in 1997 and the report was published in 2000. The report built on the “National Research Council Committee on Preventing Reading Difficulties in Young Children” (Snow, Burns, & Griffin, 1998). The five pillars for effective reading instruction identified are phonemic awareness, phonics, fluency, vocabulary, and comprehension. The research studies utilized a scientifically based process. A major finding was that reading instruction should include an explicit, systematic, and sequential approach. In addition, the panel discussed the role of teacher preparation and instruction on student achievement." | |||||||||||||
86 | Foundations | Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It | Mark Seidenberg | 2018 | 978-1541617155 | Recommended for Faculty | |||||||||||||||||||||
87 | Foundations | Reader, Come Home: The Reading Brain in a Digital World | Maryanne Wolf | 2019 | 978-0062388773 | N/A | N/A | N/A | N/A | N/A | N/A | N/A | Acceptable (Specialized) | Recommended for Faculty | NCTQ Review: "This unique text presents a process that engages students in internalizing the information they read in texts. The author prioritizes student opportunities to discuss texts in a teacher-led format with student involvement. There is no discussion of how to adapt the process for students who may struggle to read. The assumption is that students gain the necessary skills implicitly. However, the focus on oral and written language to process learning is based in research." | ||||||||||||
88 | Vocabulary, Comprehension & Writing | Understanding and Teaching Comprehension | Oakhill, J., Cain, K., Elbro, C. | 2014 | 978-0415698313 | Recommended for Faculty | |||||||||||||||||||||
89 | Vocabulary, Comprehension & Writing | Bringing Words to Life | Beck, I.L., McKeown, M.G., Kucan, L. | 2013 | 978-1462508167 | N/A | N/A | Y | N/A | N/A | N/A | N/A | Acceptable (Specialized) | Recommended for Faculty | NCTQ Review: "This popular specialized text provides a strong, science-based foundation for teaching vocabulary. This text underscores the importance of direct, systematic instruction in vocabulary for students of all ages and abilities." | ||||||||||||
90 | Vocabulary, Comprehension & Writing | Language and Reading Disabilities | Kamhi, A.G., Catts, H.W. | 2011 | 978-0205444175 | Recommended for Faculty | |||||||||||||||||||||
91 | Vocabulary, Comprehension & Writing | QAR Now: Question and Answer Relationships | Raphael, T., Highfield, K., Au, K.H. | 2006 | 978-0439745833 | Recommended for Faculty | |||||||||||||||||||||
92 | Vocabulary, Comprehension & Writing | The Key Comprehension Routine: Grades 4-12 | Joan Sedita | 978-0978610609 | Recommended for Faculty | ||||||||||||||||||||||
93 | Assessment, Instruction & Intervention | Assessing Reading Multiple Measures: For All Educators Working to Improve Reading Achievement | Core Literacy | 2018 | 978-1634022439 | Recommended for Faculty | |||||||||||||||||||||
94 | Assessment, Instruction & Intervention | Reading Assessment: Linking Language, Literacy and Cognition | Melissa Lee Farrall | 2012 | 978-0470873939 | Recommended for Faculty | |||||||||||||||||||||
95 | Assessment, Instruction & Intervention | Equipped for Reading Success: A Comprehensive, Step-by-Step Program for Developing Phonemic Awareness and Fluent Word Recognition | David Kilpatrick | 2016 | 978-1118980873 | Recommended for Faculty | |||||||||||||||||||||
96 | Assessment, Instruction & Intervention | Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS | Ken McIntosh and Goodman, S. | 2016 | 978-1462524747 | Recommended for Faculty | |||||||||||||||||||||
97 | Assessment, Instruction & Intervention | Early Reading Assessment: A Practitioner's Handbook | Natalie Rathvon | 2004 | 978-1572309845 | Recommended for Faculty | |||||||||||||||||||||
98 | Assessment, Instruction & Intervention | Basic Facts About Assessment of Dyslexia: Testing for Teaching | Susan C. Lowell, Rebecca H. Felton, Pamela E. Hook | 2015 | 978-0892140688 | Recommended | |||||||||||||||||||||
99 | Assessment, Instruction & Intervention | Not Stupid, Not Lazy | Linda Siegel | 2016 | 978-0892140695 | Recommended | |||||||||||||||||||||
100 | Assessment, Instruction & Intervention | From ABC to ADHD: What Parents Should Know About Dyslexia and Attention Problems | Eric Q. Tridas | 2007 | 978-0892140657 | Recommended | |||||||||||||||||||||