Scarborough’s Rope
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.
Background Knowledge
Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61(3), 315–343.
Hattan, C., & Alexander, P. A. (2020). Prior knowledge and its activation in elementary classroom discourse. Reading and Writing, 33(6), 1617-1647.
Vocabulary
Wagner, R. K., Muse, A. E., & Tannenbaum, K. R. (Eds.) (2007). Vocabulary Acquisition: Implications for reading comprehension. Guilford.
Language Structures
Dilgard, C., Hodges, T. S., Coleman, J. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology, 43(8), 541-575.
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 (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
Merriam-Webster Online Dictionary: https://www.merriam-webster.com/dictionary/syntax
Ricketts, J., Davies, R., Masterson, J., Stuart, M., & Duff, F. J. (2016). Evidence for semantic involvement in regular and exception word reading in emergent readers of English. Journal of Experimental Child Psychology, 150, 330-345.
Verbal Reasoning
Burton, N. W., Welsh, C., Kostin, I., & van Essen, T. (2009). Toward a definition of verbal reasoning in higher education. ETS Research Report Series, 2009(2), i-41.
Literacy Knowledge
Hebert, M. Bohaty, J.J., Nelson, J.R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609-629.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.
Phonological Awareness
Dilgard, C., Hodges, T. S., Coleman, J. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology, 43(8), 541-575.
Moats, L. C. (2010). Speech to print: Language essentials for teachers. Paul H. Brookes Pub.
Decoding
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Dilgard, C., Hodges, T. S., Coleman, J. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology, 43(8), 541-575.
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 (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
Sight Recognition
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5-21. https://doi.org/10.1080/10888438.2013.819356
McArthur, G., Castles, A., Kohnen, S., Larsen, L., Jones, K., Anandakumar, T., & Banales, E. (2015). Sight word and phonics training in children with dyslexia. Journal of Learning Disabilities, 48, 391-407. https://doi.org/10.1177/0022219413504996