References Lists

The Beacon Winter 2024

Phonemic Awareness: Micro but Mighty Key to Early Literacy Success 

Adams, M.J., & Bruck, M. (1995). Resolving the “great debate.” American Educator, 8, 7-20.  

Beck, I., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 8, 21-25, 39-42.  

Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first-grade schooling on the development of phonological awareness. Psychological Science, 2(4), 271-275. https://doi.org/10.1111/j.1467-9280.1991.tb00148.x  

Brady, S. (2020). A 2020 perspective on research findings in alphabetics (phoneme awareness and phonics): Implications for instruction. The Reading League Journal (1)3, 1-25.  

Cary, I. & Verhaege, A. (1994). Promoting phonemic awareness analysis ability among kindergarteners: Effects of different training programs. Reading and Writing, 6(3), 251-278.  

Catts, H. W., McIlraith, A. Bridges, M. S., & Nielsen, D. C. (2016). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading & Writing. 30(3), 613-629. https://doi.org/10.1007/s11145-016-9692-2  

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., et al (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. https://doi.org/10.1598/RRQ.36.3.2  

Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher prep review: Strengthening elementary reading instruction. Washington, D.C: National Council on Teacher Quality 

Kenner, B.B., Terry, N.P., Friehling, A.H., & Namy, L. L. (2017). Phonemic awareness development in 2.5- and 3.5-year-old children: An examination of emergent, receptive knowledge and skills. Reading & Writing, 30(7), 1575-1594. https://doi.org/10.1007/s11145-017-9738-0  

Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley. 

Mattingly, I. (1984). Reading, linguistic awareness, and language acquisition. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 9-25). New York: Spring-Verlag. 

Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phonemes arise spontaneously? Cognition, 7, 323-331. https://doi.org/10.1016/0010-0277(79)90020-9  

National Institute of Child Health and Human Development. (2019, June 10). National Reading Panel. https://www.nichd.nih.gov/research/supported/nrp  

National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health, and Human Development. 

Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O’Connell, A. A. (2019). Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. Dyslexia (26)2, 137-152. https://doi.org/10.1002/dys.1612  

Rehfeld, D.M., Kirkpatrick, M., O’Guinn, N., Renbarger, R. (2022). A meta-analysis of phonemic awareness instruction provided to children suspected of having a reading disability. Language, Speech & Hearing Services in Schools, 53(4), 1177-1201. https://doi.org/10.1598/RRQ.36.3.2  

Rice, M., Erbeli, F., Thompson, C.G., Sallese, M. R., & Fogarty, M. (2022). Phonemic awareness: A meta-analysis for planning effective instruction. Reading Research Quarterly 57(4), 1259-1289. https://doi.org/10.1002/rrq.473  

Scarbrough, H.S., & Brady, S.A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34(3), 299-336. https://doi.org/10.1207/s15548430jlr3403_3  

Schatschneider, C., Francis, D., Foorman, B., Fletcher, J., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91(3), 439-449. https://doi.org/10.1037/0022-0663.91.3.439  

Suggate, S.P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96. https://doi.org/10.1177/0022219414528540  

U.S. Department of Education. (2001, September). Put Reading First: The Research Building Blocks for Teaching Children to Read (Teacher’s Guide). https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf  

Yopp, H.K., & Yopp, R.H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143. https://doi.org/10.1598/RT.54.2.2  

Implementing the Reading-Writing Connection – About Time? 

Connecting the Dots Between Reading and Writing: Strategies for Instruction 

Cohen, R. (1983). Self-generated questions as an aid to reading comprehension. Reading Teacher, 36, 770–775. 

David Kornhaber, 2000, Writing Center at Harvard University, accessed 3 August 2023, https://writingcenter.fas.harvard.edu/pages/outlining 

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making writing strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms. American Educational Research Journal, 28, 337–372. 

Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children's writing. Journal of Educational Psychology, 78(6), 424–432. https://doi.org/10.1037/0022-0663.78.6.424 

Friend, Rosalie. "[1] Teaching summarization as a content area reading strategy (1)." Journal of Adolescent & Adult Literacy, vol. 44, no. 4, Dec. 2000, p. 320. Retrieved from https://link.gale.com/apps/doc/A68546701/AONE?u=new98125&sid=googleScholar&xid=2741470f Accessed 9 Aug. 2023. 

Graham, S., & Hebert M. (2011). Writing to read: A meta-analysis of the impact of reading and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. 

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. 

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education. 

Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE 2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. 

Graham, S., Kiuhara, S., & MacKay, M. (2020). The effects of writing on learning in science, social studies, studies, and mathematics: A meta-analysis. Review of Educational Research, 90, 179–226. 

Hineline, P.N. Narrative: Why It’s Important, and How It Works. Perspectives on Behavior Science, 41, 471–501 (2018).  

Hochman, J. C., & MacDermott-Duffy, B. (2018). Composition; Evidence-Based Instruction. In J.R. Birsh (Author), Multisensory Teaching of Basic Language Skills (4th ed., in press). Baltimore, MD: Paul H. Brookes Publishing Co. 

National Governors Association Center for Best Practices, Council of Chief State 

National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. 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 (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. 

Peverly, S. T., and Wood, R. (2001). The effects of adjunct questions and feedback on improving the reading comprehension skills of learning-disabled adolescents. Contemporary Educational Psychology, 26, 25–43. 

Philippakos, & S. Graham, (2022). Writing and reading connections: Bridging research and practice. Guilford Press. 

Shanahan, T. (1984). Nature of the reading–writing relation: An exploratory multivariate analysis. Journal of Educational Psychology, 76(3), 466–477.  

Shanahan, T. (1988). The Reading-Writing Relationship: Seven Instructional Principles. The Reading Teacher, 41. 

Shanahan, T. (2015). Common Core Standards: A new role for writing. Elementary School Journal, 115(4), 464–479.  

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Education Review, 78, 40–59 

Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60(5), 627–642. 

Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60(5), 627–642. decades of research supporting this strategy. 

Tierney, R., & Shanahan, T. (1991). Research on the reading–writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), The handbook of reading research (Vol. 2; pp. 246–280). New York: Longman. 

Traga Philippakos, Z. A. (2021). Think aloud modeling: Expert and coping models in writing instruction and literacy pedagogy. The Language and Literacy Spectrum, 31(1). 

Tweed, A. (2009). Designing effective science instruction: What works in science classrooms. NSTA Press. 

Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261–282 

Zoi A. Traga Philippakos, Sarah Munsell & Logan Robinson (2019) Combining Strategy Instruction and Principles of Dialogic Pedagogy to Support Primary-Grade Students Story Writing: Results from Cycle 1 of Design Research. Literacy Research and Instruction, 58:4, 253-271, DOI: 10.1080/19388071.2019.1644405